scholarly journals Acaso e probabilidades nos anos iniciais: potencial dos jogos como mediadores na construção do conhecimento

2019 ◽  
Vol 3 (2) ◽  
pp. 379
Author(s):  
Keli Cristina Conti ◽  
Sandra Gonçalves Vilas Bôas
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Historical Context ◽  
Early Years ◽  
Training Curriculum ◽  
Statistical Education ◽  
Construction Of Knowledge ◽  
Common Base ◽  
Statistics And Probability ◽  
5Th Grade

Resumo: No Brasil, desde a publicação dos Parâmetros Curriculares Nacionais (1997), os conteúdos de Estatística e Probabilidade fazem parte dos currículos e foram reafirmados na Base Nacional Comum Curricular (2017, 2018). Neste artigo, objetiva-se apresentar um breve contexto histórico sobre Probabilidade e Acaso. Outro aspecto será a discussão da questão curricular envolvendo essas duas temáticas as quais podem ser trabalhadas nos Anos Iniciais do Ensino Fundamental (1.º ao 5.º ano), apresentar preâmbulo sobre o potencial dos jogos, exemplificar propostas para a sala de aula que permita trabalhar noções iniciais de probabilidade por meio de um jogo e de atividades investigativas, introduzindo assim as primeiras noções para posteriormente aprofundá-las nos anos seguintes. Esperamos subsidiar também o trabalho do professor e desmistificar o ensino de Probabilidade com as crianças nos Anos Iniciais do Ensino Fundamental. Palavras-chave: Educação Estatística; Probabilidade; Jogos; Formação de professores; Currículo. Account and challenges in initial years: potential of games as mediators in construction of knowledge Abstract: In Brazil, since the publication of the National Curricular Parameters (1997), the contents of Statistics and Probability are part of the curricula and were reaffirmed in the National Curricular Common Base (2017, 2018). This article aims to present a brief historical context about Probability and Chance. Another aspect will be the discussion of the curriculum issue involving these two themes which can be worked on in the Early Years of Elementary School (1st to 5th grade), presenting preamble about the potential of games, exemplifying proposals for the classroom that allow you to work on initial notions of probability through play, and investigative activities, thus introducing the first notions and then deepening them into subsequent years. We hope to subsidize the work of the teacher and demystify the teaching of Probability with the children in the Initial Years of Elementary School. Keywords: Statistical Education; Probability; Games; Teacher training; Curriculum.

scholarly journals Base Nacional Comum Curricular: um olhar para Estatística e Probabilidade nos Anos Iniciais do Ensino Fundamental / National Curricular Common Base: a look at Statistics and Probability in the Early Years of Elementary Education

2018 ◽  
pp. 984-1003
Author(s):  
Sandra Gonçalves Vilas Bôas ◽  
Keli Cristina Konti
Keyword(s):  
Elementary Education ◽  
Early Years ◽  
Common Base ◽  
Statistics And Probability

No Brasil, desde a publicação dos Parâmetros Curriculares Nacionais, os conteúdos de Estatística e Probabilidade fazem parte dos currículos e foram reafirmados na Base Nacional Comum Curricular. Neste artigo, apresentamos um breve percurso histórico sobre a questão curricular de inserção dessa temática no currículo brasileiro. Apresentamos o lugar da Educação Estatística nesse contexto, discutimos a Unidade Temática Probabilidade e Estatística, bem como seus objetos de conhecimento para os anos iniciais do Ensino Fundamental (1.º ao 5.º ano), apresentando alguns caminhos que permitam colocar a BNCC em "ação" por meio de situações que exemplificam as questões.PALAVRAS-CHAVE: Educação Estatística. Currículo. Objeto de conhecimento. Estatística. Probabilidade.

A pesquisa no PPGE-UEPG/PR: Educação física escolar, educação infantil e formação de professores

2021 ◽  
Author(s):  
Silvia Christina de Oliveira Madrid
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Physical Education ◽  
The State ◽  
Early Years ◽  
Pedagogical Practice ◽  
Childhood Education ◽  
Theoretical Assumptions

The research (PPGE/UEPG) of this work deals with themes in the areas of School Physical Education, Early Childhood Education and Teacher Training. The authors' academic production is linked to the axes and lines of research of the Study and Research Group on School Physical Education and Teacher Training – Gepefe (UEPG/CNPq). The work begins by presenting the study on the theoretical assumptions that underlie Education for Peace as an educational component of a Culture of Peace, the effective approach from the perspective of Edgar Morin's Theory of Complexity. Next, the study on the methodological theoretical assumptions of Physical Education in the final years of elementary school of the Public Network of the State of Paraná is presented, the research was carried out in schools in a municipality in the interior of the State. The theme of the third study deals with how school management is realized in the pedagogical practice of Early Childhood Education. The fourth study deals with the pedagogical practice of Physical Education in the early years of elementary school of the Municipal Education Network, in an interior city of the State of Paraná. At the end of the work, Gepefe's academic contribution is presented as a space for dialogues between the school context and the Training of Physical Education teachers, in the areas of teaching, research and extension. The authors hope that the work will contribute to foster discussions in the academic and professional spheres, providing debates and reflections in relation to the context of School Physical Education, Early Childhood Education and Teacher Training.

