http://repositorio.ufc.br/handle/riufc/1416 2026-08-14T05:15:07Z 2026-08-14T05:15:07Z Silva, Maria Aliciane Martins Pereira da http://repositorio.ufc.br/handle/riufc/87403 2026-08-05T17:37:53Z 2026-01-01T00:00:00Z

Título: A teoria histórico-cultural no ensino de matemática: a transição entre o 9° ano do ensino fundamental a 1ª série ensino médio Autor(es): Silva, Maria Aliciane Martins Pereira da Abstract: This dissertation was developed within the Professional Master’s Program in Science and Mathematics Education at the Federal University of Ceará (UFC). It investigates mathematics learning during the transition from the final years of lower secondary education to upper secondary education, drawing on the principles of Historical Cultural Theory, particularly the role of pedagogical mediation in students’ learning and development. The study is grounded in the understanding that this transition cannot be reduced to an administrative or curricular change, as it involves significant pedagogical challenges, including weaknesses in the formation of fundamental concepts that hinder the appropriation of more systematized mathematical knowledge. Accordingly, the study aimed to analyze, from the perspective of Historical-Cultural Theory, how Mathematics teachers working in the first year of upper secondary education identify the learning difficulties experienced by students transitioning from the ninth grade and which pedagogical mediation strategies they employ to promote the consolidation of mathematical learning. The research adopted a qualitative, exploratory, and interpretive approach and involved four Mathematics teachers working in the first year of upper secondary education in public schools representing different educational modalities. Data were collected through semi-structured interviews and documentary analysis of results from the Permanent System for the Assessment of Basic Education in Ceará (SPAECE). The data were examined using content analysis and interpreted in conjunction with the theoretical foundations of Historical-Cultural Theory. The findings revealed that difficulties in Mathematics cannot be attributed exclusively to individual factors, as they are also associated with school trajectories marked by weaknesses in conceptual development, students’ social conditions, and the need for more intentional pedagogical interventions aligned with their learning needs. The results further highlighted the importance of organizing teaching practices in accordance with students’ actual and potential levels of development, thereby supporting concept formation and the development of higher psychological functions. As the educational product of the Professional Master’s Program, a four-lesson teaching sequence was developed based on Historical-Cultural Theory and designed to address the fundamental mathematical skills required for the transition from the ninth grade of lower secondary education to the first year of upper secondary education. The study concludes that pedagogical mediation is a central element in the organization of Mathematics teaching, as it enables more intentional and formative practices committed to students’ understanding, elaboration, and appropriation of mathematical knowledge. Tipo: Dissertação

2026-01-01T00:00:00Z Teófilo, José Wellington Leite http://repositorio.ufc.br/handle/riufc/86850 2026-07-02T16:37:19Z 2026-01-01T00:00:00Z

Título: A divulgação científica e a feira das profissões: uso e aplicação dessas ferramentas pedagógicas no ensino fundamental Autor(es): Teófilo, José Wellington Leite Abstract: Vocational education in Brazil began during the Imperial period, with initiatives aimed at training young people in situations of social vulnerability. Over time, these institutions underwent successive changes, culminating in 2008 with the implementation of upper secondary education integrated with vocational education by the Brazilian Federal Government and the Government of the State of Ceará, through the Federal Institute of Education, Science, and Technology of Ceará (IFCE) and the State Schools of Vocational Education (EEEPs). The “Careers Fair” is an event that supports vocational guidance and scientific outreach within schools, assisting upper secondary students in choosing a higher education degree, while also addressing technical programs. In light of this, the following questions arise: What is the relevance of the “Careers Fair” to vocational guidance for students in the final years of lower secondary education? And how can the production and implementation of such events be encouraged within these institutions? Accordingly, the general objective of this study is to understand how the “Careers Fair” can support and motivate students, teachers, and administrators in the Municipal Education Network of Fortaleza, with the aim of incorporating it as a vocational guidance tool in the final years of lower secondary education. This research is characterized as an exploratory case study with a qualitative approach, designed to meet the stated objectives. Participants included 35 students, three teachers, and one coordinator from a part-time municipal school located in Fortaleza, Ceará. The research techniques were based on adaptations of Célestin Freinet’s methodologies, namely the “Field Trip” and “Free Text,” tailored to lower secondary education and organized into the following stages: (i) a survey of integrated upper secondary programs offered in Fortaleza, identifying 35 course options across 24 institutions; (ii) administration of a diagnostic questionnaire to students; (iii) a “Field Trip” with participants to the Careers Fair at the Federal University of Ceará (UFC), the IFCE, and one EEEP; (iv) implementation of “Free Text” activities with students; (v) semi-structured interviews with the coordinator and teachers; (vi) data analysis; and (vii) development of an Educational Product in the form of a guide entitled Scientific Outreach and the Careers Fair: Use and Application of These Pedagogical Tools in Lower Secondary Education. The results showed that 91% of students had never visited a Careers Fair; 35% were unaware of technical education options, despite reporting concerns about the labor market; among students who were aware of technical programs, Administration, Information Technology, and Nursing were the most frequently mentioned; 22.5% of students reported not yet knowing which career they wish Tipo: Dissertação

