Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

ResumenLas creencias y representaciones operan sobre la acción, así es posible pensar que el tipo de mediaciones que realizará el profesor en el aula dependerán de su bagaje lector, sus concepciones sobre la lectura y de la consecuente relación que establezca con ella. Así, el objetivo de este estudio fue caracterizar las creencias de profesores en formación en torno a la lectura, así como su relación con la formación personal y profesional. Para ello, se realizaron cuatro grupos focales con estudiantes de pedagogía en dos regiones del país (n=23), en los cuales se indagó sobre sus creencias sobre la lectura en general y como objeto de enseñanza, así como su relación con la lectura personal y profesional. Los discursos fueron objeto de un análisis de contenido asistido por Nvivo-11. Los resultados muestran una definición no unitaria de lectura, en donde predominan aspectos positivos como su valor y beneficios para el desarrollo, no obstante, se observa una disociación entre esta declaración y sus prácticas. Por un lado, estos estudiantes afirman leer por gusto, pero no demuestran conocimiento literario ni expresan preferencias. Por otro lado, identifican dificultades para leer a causa de su excesiva carga docente. A nivel profesional, aunque reconocen su rol como mediadores de lectura, advierten que no es una tarea exclusiva del docente. Se discuten las implicancias de estas disociaciones para la formación de profesores y de nuevos lectores. AbstractBeliefs and representations influence action, so it is not unfeasible that teacher interventions made in the classroom depend on their reading background and their conceptions of reading. Thus, the objective of this study was to characterize the beliefs of pre-service teachers in training regarding reading, as well as their relationship with personal learning and professional development. To this end, four focus groups were conducted with pre-service teachers in two regions of Chile (n=23), in which their beliefs about reading in general and as an aspect of teaching were investigated, as well as their own relationships with personal and professional reading. The results show dissonant definitions, where in spite of participants’ predominantly positive regard for reading, such as its value and benefits for development, there is a disconnect between such affirmations and the practices of participants. On the one hand, participants claim to read for pleasure, but do not demonstrate literary knowledge, nor do they express preferences. On the other hand, they identify difficulties in reading because of their excessive teaching loads.  At a professional level, even though participants acknowledge their role as reading mediators, they recognize that this is not a task exclusive to teachers. This paper discusses the implications of these findings for preservice teachers and for new readers.

ResumenUno de los factores de éxito en el proceso de enseñanza- aprendizaje en la educación a distancia, radica en el desarrollo de la interactividad vista como una variable que influye en la motivación y con ello en el compromiso de los estudiantes hacia el estudio. Pero al mismo tiempo muchos autores plantean que la interactividad es una variable crítica que requiere actualización y mejora. Basado en esto, es importante la realización de un instrumento que permita una retroalimentación constante sobre la interactividad en la educación a distancia. Este artículo tiene como objetivo describir el diseño y validación de un cuestionario para diagnosticar el estado actual de la interactividad en esta modalidad de estudio. La muestra para el diseño del instrumento estuvo compuesta por 253 profesores. Se aplicaron pruebas de validación psicométricas para indagar sobre su fiabilidad y validez. Los resultados manifiestan valores adecuados. Además, se aplicó el análisis factorial exploratorio que arrojó siete factores. La versión final del instrumento incluye un total de siete indicadores y 42 ítems. La aplicación de este instrumento permitirá diagnosticar el estado actual de la interactividad tomando en consideración las interacciones y sobre esta base proponer acciones de mejoras. Estos resultados serán un aporte en el campo de la tecnología educativa, particularmente en el área de la educación a distancia. AbstractOne of the success factors in the teaching-learning process in distance education lies in the development of interactivity seen as a variable that influences motivation and with it the commitment of students to study. But at the same time, many authors argue that interactivity is a variable criticism that requires updating and improvement. Based on this, it is important to create an instrument that allows constant feedback on interactivity in distance education. This article aims to describe the design and validation of a questionnaire to diagnose the current state of interactivity in this study modality. The sample for the design of the instrument was made up of 253 teachers. Psychometric validation tests were applied to inquire about their validation and validity. The results manifest specific values. In addition, exploratory factor analysis was applied, which yielded seven factors. The final version of the instrument includes a total of seven indicators and 42 items. The application of this enabled instrument diagnoses the current state of interactivity taking into account the interactions and on this basis propose improvement actions. These results will be a contribution in the field of educational technology, particularly in the area of distance education.

O trabalho, ora apresentado, tem o objetivo de fazer uma análise de um livro de Física comumente utilizado por professores na rede básica. O livro em questão é o Tópicos de Física 3. Na ocasião, procura-se destacar aspectos behavioristas que aparecem como elementos basilares no conteúdo presente no livro. Assim, buscou-se, no livro didático, encontrar excertos que pudessem se articular a conceitos importantes do Behaviorismo, desde Pavlov e Watson até Skinner. Foi possível observar um grande número de aspectos behavioristas presentes como reforço positivo e reforço negativo, contingência de reforço, entre outros. Diante disso, é possível dizer que o livro Tópicos de Física 3 apresenta uma forte influência behaviorista e que isso pode ser um interessante parâmetro para se levar em consideração no momento de adoção do mesmo pelos professores no ensino de Física.

