scholarly journals Aspectos do Conhecimento Profissional Sobre Transformações Geométricas Emergentes em uma Atividade Diagnóstica com a Participação de um Grupo De Professores

2020 ◽  
Vol 12 (3) ◽  
pp. 284-294
Author(s):  
Isabel Campos Barroso ◽  
Maria Elisa Esteves Lopes Galvão ◽  
Angelica da Fontoura Garcia Silva
Keyword(s):  
Public Schools ◽  
Rio De Janeiro ◽  
Basic Education ◽  
Professional Knowledge ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Design Experiment ◽  
Specialized Knowledge ◽  
Geometric Transformations ◽  
Teaching Knowledge

Tem-se como objetivo nesse trabalho trazer parte de uma pesquisa que teve como propósito identificar e analisar o conhecimento profissional docente para o ensino das transformações geométricas na Educação Básica e examinar as contribuições de uma formação voltada para esse conhecimento. Participaram da pesquisa 21 professores do Ensino Fundamental e Médio, que atuam na rede pública do Rio de Janeiro. A investigação seguiu princípios metodológicos do Design Experiment. O aporte teórico sobre o conhecimento docente baseou-se nos estudos de Ball, Thames e Phelps; os trabalhos de Bulf, Grenier e Jahn trouxeram referências importantes sobre as transformações geométricas. Uma atividade diagnóstica para avaliar os conhecimentos sobre os vários tipos de simetria, eixos de reflexão e centros de rotação, precedeu a preparação de um conjunto de atividades que explorou a construção do conhecimento sobre esse conteúdo usando desde materiais manipulativos até um software de Geometria Dinâmica. Traz-se para esse artigo os dados referentes à avaliação diagnóstica e busca-se compreender, dentre os professores participantes, os conhecimentos comum e especializado para o ensino das transformações geométricas emergentes dessa atividade. As respostas à atividade diagnóstica revelaram que os participantes carecem do conhecimento comum e especializado, consequência de uma formação inicial que pouco contemplou esse conteúdo. As atividades e as discussões sobre o tema possibilitaram a ampliação dos conhecimentos profissionais dos professores, especialmente o conhecimento do conteúdo.   Palavras-chave: Transformações Geométricas. Simetria. Formação de Professores. Conhecimento Docente. Residência Docente.   Abstract The objectives of this work are to bring part of a research that aimed to identify and analyze the teaching professional knowledge for the teaching of geometric transformations in Basic Education and to examine the contributions of some activities focused on this knowledge. Twenty-one elementary and high school teachers from Rio de Janeiro public schools participated in the research. The research followed the methodological principles of Design Experiment. The theoretical support on teaching knowledge was based on the studies of Ball, Thames and Phelps; the works of Bulf, Grenier, and Jahn brought important references about geometric transformations. A diagnostic activity to assess knowledge about the various types of symmetry, reflection axes, and centers of rotation preceded the preparation of a set of activities that explored knowledge building on this content using from manipulative materials to Dynamic Geometry software. This article brings the data related to the diagnostic evaluation and seeks to understand, among the participating teachers, the common and specialized knowledge for teaching the geometric transformations emerging from this activity. The responses to the diagnostic activity revealed that the participants lack common and specialized knowledge, a consequence of an initial formation that had little contemplation of this content. The activities and discussions on the subject allowed the expansion of teachers' professional knowledge, especially the content knowledge.   Keywords: Geometric Transformations. Symmetry. Teacher Training. Teaching Knowledge. Teaching Residency.  

scholarly journals Evidenciação do Controle Social nas Prestações de Contas do Programa Dinheiro Direto na Escola no Município do Rio de Janeiro

2016 ◽  
Vol 11 (3) ◽  
Author(s):  
Ana Cristina de Oliveira Medeiros ◽  
Francisco José dos Santos Alves ◽  
Andréa Paula Osório Duque
Keyword(s):  
Public Schools ◽  
Civil Society ◽  
Day Care ◽  
Rio De Janeiro ◽  
Basic Education ◽  
School Program ◽  
Day Care Centers ◽  
Descriptive Research ◽  
School Day ◽  
State And Local

Education in Brazil have expanded the debate concerning the quality offered, as well as being a constitutional guarantee, there are the State's efforts in the allocation of financial resources annually. In the case of Basic Education was created in 2007 the Direct Money in School Program (DMSP) that the Union transfers financial assistance to state and local public schools, and encourage widespread participation in resource management. Thus, the study’s objective was to investigate how civil society involved in the management of public resources of TSA, in a descriptive research with a quantitative and qualitative approach. The data collection was a documentary research: 29 accounts rendered digitized Direct Money in School Program (DMSP) from schools and day care centers located in the municipality of Rio de Janeiro for the year 2012. Consolidating research, we sought to understand the perception of the Director of School / Day Care and President of the Community Council-School on the subject employing a questionnaire. In addition to the Audit Services scanned the TSA was checked for evidence of compliance with the principle of accountability and encouraging the social control in the electronic media. The results show the need to improve the participation of civil society, given that this study found that schools/nurseries do not provide the program information on official websites, minimizing transparency, and there is the existence of oversight failures in the assessment of benefits accounts and composition of the Councils.

