http://repositorio.ufc.br/handle/riufc/61285 2026-06-10T06:52:56Z 2026-06-10T06:52:56Z Alves, Maria Eliene Magalhães da Silva http://repositorio.ufc.br/handle/riufc/86531 2026-05-29T12:42:00Z 2026-01-01T00:00:00Z

Título: Formação de professores indígenas para o ensino de matemática nos anos iniciais na perspectiva da etnomatemática: um estudo na escola indígena Chuí e aldeia Anauá Pitaguary Autor(es): Alves, Maria Eliene Magalhães da Silva Abstract: The situations of indigenous public schools in Brazil, especially the Chuí indigenous school, located in Olho D’água, in the state of Ceará, and in the context of the Pitaguary Anauá land reclamation in the Pitaguary territory on September 29, 2023, have demonstrated that public policies to strengthen and value the struggle for Mother Earth and the environment are urgent and important. Therefore, this study aims to analyze the training of indigenous teachers at the Chuí Indigenous School, based on the contributions of the training activities carried out in the Anauá Village, from the perspective of Ethnomathematics with a link to Creative Insubordination and the Theory of Objectification, theories that value ancestral culture. This study is based on the theoretical assumptions of Ethnomathematics (valuing mathematical knowledge produced and used by different cultural groups), the Theory of Objectification (knowledge develops through collaborative work supported by Community Ethics), and Creative Insubordination (the capacity to act creatively against imposed norms, presenting ethical and responsible pedagogical alternatives) to support the study of actions in the training of indigenous and non-indigenous teachers who teach in indigenous schools. It is a basic research project, with a qualitative approach, of the case study type, and exploratory procedures. To this end, an extension course is conducted within the Virtual Learning Environment (VLE) of the "Weaving Cognitive Learning Networks Group" and the National Council for Scientific and Technological Development (GTERCOA-CNPq), with in-person, synchronous, and asynchronous activities, distributed over 180 hours. The course focused on teacher training through formative actions, using activities geared towards digital graphic practices, supported by ancestral technologies. Data were collected from forums on the Virtual Learning Environment (VLE), observations during in-person activities, and questionnaires administered to participating teachers. The results were analyzed according to the guidelines of the Fedathi Sequence of Data Analysis Methodology (SFMAD), based on its sub-phases: curation; detail, presentation, and interpretation. The importance of developing actions that recover the arguments and wisdom of elder traditions linked to orality, ancestry, communitarianism, seniority, spirituality, initiation, and territoriality in indigenous writing—writings that are aligned with the use of indigenous graphic art, whether on the body, walls, fabric, clay, or indigenous crafts—is noted. The actions carried out with teachers, related to Ethnomathematics, were positive in changing teaching practices and also helped in obtaining the state seals of Anti-Racist School and Sustainable School. According to the teachers, they broadened the teachings of ancestral knowledge, promoting the continuity of generations in the construction of a multicultural education, especially of the Pitaguary culture for indigenous schools. In this context, ethnomathematics stands out for the development of a transdisciplinary curriculum conception that meets the specific needs of teachers working in indigenous schools. This study is considered relevant to the school and community of the Anauá Village, and it is intended that the approaches and conceptions experienced will contribute to an inclusive and quality indigenous school education. The perspective of the study is that indigenous education in Brazil should not be a modality of teaching and intellectual knowledge and tradition governed by laws, but that public policies should safeguard its sociocultural singularities, which strengthen the preservation of traditions. Tipo: Tese

2026-01-01T00:00:00Z Vasconcelos, Juscelândia Machado http://repositorio.ufc.br/handle/riufc/86510 2026-05-27T19:36:17Z 2026-01-01T00:00:00Z

Título: Formação de docentes para ensinar matemática a pessoas com deficiência visual: abordando a trigonometria via Van Hiele Autor(es): Vasconcelos, Juscelândia Machado Abstract: Based on an analysis of mathematics curricula in the state of Ceará, it was observed a lack of subjects focused on inclusive mathematics education, especially regarding visual impairment. Adding to this, and the scarcity of literature and materials related to teaching trigonometry adapted for visually impaired students, this thesis aims to conduct a study on trigonometric functions for visually impaired students through a university extension course. The methodology employed was based on the principles of action research. The theoretical framework was based on Van Hiele's model of geometric learning levels, adapted to the context of visual impairment. In this analysis, we used Laurence Bardin’s content analysis. The course took place at the Regional University of Cariri (URCA), Crajubar campus, a higher education institution in the Cariri region of Ceará, with the participation of twenty students from the Mathematics Licentiate. The data analysis allowed us to conclude that the training enabled participants to understand that limitations are not in sensory conditions, but in the social, pedagogical, and attitudinal barriers that restrict access and participation for students with visual impairments; that the use of manipulable and multisensory materials promotes more meaningful learning, especially for students with disabilities, as well as enabling them to employ strategies in the development of accessible materials for teaching trigonometry to this audience. Finally, the participants highlighted that teaching Trigonometry to visually impaired students is possible when based on inclusive methodologies, using tactile and auditory resources and pedagogical adaptations. Tipo: Tese

2026-01-01T00:00:00Z Rodrigues, Suelem Maquiné http://repositorio.ufc.br/handle/riufc/86474 2026-05-26T13:31:36Z 2026-01-01T00:00:00Z