scholarly journals WHAT STUDENTS IN THE FIRST GRADES OF ELEMENTARY SCHOOL KNOW ABOUT TABLES

2021 ◽  
Vol 20 (2) ◽  
pp. 9
Author(s):  
GILDA GUIMARAES ◽  
BETANIA EVANGELISTA ◽  
IZABELLA OLIVEIRA
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Teaching Practices ◽  
Learning Difficulties ◽  
Early Years ◽  
Learning Object ◽  
Qualitative And Quantitative ◽  
Definition Of ◽  
Double Entry ◽  
5Th Grade

The definition of table has not been introduced in Brazilian textbooks for the early years of elementary school. We see that charts and databases have been named tables but are not approached in the same way. This makes it impossible for students to differentiate between them, which may cause learning difficulties. Therefore, it is essential that we reflect on students' knowledge about table, which is an instrument that systematizes information so that they can visualize reality. Thus, the aim of this study was to analyze the knowledge students from the 1st to 5th grade of elementary school have about representations in tables. To this end, 325 students (6 to 10 years old from 19 classes from different public schools in Greater Recife) participated. Students were asked to answer six activities individually, four of interpretation of a single and a double entry table with qualitative and quantitative variables, and two activities involving the construction of a table from a database or set of figures that needed to be classified. The results show that students’ performance progress in all activities, and that they present better performance in table interpretation than in table construction. Since the 1st grade the students were able to construct tables with one variable, however, to construct a table with two variables showed to be very difficult even for the 5th graders. In all grades the students had difficulties to make decisions based on the data presented, what is the function of table representation. This may be due to the absence of teaching practices focused on the table as a learning object. Abstract: Portuguese A definição de tabela não foi introduzida nos livros didáticos brasileiros dos anos iniciais do Ensino Fundamental. Observamos que quadros e bancos de dados vêm sendo nomeados de tabelas e não são abordados da mesma maneira. Isso causa uma indiferenciação entre os mesmos e dificulta a aprendizagem. Então, é fundamental refletir sobre os conhecimentos dos alunos sobre tabelas, uma vez que essas têm a função de sistematizar informações para que se possa ter uma visão da realidade. Assim, o objetivo desse estudo foi analisar o conhecimento de alunos do 1º ao 5º ano do Ensino Fundamental sobre representações em tabelas.  Para tal, participaram 325 alunos (6 a 10 anos de idade de 19 turmas de diferentes escolas públicas do Grande Recife). Foi solicitado aos alunos que individualmente respondessem seis atividades, quatro de interpretação de tabelas simples e de dupla entrada, com variáveis qualitativas e quantitativas e duas atividades envolvendo construção de tabelas, a partir de um banco de dados ou de um conjunto de figuras que precisavam ser classificadas. Os resultados mostram que o desempenho dos alunos evolui em todas as atividades, e que eles apresentam melhor desempenho na interpretação de tabelas do que na construção de tabelas. De o 1º ano os alunos conseguiram construir tabelas com uma variável, porém, construir uma tabela com duas variáveis mostrou-se muito difícil mesmo para os alunos do 5º ano. Em todas os anos os alunos tiveram dificuldade em tomar decisões a partir dos dados apresentados e compreender a função das representações em tabelas. Tais dificuldades podem ser em função da ausência de práticas de ensino focadas na tabela como objeto de aprendizagem. 

scholarly journals OS CONCEITOS GEOGRÁFICOS NA GEOGRAFIA ESCOLAR DOS ANOS INICIAIS: UMA CONTRIBUIÇÃO PARA A FORMAÇÃO DE PROFESSORES / GEOGRAPHICAL CONCEPTS IN GEOGRAPHY SCHOOL OF EARLY YEARS: A CONTRIBUTION TO TEACHER TRAINING

2016 ◽  
Vol 2 (2) ◽  
pp. 253
Author(s):  
Henrique Silva Gorziza
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Early Years ◽  
Education Professionals ◽  
Geography Teaching