Perceived Experiences of Community Violence Among Adolescents: A School Survey From Rio de Janeiro, Brazil

2021 ◽  
pp. 088626052110051
Author(s):  
Claudia L. de Moraes ◽  
Érika B. dos Santos ◽  
Michael E. Reichenheim ◽  
Stella R. Taquette ◽  
Luciane Stochero ◽  
...  
Keyword(s):  
Public Schools ◽  
Community Violence ◽  
Rio De Janeiro ◽  
Public Health Problem ◽  
Cross Sectional Study ◽  
Global Public Health ◽  
Cross Sectional ◽  
Interpersonal Aggression ◽  
Adolescent Students ◽  
Management Actions

Community violence (CV) is a global public health problem due to its high frequency and severe consequences. Although CV is one of the leading causes of death among adolescents, little is known about the everyday CV situations that do not lead to death. This study aimed to estimate the frequency of exposure to and involvement in CV situations among adolescent students from public and private schools in the city of Rio de Janeiro, Brazil. This was a cross-sectional study of 693 individuals in their second year of high school selected through stratified multistage random sampling. Information about their exposure to and involvement in CV was collected through a self-completed multidimensional questionnaire in the classrooms. For approximately 30% of the adolescents, someone close to them had been murdered, and 40% had already seen the corpse of a victim of homicide. Seventeen percent reported having been directly involved in CV situations. Approximately 38%, 13%, and 25% had been victims of robberies, interpersonal aggression, and death threats to either themselves or their relatives, respectively. Many of these situations occurred more than once. In general, CV was more frequently reported by boys and by those who did not live with both parents. Adolescents from higher economic classes experienced more interpersonal aggression and felt a greater need to carry a gun. Those who belonged to the lower economic classes and studied in public schools were more exposed to lethal violence than other students. The results call attention to the very high percentage of adolescent students that are involved in CV situations as well as to the differences in violence rates among population subgroups. Such findings should be considered when planning CV prevention and management actions in schools and other socialization spaces for adolescents.

Geometric Transformations in the Plane: Shapes in Motion.

2021 ◽  
Vol 8 (3) ◽  
pp. 156-175
Author(s):  
Antonio Paulo Muccillo de Medeiros ◽  
Lícia Giesta Ferreira De Medeiros
Keyword(s):  
Historical Perspective ◽  
Basic Education ◽  
Practical Application ◽  
Geometric Transformations

This work intends to analyze the validity of inserting the study of Geometric Transformations in Basic Education. It is based on the analysis, from the historical perspective, of the use of these transformations by man and the development of these concept by mathematicians. It intends to show that this subject can be used as an integrating content between the branches of mathematics in basic education to contextualize teaching of subjects in which students do not easily see a practical application.

Another look at the Acceptability of Philippine English through the Lens of Basic Education Teachers

2021 ◽  
Vol 3 (2) ◽  
pp. 99-115
Author(s):  
Jenifer Mangalus
Keyword(s):  
Public Schools ◽  
English Language ◽  
Basic Education ◽  
School Administrators ◽  
English Teachers ◽  
Current Status ◽  
Academic Context ◽  
English Classes ◽  
Significant Difference ◽  
Post Test

While there have been studies and awareness seminars conducted in the promotion of Philippine English (PE), still PE has not fully-penetrated in most public schools. Hence, the study sought to identify the acceptability of PE among English teachers from a secondary high school in Pampanga. PE’s levels of acceptability were determined using Torres and Alieto’s (2019) Grammatical and Lexical Acceptability Questionnaire. Pre -test result revealed that teachers have low acceptability level of the PE grammatical and lexical items   and that they are not aware of the PE. A webinar was conducted to introduce the PE among teachers and the post-test showed a significant difference to their acceptability level. Furthermore, teachers’ answers to the follow up questions imply that they are willing to introduce PE in the classroom, which they believe will help the students to be more conversant and become more confident in speaking the English language. It is concluded that teachers are open to incorporating the PE in their classes to further improve their students’ confidence in learning the language. The following recommendations were given: (1) Teachers should be provided with more seminars that will update them with the current status of Philippine English; (2) Teachers should be encouraged to consider the Philippine English in motivating students to be confident speakers in the English classes; and (3) School administrators and English teachers should promote the acceptance of Philippine English in the academic context.

scholarly journals E Continua o Mundo Encantado das Cartilhas...

