http://repositorio.ufc.br/handle/riufc/1417 2026-04-06T21:27:19Z http://repositorio.ufc.br/handle/riufc/85406 Título: Pensamento algébrico na formação de professores nos anos iniciais: uma análise multissemiótica à luz da teoria da objetivação de Radford Autor(es): Carvalho, Márcio de Lacerda Abstract: This research investigates the development of algebraic thinking in teachers who teach Mathematics in the Early Years of Elementary School. Given the persistent difficulty of students in this area, the question is: how can the Theory of Objectification and the development of algebraic thinking of the teacher who teaches Mathematics in the Early Years of Elementary School be integrated to improve their pedagogical practice and learning in Algebra, during their continuing education? The study is anchored in the Early Algebra(EA) movement, which advocates the introduction of algebraic concepts from the first years of schooling, in line with the National Common Curricular Base (BNCC, Brazil, 2017). Luis Radford's Theory of Objectification (TO), with contributions from Vygotsky, Hegel, Marx, and Freire, serves as the central theoretical framework. The objective is to analyze how continuing education can influence the construction of teachers' algebraic thinking and improve pedagogical practice in teaching Algebra. The research adopts a qualitative, descriptive, and interpretive approach, using multisemiotic analysis as a method. Ten teachers participated in a 60-hour continuing education course offered by the G-TERCOA/CNPq/UFC Research Group. Data collection involved questionnaires, participant observation, audiovisual recordings, and analysis of participants' production. Data analysis will be based on multisemiotic analysis, considering different modalities of expression. The educational product will be a set of Teaching Sequences (SD) for teaching Algebra in the Early Years, based on TO and aligned with the BNCC. It is expected that the research will contribute to the professional development of teachers, the improvement of Algebra teaching, and student learning. Tipo: Dissertação 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85062 Título: O ensino de ciências e a arte do cinema: diálogos e cenas da sétima arte com a prática docente Autor(es): Silva, Francisco Écio da Abstract: Natural Sciences face a challenge in continuing to seek pleasure through the discovery of knowledge. Research has shown that students are not interested in learning these Sciences, suggesting strategies to overcome this situation. From this perspective, we present the teaching of Natural Sciences in dialogue with Art, investigating the contributions of a pedagogical activity in elementary education that articulates film works and the teaching of Natural Sciences, providing better practice in the area researched. We used animated films in sixth and seventh grade classes of elementary school in a municipal school in Fortaleza. David Ausubel’s (1982) Theory of Meaningful Learning is presented as the basis for the research, based on the methodology of cooperative and supportive learning, with the intention of promoting learning in a cooperative process. The intervention associated the emotional as a basis in which reason and affectivity are linked in the appropriation of knowledge. The meetings were recorded in a logbook that was transformed into a narrative. The qualitative research in the field of planned experience narration focused on the experiences of the researcher-narrator. The intervention meetings were subjected to content analysis based on Laurence Bardin (2020) to reveal intentions included in thoughts and attitudes. In the units of analysis, we considered the previous content, the contribution to learning, the emotional and cognitive engagement, the interconnection between science and animated films, and the difficulties and surprises throughout the research. At the end of the investigation, we found a favorable contribution of animated films in the teaching-learning processes in the area of natural sciences. The research generated an educational product, an e-book, as a point of guidance for teachers and researchers who plan their didacticpedagogical actions in the construction of spaces that favor meaningful learning. Tipo: Dissertação 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85051 Título: Aprendizagem cooperativa e inclusão : estratégias para alunos com transtorno do espectro autista nas aulas de ciências sobre alimentação e nutrição Autor(es): Martins, Leidiane de Sousa Abstract: This research addressed Cooperative Learning (CL) as a teaching tool for students with Autism Spectrum Disorder (ASD) in an elementary school class (early grades) in the Science curriculum component on food and nutrition. It mentions that the traditional teaching model is based on the teacher as the sole possessor of knowledge, excluding the student from direct participation in the class. Currently, new pedagogical approaches are being implemented in classrooms, aiming to promote socialization, improve learning levels, and eradicate discrimination against students with disabilities. The general objective of the research is to analyze how Cooperative Learning impacts the academic performance, social participation, and engagement of students with ASD in Science classes, especially in activities on food and nutrition. Specific objectives are: to characterize the theoretical, political, and normative foundations that structure the understanding of ASD and its implications for schooling; to describe the theoretical and pedagogical assumptions of Cooperative Learning in Science teaching; The objective of this study is to identify the educational needs of students with ASD (Autism Spectrum Disorder) related to social interactions and learning processes in Science, and to examine how peer interaction, mediated by cooperative strategies, contributes to the development of healthy eating behaviors and habits. It also aims to develop a practical guide to assist teachers in implementing Cooperative Learning with 3rd-grade elementary school children in order to promote the inclusion and socio-emotional development of students with ASD, focusing on food and nutrition topics. The methodology employed to achieve the proposed objectives is classified, in terms of its approach, as qualitative research, which materialized through interviews with teachers. It is an applied, exploratory study based on a case study methodology, and also draws on bibliographic and documentary research sources. Bibliographic and documentary research was chosen because it offers past and present data, as well as its relevance to the theoretical foundation of the topic. This study demonstrated that Cooperative Learning can be used as a pedagogical approach to promote the inclusion of students with Autism Spectrum Disorder (ASD) in science classes, focusing particularly on topics related to food and nutrition. Tipo: Dissertação 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85021 Título: Método de aprendizagem cooperativa Jigsaw aplicado no ensino de ciências em turmas do 7º ano de uma escola pública municipal de Fortaleza - Ceará Autor(es): Melo Junior, Magno Ferreira de Abstract: This study investigated the effectiveness of the Jigsaw cooperative learning method in science education, focusing on the theme of environmental pollution, in 7th-grade classes at a municipal public school in Fortaleza. The research, of a qualitative-quantitative nature and exploratorydescriptive approach, sought to verify whether the methodology favors conceptual learning, the development of social skills, and student autonomy. The application involved five classes, organized into groups responsible for studying different types of pollution: atmospheric, water, soil, radioactive, noise, and visual. In parallel, a guide was developed to guide the use of the Jigsaw method in elementary education. Data collection included written assessments, used to measure quantitative performance, and participant observation, with records in a field diary, for qualitative analysis. The results indicated that the classes that used the Jigsaw method showed an average performance more than 40% higher than that of the control class. In addition, a significant improvement was observed in the students’ social skills, such as collaboration, communication, and individual responsibility. The development of the educational product of a guide proved to be a relevant complementary resource, fostering creativity and autonomy among students. It is concluded that the Jigsaw method constitutes an effective pedagogical strategy for teaching Science, contributing to meaningful learning and the holistic development of students. Tipo: Dissertação 2025-01-01T00:00:00Z