O presente trabalho destaca a Geografia Escolar dos Anos Iniciais a partir da discussão sobre os conceitos geográficos como auxílio nas práticas pedagógicas do professor dos primeiros anos da escolarização. Pois, por parte destes, é denotado dificuldades em dominar os conteúdos geográficos. Assim, avançar na construção de discussões sobre a Geografia Escolar nos Anos Iniciais nos permite perceber que a relação desde possíveis práticas pedagógicas com o processo de formação de professores se configura como eficiente recurso para os cursos de formação. Assim, foi realizada uma entrevista com professores da comunidade de referência da problemática em apreço para aprofundar a discussão que tange o objetivo principal do trabalho através de uma sistematização das respostas para a efetivação da análise sobre os conceitos geográficos como contribuição no momento da formação inicial de professores.Abstract:This work emphasizes the teaching of Geography in the Elementary School through a discussion about the Geographical Concepts as a way of improving the pedagogical practises of the education professionals from the Elementary School, once it is denoted that these professionals have difficulties in mastering the geographical contents. Therefore, encouraging discussions over the Geography study in the Elementary School shows that some relations between pedagogical practises along with the teachers graduating process are a great tool for improving teaching courses. Therefore, an interview was taken with teachers of the community which is being studied in order to deepen the discussion that guides the main aims of this work through a systematization of answers that supports the accomplishment of the analysis about the Geographic concepts as a contribution for the teacher's initial graduating process.Keywords: Geography Teaching; Geographical Concepts; Teacher's Graduating Process.

scholarly journals A FORMAÇÃO INICIAL DE PROFESSORES QUE ENSINAM MATEMÁTICA NO ENSINO FUNDAMENTAL E AS DIRETRIZES CURRICULARES NACIONAIS PÓS-LDB 9394/96

2020 ◽  
Vol 17 (1) ◽  
pp. 27-46
Author(s):  
Kelvin Rafael Rodrigues de Oliveira ◽  
Leny Rodrigues Martins Teixeira
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Teacher Training ◽  
Course Completion ◽  
Training Curriculum ◽  
Initial Training ◽  
Training Process ◽  
And Mathematics

This study is part of the field of training of teachers who teach Mathematics in Elementary School and aims to analyze the constitution of the courses of formation of these teachers - Degree in Pedagogy and Mathematics. Published researches on this subject indicate some gaps in the practice of these teachers, largely due to factors related to initial training. In this sense it is necessary to understand the structure of these courses based on the National Curricular Guidelines for Teacher Training since LDB 9394/96. The text presents an analysis of these documents - a prerequisite to understand the initial training process - involving the structure and organization of the training curriculum, the workload of Mathematics and/or Mathematics Education, curricular internships and course completion work. The analysis indicates that the initial training of teachers who teach Mathematics presents different approaches for pedagogues and graduates in Mathematics, which makes it difficult to continue working with Mathematics in Elementary School.

scholarly journals Knowledge, Attitudes and Practices of Primary School Teachers on Nutrition and Food

2018 ◽  
Vol 11 (01) ◽  
pp. 021-029
Author(s):  
Danielle Falkenbach ◽  
Helen D'avila ◽  
Elza Mello
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Early Years ◽  
Healthy Diet ◽  
School Teachers ◽  
Primary School Teachers ◽  
Attitudes And Practices ◽  
5Th Grade ◽  
Source Of Information ◽  
Knowledge Attitudes And Practices

Introdution The teacher's formation is a paramount condition for the education in health. Objective To develop a questionnaire and assess knowledge, attitudes and practices of early years school teachers. Methodology a questionnaire about nutrition and feeding was applied. The subjects were teachers from pre-school to 5th grade of Elementary School. Results There were 288 teachers in the survey. They were all in favor of the promotion of a healthy feeding in school. The source of information mostly used was the textbook. 76% thought they had good knowledge about a healthy diet. The average number of positive/correct answers was 21 (48%). Conclusions The knowledge about nutrition and feeding were insufficient and the general performance in the questionnaire was low. Actions that aim at qualifying the teachers are urgent, so that they can develop the necessary tools to promote a healthy feeding in schools.

The Making of a Cause Lawyer

2018 ◽  
Author(s):  
Jens Meierhenrich
Keyword(s):  
World War I ◽  
Military Service ◽  
Historical Context ◽  
Social Democracy ◽  
Early Years ◽  
World War ◽  
The Third ◽  
Nazi Era

This chapter provides the biographical and historical context necessary for understanding Fraenkel and his time. The analysis is organized into three sections: his early years, the Weimar Years, and the Nazi years. In the first section, I trace Fraenkel’s upbringing in a secular household influenced by the so-called Jewish Enlightenment, or Haskalah; explore the origins of his life-long predilection for social democracy; and recount the intellectual effects of his military service in World War I. In the second section, I reconstruct Fraenkel’s education and socialization as a young lawyer and interpret Fraenkel’s most important Weimar-era writings. I explicate the roles they played in preparing the ground for the writing of The Dual State. In the third section, finally, I commence my analysis of Fraenkel’s Nazi-era thought and conduct up until his escape to freedom in 1938.

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