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

The notion of the body in the school curriculum is usually seen only from the biological point of view, but we start from the assumption that the body is not only biological, but a social and cultural construction. Thus, this article aims to analyze the approaches to the body in Science Teaching at BNCC, to problematize the discursive constructions that are formed about it and reflect on the subjectivities that can be produced. This is a qualitative research that uses the Foucauldian concept of discourse as a theoretical-methodological tool for document analysis. The corpus of analysis was the objects of knowledge and skills in the organization of the 1st to 9th grade, in the area of Natural Sciences. As a result, there is a predominance of biological discourses, and discreet possibilities of approaching the body from social and cultural aspects, which are relevant for adolescents to deal with the problems that involve the body in contemporary times.

This article investigates the knowledge of complex numbers that Electrical Engineering students present, as well as the educational strategies adopted by professors to teach them. Surveys confirmed that most students at the University of Caxias do Sul do not have the knowledge of complex numbers needed for the disciplines of Electrical Engineering. To verify the prevalence of this situation in Rio Grande do Sul, Electrical Engineering professors from six higher education institutions answered a questionnaire. The analysis of the answers showed that most students from the selected institutions do not master the knowledge of complex numbers, and therefore professors need to review and explain concepts and operations, when the objective would be to use them in applications in Electrical Engineering. Therefore, there is room for using learning resources to help reduce this gap that comes from high school education, providing students with a tool to facilitate learning about complex numbers.

Immersed in the current pandemic situation caused by COVID-19, virtual museums have had their importance increased in society. It is common for virtual museums to be defined in different ways. We mapped academic research on the subject in Brazil, specifically focusing on the most used terminologies in theses and dissertations. We carried out an analysis in two repositories: Digital Library of Theses and Dissertations; Catalog of Theses & Dissertations of CAPES, without time limit. The research is a theoretical review of the state of knowledge type on the topic of virtual museums. As a result, we express characteristics that contribute to a (possible) definition for the term virtual museum, such as: being available online in cyberspace, being accessed through the internet, coexisting or not in a physical environment, presenting possibilities of interactivity, in addition to representing a media that provides a narrative about the subject on display.

The objective of this work is to analyze how the content of ratio and proportion is developed in Elementary School textbooks, comparing the previous and subsequent editions to the National Common Curricular Base (BNCC). The two analyzed collections were chosen because they have the largest number of copies purchased throughout Brazil. For the qualitative analysis, seven criteria were developed to study the content and activities. The main changes between the collections and the concordance of the last edition regarding the skills listed in the BNCC were scored. It was concluded that: one of the collections, the edition prior to the BNCC is compatible with what was expected and the books prior to the BNCC showed greater concern in approaching the content. Current books contain what is considered the minimum to be in line with the skills highlighted in the BNCC.

The main of this paper is to present the didactic game NucGame, which is about Nuclear Technology. It was developed within the scope of an extension project and is based on the literature on didactic games and on the Science, Technology and Society (STS) approach in Science Education. NucGame is a board game with physical and virtual parts. In it, each player represents a fictional country, which is interested in building a nuclear power plant to reduce the emission of greenhouse gases. Its pedagogical objective is to present knowledge related to the use of nuclear energy for the generation of electric energy. The stages of the nuclear fuel cycle and the operation of a power plant are presented in the game, which does not require previous knowledge to be played. It is hoped that NucGame will contribute to demystifying the issue of nuclear energy with students and the public.

In this article, the objective is to identify some contributions of teacher education for the teaching of Mathematics for the deaf. A qualitative research was developed in which the questionnaire, the field diary, the writing of narratives and the audio recording of the face-to-face meetings of a course offered to teachers who teach Mathematics in regular schools were used. Data were interpreted from Content Analysis. The need for course to work with the deaf, reflection on different practices and experiences, the importance of adapting the curriculum, the use of different methodological strategies, which allowed participants to know activities and materials for teaching Mathematics, were highlighted.

Textbooks are part of the current agenda of reflections and research in Mathematics Education. Considering the initial formation of the Mathematics teacher as a relevant locus to inquire about the possibilities that the different resources provide in making decisions related to the teaching practice, we consider: the courses of Degree in Mathematics of the state universities of São Paulo have provided opportunities for discussions/reflections to about the textbook? For this, we qualitatively analyze the Pedagogical Projects of these courses, carrying out a documentary research with the assumptions of content analysis. As a result, we found that all courses mention the textbook and/or teaching materials, either in the egress profile or in curricular components, with a greater focus on the analysis aspect of these resources. We believe that this study contributes to a debate about the textbook, in addition to pointing out investigations and gaps in the field of research on this material.

Teacher training is a subject under constant study in research in Education. In view of the growth in the supply of undergraduate courses in the form of Distance Education (EaD), this study aims to identify and problematize the view of Mathematics teachers graduated from the University of Uberaba (Uniube), in the campus of Janaúba/MG, in the period from 2006 to 2020, shedding light on the challenges and possibilities experienced in their entry, process of academic training in Mathematics in the EaD modality. The research has a qualitative approach, and semi-structured interviews were carried out with three (3) professors from the aforementioned Higher Education Institution, in the municipality of Janaúba/MG, who teach in public schools of the State Education Network in that same municipality. The survey results indicate that distance education, despite the challenges, presents possibilities for a solid training to exercise the teaching profession.

This article presents a bibliographical research, of a qualitative nature, which aimed to: a) identify the main curricular adaptations in the teaching of Mathematics to serve students from the perspective of inclusive education; b) analyze how teachers recognize themselves in the curriculum production process, respecting the specificities of students. Data collection was carried out by reading selected works that address the theme of inclusive mathematics teaching. Regarding the examination of the data, we opted for Content Analysis. As a result, we can point out that flexibility in the curriculum is fundamental within the process of school inclusion, and in the teaching of mathematics, adaptations in games, problem solving, as well as contextualization and socialization are indicators that collaborate in the learning process of students, with or without disabilities.

In this research, a mapping of dissertations and theses was carried out that have PIBID as their central theme, public policy for teacher training. In this specific case, the focus is the Mathematics Degree course. The objective of this work is to identify how teacher training was discussed, through the objectives defined in the research, according to the inquiring directions and results obtained. The methodology used for data processing is Content Analysis; for data collection, a survey of publications was carried out in the Digital Library of Theses and Dissertations (BDTD) that analyzed teacher training through PIBID. The results obtained in the analyzed research indicate that PIBID contributes to the construction of teaching knowledge of future teachers, revealing positive results regarding the practice of PIBID and its impacts on the training of teachers who work in the Mathematics Degree.