2026-01-01T00:00:00Z Sousa, Katiana de http://repositorio.ufc.br/handle/riufc/86797 2026-06-17T12:14:16Z 2026-01-01T00:00:00Z

Título: A literatura de cordel como ferramenta lúdica na educação ambiental: potencialidades para a formação de professores dos anos iniciais Autor(es): Sousa, Katiana de Abstract: This dissertation analyzes Brazilian academic production on the relationships among cordel literature, Environmental Education, and Elementary School, with the aim of understanding how this articulation has been addressed in the educational field. The study is based on the understanding that cordel literature, as an expression of Brazilian popular culture, especially from the Northeast, may constitute a relevant pedagogical resource for addressing socio-environmental themes in the school context. The main objective was to analyze, through a Systematic Literature Review, national academic publications that address the relationships among cordel literature, Environmental Education, and Elementary School. More specifically, the study sought to identify scientific productions on this articulation, systematize their thematic, methodological, and pedagogical approaches, analyze the contributions and gaps evidenced in the selected literature, and develop, as an educational product, a four-lesson didactic sequence aimed at the early years of Elementary School. Methodologically, the research is qualitative in nature and was conducted through a Systematic Literature Review, involving the survey, selection, organization, and analysis of academic studies retrieved from scientific research databases. The results show that cordel literature has been recognized as a powerful pedagogical resource for fostering reading, orality, text production, interdisciplinarity, and the contextualized approach to environmental themes. The study also revealed that, although there are relevant contributions in the field, important gaps remain regarding the systematization of proposals specifically aimed at Environmental Education in the early years of Elementary School and teacher education for the pedagogical use of cordel literature. It is concluded that cordel literature has significant potential to enrich more critical, contextualized, and culturally situated pedagogical practices, especially when articulated with Environmental Education. As an outcome of the research, a four-lesson didactic sequence is proposed as an educational product, intended to support teaching practices in the early years of schooling. Keywords: Cordel Litera Tipo: Dissertação

2026-01-01T00:00:00Z Oliveira, Maria Auremirtes da Silva http://repositorio.ufc.br/handle/riufc/86796 2026-06-19T11:42:11Z 2026-01-01T00:00:00Z

Título: Jogos para a aprendizagem matemática nos anos iniciais: uma proposta à luz da metodologia de ensino sequência Fedathi Autor(es): Oliveira, Maria Auremirtes da Silva Abstract: This study addresses challenges in logical-mathematical knowledge, the mismatch between children's cognitive development and current curricular demands, and the lack of understanding regarding how students develop mathematical skills. These factors directly interfere with the mathematics teaching-learning process. This research aims to reflect on the disconnection between school knowledge and the child's reality, and the potential of mathematical games to overcome the predominance of mechanical activities over playful practices. The objective is to understand how the experience of the Fedathi Sequence, when integrated with games, optimizes the construction of mathematical knowledge. This qualitative research uses a bibliographic design. The analysis of bibliographic data, combined with the Fedathi Sequence methodology—through its stages of Taking a Stand, Maturation, Solution, and Proof—revealed that the use of games in mathematics classes fosters student protagonism and redefines the teacher's role as a strategic mediator, aligning with the guidelines of the Brazilian National Common Curricular Base (BNCC). Thus, they confirm the significant pedagogical potential of games as catalysts for intrinsic engagement, the development of logical-mathematical reasoning, experimentation, and strategy elaboration, in addition to contributing to the reduction of anxiety and fear of mathematics. It is also observed that games can be organically integrated into each experience of the methodology, enriching the teaching-learning process by transforming playful challenges into "Taking a Stand," pleasurable experimentation into "Maturation" (as a practical experience), and "Solution" as a reflection on strategies, consolidated in "Proof." This articulation promotes a "Living Mathematics," making concepts more concrete and understandable for children and developing essential cognitive and socioemotional skills. As an Educational Product, an e-book of didactic games aligned with the Fedathi Sequence is highlighted, presented as a practical resource for teachers. Although the study noted the need for more teacher training, it is hoped that this work will contribute to the improvement of pedagogical practice, as the use of games in mathematics classes has demonstrated the viability of integrating playfulness with mathematical rigor to form more critical, autonomous, and confident students in their mathematical abilities. Furthermore, the significant contribution of the Fedathi Sequence methodology as a booster of the mathematics teaching-learning process is emphasized. Tipo: Dissertação

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