Título: Proposição do perfil conceitual para mulher cientista do Brasil: caminhos a partir do projeto Lua e revista Devas Autor(es): Rodrigues, Suelem Maquiné Abstract: This study proposes the development of a conceptual profile of Brazilian women scientists (PCMCB), based on the assumption that the constitution of concepts is polysemic, dynamic, and historically situated. Scientific and social concepts are understood not as static entities, but as processes shaped and transformed through cultural, discursive, and historical interactions that permeate subjects and the contexts in which they are embedded. In this sense, the study is grounded in Mortimer’s (1996) Theory of Conceptual Profiles as its central theoretical and methodological framework, articulated with contributions from Piaget (1934), Wertsch (1988), and Bachelard (2000), thereby establishing a dialogue among epistemology, ontology, and axiology in the field of Science Education. This qualitative, theoreticalempirical study was developed through the interplay between theoretical foundations and formative practices experienced within the context of the Lua Project and the Devas Journal, initiatives aimed at valuing, giving visibility to, and recognizing the trajectories of Brazilian women scientists. These formative actions constituted privileged spaces for listening, dialogue, and meaning-making, enabling the emergence of narratives, discourses, and perceptions that reveal how the concept of women scientists is constructed, negotiated, and resignified within educational contexts. The main objective of this study was to propose a conceptual profile of Brazilian women scientists by analyzing the multiple forms of representation, understanding, and meaning attributed to the concept of women scientists (WS) in Science Education (SE). Specifically, the study sought to: (1) investigate the historical and discursive trajectory of the constitution of concepts related to women scientists in Brazil; (2) conduct a survey of academic journals to identify how women scientists have been represented in scientific production over the last decade; (3) propose conceptual profile zones for women scientists based on the statements, narratives, and perceptions of students participating in the formative actions; and (4) analyze the modes of proposition and pedagogical mediations that emerge from these educational experiences. The results highlight the persistence of stereotypes, invisibilities, and historical silencing related to women’s presence in the sciences, revealing symbolic structures that continue to limit the recognition of women as legitimate producers of scientific knowledge. However, movements of resistance, affirmation, and identity reconfiguration are also identified in the discourses of participating students, indicating processes of critical awareness and empowerment. Based on the analysis of interactions, interviews, and collective productions, eight conceptual profile zones were delineated: institutional, emancipatory, normative-mimetic, historicized, tutelary, symbolic struggles, lexical, and representational. Each zone expresses distinct dimensions of how the concept of women scientists is understood, tensioning values, forms of knowledge, and positions between hegemonic scientific traditions and contemporary practices of inclusion, diversity, and female protagonism. The study indicates that the proposal of a PCMCB constitutes a movement of critical epistemology and knowledge decolonization, as it promotes the coexistence of different ways of knowing, interpreting, and representing science. It is concluded that recognizing and systematizing these zones contributes to the strengthening of more just, inclusive, and contextualized pedagogical practices, fostering the scientific education of girls and women and expanding the understanding of science as a plural, dialogical, and emancipatory field. Tipo: Tese

2026-01-01T00:00:00Z Lima, Luiz Paulo Fernandes http://repositorio.ufc.br/handle/riufc/85726 2026-04-09T11:55:46Z 2025-01-01T00:00:00Z

Título: Uma engenharia didática de formação para professores de ciências sob a perspectiva da cultura maker no desenvolvimento de competências digitais Autor(es): Lima, Luiz Paulo Fernandes Abstract: The teaching of Natural Sciences in basic education, crucial for both scientific and civic development, faces the ongoing challenge of keeping pace with the demands of the digital era. In this context, the continuous professional development of teachers in the use of technology emerges as an urgent necessity. This study investigated the potential of Didactic Engineering for Teacher Training (Engenharia Didática de Formação – EDF) as a model for developing teachers’ digital competencies. Anchored in the Theory of Didactic Situations and guided by the principles of Maker Education, the research aimed to analyze the contributions of an EDF – based training program to the development of digital competencies among Natural Science teachers in the final years of elementary education in Fortaleza, Ceará, Brazil. The investigation followed the methodological principles of Didactic Engineering, emphasizing its second-generation approach. Data collection involved a group of 30 teachers from the Municipal Department of Education who participated in a training process conducted in the FabLearn laboratories of the Center for Excellence in Educational Policies at the Federal University of Ceará. The hybrid program, consisting of five in-person meetings interspersed with on-line activities, implemented Formative Didactic Situations focused on Maker Culture, Computational Modeling, Digital Fabrication, and Virtual Simulation, using a wide range of software and tools available in the FabLearn environments. Data analysis, based on the triangulation of quantitative and qualitative methods, considered three main dimensions: (1) the evolution of teaching competencies in light of the National Common Curricular Base (BNCC) and the National Common Base for Teacher Education (BNC – Formação Continuada); (2) participants’ perceptions, collected through the SEEQ questionnaire; and (3) the analysis of Maker didactic sequences designed by the teachers participating in the research. The comparison between a priori and a posteriori analysis validated the effectiveness of the proposal and provided essential insights for achieving the research objectives. The findings indicate that Didactic Engineering for Teacher Training, by integrating the Theory of Didactic Situations and Maker Education, constitutes a consistent methodology for the continuous professional development of Natural Science teachers. This integration fostered progress in the appropriation of digital technologies, encouraged more creative and collaborative pedagogical practices, and promoted science teaching aligned with the demands of digital culture and the competencies established by the BNCC. Although challenges remain, particularly regarding the consolidation of Digital Citizenship and the improvement of schools’ structural conditions, the results demonstrate the transformative potential of EDF as an innovative and socially relevant training model, strengthening scientific and technological education in Brazil and fostering the essential competencies for teaching in the 21st century. Tipo: Tese

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