2019 ◽  
Vol 74 (178) ◽  
Author(s):  
Mary Rangel
Keyword(s):  
Social Psychology ◽  
Public Schools ◽  
Nous Avons ◽  
Rio De Janeiro ◽  
Focal Point ◽  
Social Indicators ◽  
First Year ◽  
The World ◽  
Janeiro City ◽  
Critical Social

Na perspectiva da Psicologia Social (no enfoque, moscoviciano, da representação), foram investigados conceitos e imagens do cotidiano popidar na cidade do Rio de Janeiro, conforme se apresentam em cartilhas adotadas em escolas públicas. Procurou-se, então, notar a possível influência da literatura citico-social da alfabetização (acentuada desde o final dos anos 70) que, entre outras questões, discute a dissociação entre conhecimento (escolar) e realidade, enfatizando o princípio de aprendizagens significativas e contextualizadas. Nas análises, confrontaram-se as representações com "indicadores sociais" do cotidiano, levantados em estudos sociológicos. Os resultados demonstraram a predominância de conceitos e imagens de situações que, não só se distanciam, como invertem as que se apresentam nos "indicadores ". Desse modo, permanece a constatação de que o mundo das crianças não encontra significado no mundo das cartilhas. Abstract In the perspective of Social Psychology (in the Moscovite focal point of the representation), concepts and images of the popular quotidian in Rio de Janeiro city have been investigated, as they present themselves in the spelling books adopted in public schools. One endeavoured, then, to note the possible influence of the critical-social literature of the first year of schooling (accentuated since the end of the 70s), which, among other matters, discusses the dissociation between knowledge (scholar) and reality, enphasizing the principle of significative and contextualized apprendticeships. In the analysis, the representations confront themselves with "social indicators" of the quotidian, raised up in sociologie studies. The results demonstrated the predominance of concepts and images of situations which not only keep away from, as well as invert the ones which present themselves in the "indicators ". Thus, endures the evidence that the world of the children does not find significance in the world of the spelling books. Résumé Sous la perspective de la Psychologie Sociale, d 'après Moscovici (1978), ont été analises concepts et images du quotidien populaire dans la ville de Rio de Janeiro, selon ils se présentent dans les abécédaires adoptés dans les écoles publiques. Nous avons cherché, alors, observer la possible influence de la littérature critique-sociale (accentuée dès le final des années 70) sur l'alphabétisation. Cette littérature, parmi d 'autres questions, discute la dissociation entre savoir (scolaire) et réalité, en emphatisant le principe des apprentissages significatifs et contextualisés. Dans les analyses se confrontent les représentations avec les "indicateurs " sociaux du quotidien, relevés dans les études sociologiques. Les résultats ont démontré la prédominance des concepts et des images de situations que, non seulement s'éloignent comme inversent celles qui se présentent dans les "indicateurs". Ainsi, il nous reste la constatation que le monde des enfants ne recontre pas de signification dans le motide des abécédaires. Resumen En la perspectiva de la Psicoligia Social (en el enfoque moscoviciano de la representación), se investigaron conceptos y imágenes de lo cotidiano popular en la ciudad de Rio de Janeiro, según se presentan en cartillas adoptadas en escuelas públicas. Se procuró observar la posible influencia de la literatura crítico-social de la alfabetización, incrementada desde finales de los años setenta, que, entre otros temas, discute la disociación entre conocimiento (escolar) y realidad, enfatizando el principio de aprendizajes significativos y contextuados. En los análisis se confrontali las representaciones con "indicadores sociales" de lo cotidiano, obtenidos en estudios sociológicos. Los resultados han demostrado la predominancia de conceptos e imágenes de situaciones que no sólo se alejan, sino que invierten las presentadas en los "indicadores ". De esta manera, permanece la constatación de que el mundo de los niños no encuentra sifnificado en el mundo de las cartillas.

scholarly journals MENINGKATKAN KEMAMPUAN SPASIAL SISWA MELALUI PEMBELAJARAN GEOMETRI BERBANTUAN CABRI 3D

2017 ◽  
Vol 2 (2) ◽  
pp. 179-194
Author(s):  
Eline Yanty Putri Nasution
Keyword(s):  
High School Students ◽  
Spatial Ability ◽  
Direct Instruction ◽  
Junior High School ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Control Group ◽  
School Students ◽  
Ability Test

The purpose of this study are to investigate and to describe the gain of students‘ spatial ability through Geometry teaching and learning by using a dynamic geometry software, Cabri 3D. This study was a quasi experimental research with not equivalent control group design. Direct instruction was implemented in control group otherwise Geometry teaching and learning with using Cabri 3D was implemented in experimental group. The population of this study are all of the eight grade of junior high school students in one of the SMP Negeri in Padangsidimpuan City. The sample of this study were two groups of eighth grade. The sample has been choosed with using purposif sample technique. The instruments of this study were spatial ability test, quationere, observation sheet and interview. The test was analysed quantitatively and non test was analyzed qualitatively in order to answer the  the hypotesa, the gain of students’ spatial ability who has studied and lerant with using Cabri 3D is better than direct instruction.

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