Textbooks are the main tool used in preparation and execution of classes. They are essencial at schools and work as a curriculum guide for teachers and students. Therefore, textbooks should be analyzed constantly. One of the contents of chemistry curricula that works as analysis is gas and steam. These terms had been confused as synonims before, but studies proved they are different. This paper has as its objective analyze the distances and approximations of the concepts of gas and steam in textbooks of the National High School Textbook Program 2018 (PNLEM 2018) in relation to Science of Reference (Thomas Andrews). Using the tool proposed by Franzolin (2007), we noticed that out of  the six books analyzed, only three carried this discussion. These three books approached the reference. Besides, the absence of such discussion was associated to lack of the same discussion in college textbooks, since these books are reference in the elaboration of school materials for K-12 classes. Therefore, this paper shows the importance of teachers in identifying the potentialities and limitations of textbooks.

This essay is part of a chapter of the author's doctoral thesis, under the orientation of the coauthor. Based on philosophical foundations, especially brought by Mario Bunge and Álvaro Vieira Pinto, the text aims at developing a discussion about the insignia of progress and development, strongly present in scientific and technological discourses and justifications. In the context of this proposal, we seek to problematize the tendency of the dichotomies sacralization/demonization and ufanism/negativism of the scientific and technological enterprise and to announce a dialectical perspective for the teaching of science and technology in the scope of science education, understanding the dialectical exercise as a way to overcome polarization that impoverishes the debate and suppresses the necessary historical, cultural and critical perspectives that must participate in the formative agenda of Science Education.

The smartphone has become accessible to young audiences, who have appropriated it as a digital environment in the school environment. Given this reality, a possible solution to the problems faced by the excessive use of the cell phone is to adapt this tool to teaching. As a result, the question that guided the theoretical basis, the practical experience, the exhalation of data and the analysis with the development of this research was: is it possible to use the cell phone / smartphone as a didactic resource in  mathematics classes, especially in teaching geometry to 6th graders elementary school year? This paper aims to propose a didactic sequence in order to stimulate a reflection in the students, regarding the possibility of using the cell phone, with GeoGebra software, as a didactic tool in mathematics teaching. The qualitative research method was established, which led to understand and interpret the production of knowledge, and the results indicate that the use of mobile as a didactic tool in the classroom, becomes a great ally of teachers and contributes to motivate learning of school math

This paper presents the results of a research mapping on the Van Hiele Model, published in the National Meetings of Mathematics Education held in this beginning of the XXI century, as one of the most important events in the area, and the wide adoption of this model since the 80's. In addition, it is the most accepted cognitive model in research in Geometry. The systematic review was adopted as a methodological bias for content analysis based on the bibliographic and exploratory research carried out on the model. The results elucidated the discovery of a level inferior to the first one and involution not predicted in the levels of reasoning; the use of manipulative materials; the evolution of dynamic geometry environments and the creation of software based on theory; divergences of nomenclatures, levels, phases and characteristics of the model; gaps for approach in the early grades; abandonment of Geometry and the scarcity of researches that carry out mapping on the Geometry unit, specifically referring to the model, in the sense of deepening and refutation of the theory, since most investigations only carry out applications and classifications in the levels of Van Hiele's theory.  

This paper aims to present educational proposals for the teaching of algebra in order to promote the development of students' algebraic thinking. To do so a bibliographical survey searching for papers that demonstrate that such goal can be achieved through an education that prioritizes the recognition and the generalization of mathematical patterns was conducted. To address high school, we highlighted the sequences defined  recursively, which appear as a good starting point for the generalization of patterns. moreover, with the study of recurrences mathematics, it is possible to propose an alternative approach to teaching progressions. Seeking to work with numerical regularities to describe and generalize relations, we suggest the use of the questions of the Brazilian Olympiad of Mathematics of Public Schools (OBMEP), by solving problems, as a methodological proposal in the teaching of algebra

In this paper is presented a polinomial property used in an exercise resolution in a twelfth grade class. It is also presented a proof of the refered property, accessible for the students. Some required definitions and theorems used in that prof will be remarked and some examples of applications will be presented. This pedagogical proposal may interest other teachers and motivate them to use it in their classrooms. Together with this property, inevitably, is retaked the discussion about the use, or not, of mathematical demosntrations in elementary and high schools.

The research investigated the different conceptions by teachers from different municipal schools in Paragominas, Pará State, in relation to experimentation in Science Teaching (Ensino de Ciências - EC) and its use in educational practices in Elementary Education (Ensino Fundamental - EF). The research made use of a qualitative-descriptive method for data collection and applied a questionnaire with open questions to identify and understand these conceptions from the studies of Education in Science. Three perspectives were identified: experimentation to prove the theory, experimentation to understand the content; experimentation as motivation in Science Teaching.