https://repositorio.ufu.br/handle/123456789/21085 2026-06-09T20:07:29Z 2026-06-09T20:07:29Z https://repositorio.ufu.br/handle/123456789/48744 2026-06-09T17:36:07Z 2026-02-12T00:00:00Z

Title: Guia didático sobre a Olimpíada Brasileira de Biologia (OBB): implicações para o conhecimento e engajamento de professores de biologia de Catalão-GO Abstract: This study investigated whether an educational product, in the form of a teaching guide about the Brazilian Biology Olympiad (OBB), could impact the knowledge and engagement of some Biology teachers in the municipality of Catalão, GO, regarding participation in this competition. The mixed‑method research was developed in three phases: an initial survey with an online questionnaire; an intervention phase, in which the teaching guide was presented during in‑person and remote meetings, accompanied by research diary records; and a final evaluation using another online questionnaire. Eleven teachers participated in the initial phase, five remained in the subsequent phases, and five additional teachers joined the research, totaling 16 participants. The results indicate that, in the initial phase, most teachers had some knowledge about the OBB, but after the dissemination of the guide, 50% of them were able to promote their students’ participation. We found that effective participation still faces challenges such as lack of time, work overload, absence of institutional support, and students’ lack of interest. Therefore, we consider that the educational product contributed to clarifying information and supporting pedagogical practices, but its applicability requires coordination among teachers, school administrators, and public policies, so that participation in scientific Olympiads becomes a continuous practice, culturally integrated into schools.

2026-02-12T00:00:00Z https://repositorio.ufu.br/handle/123456789/48740 2026-06-09T06:20:38Z 2026-05-11T00:00:00Z

Title: Educação ambiental e tecnologias digitais: o Scratch como recurso pedagógico no Ensino fundamental Abstract: This study aimed to produce, implement, and evaluate a didactic sequence to address the topic of recycling in a playful way, using the free Scratch program, in a fifth-grade class at a municipal school located in Uberlândia/MG. The study proposal, consisting of seven meetings, was evaluated and authorized by the Julieta Diniz Municipal Center for Educational Studies and Projects (Cemepe) and the school principal. The results indicate that Scratch was well received by the participants, sparking their curiosity, interaction, and interactivity. The application allowed students to explore the programming system, which many students did not have access to or knowledge of. It is worth noting that infrastructure limitations, such as a lack of Chromebooks for all students and technical problems, impacted the development of the proposal, requiring overcoming these obstacles. Available on the Educapes platform, the didactic product aims to contribute to the teaching of the topic in question, as well as addressing other aspects such as programming and student engagement.

2026-05-11T00:00:00Z https://repositorio.ufu.br/handle/123456789/48543 2026-03-17T06:20:57Z 2026-02-05T00:00:00Z

Title: Leitura e interpretação para o ensino de matemática nos anos iniciais: relações possíveis na construção do campo multiplicativo Abstract: Esta investigación tuvo como objetivo investigar la articulación de situaciones de enseñanza aprendizaje orientadas a la construcción del campo multiplicativo en un contexto de formación continua para docentes de educación primaria. La lectura oracular del I Ching, basada en la formación de hexagramas, se presenta como un juego, modalidad privilegiada de provocación, que involucra la operación de división con dividendo y divisor fijos y se contrasta con el Juego de Repartir (Grossi, 2016), en el cual el dividendo es aleatorio y el divisor varía entre dos y seis, contemplando la correspondencia de uno a muchos, caracterizada por una relación clara entre las variables. Al agrupar un total de palitos de 4 en 4 para formar las líneas de los hexagramas, se establece una relación entre la cantidad total, el tamaño fijo de los grupos, el número de grupos completos y el resto de la división, configurando una situación de proporcionalidad simple. Los hexagramas se asocian a los números del 0 al 63, con la escritura binaria. El campo multiplicativo constituye un dominio conceptual amplio. Este dominio involucra un conjunto de conceptos que incluye, entre otros, los de números primos y compuestos, divisores y múltiplos, factorización, descomposición, operación inversa, algoritmo de la multiplicación y división, división exacta, restos posibles de una división, potencias de un número. La propuesta aborda conceptos que forman parte de la estructura multiplicativa, con formas y niveles de complejidad diferentes. El estudio buscó responder a la siguiente cuestión: ¿cómo pueden las situaciones propuestas y organizadas en la secuencia didáctica contribuir a la reflexión sobre la práctica pedagógica, pensando en la estructuración del campo multiplicativo? Adoptamos la Investigación Basada en Diseño como aporte metodológico y la tríada: situaciones, invariantes operativos previstos y representaciones como elementos de análisis. Los resultados indican que la utilización de situaciones contextualizadas, interactivas y problematizadoras potencia la comprensión conceptual y el compromiso de los participantes, contribuyendo a la consolidación de competencias matemáticas y a la reflexión pedagógica sobre la enseñanza de la multiplicación y la división. Las situaciones requieren la movilización integrada de conceptos, procedimientos y representaciones distintas, favoreciendo el desarrollo del razonamiento multiplicativo y de la capacidad de operar con diferentes formas de representación matemática.

2026-02-05T00:00:00Z https://repositorio.ufu.br/handle/123456789/48378 2026-02-24T06:20:06Z 2025-12-09T00:00:00Z

Title: Tecnologias na educação matemática: um estudo do pensamento D’ambrosiano a partir do APUA Abstract: This dissertation investigates the relationships between technology, Mathematics Education, and the thought of Ubiratan D’Ambrosio, based on the analysis of documents from the Acervo Pessoal de Ubiratan D’Ambrosio (APUA), under the custody of GHEMAT-Brasil. The study seeks to understand how ideas that anticipate the dimensions of literacy, materacy, and technoracy, later systematized in the Trivium Curriculum, emerge in D’Ambrosio’s writings from the 1970s and 1980s. This is a qualitative, documentary research that employed NVivo Software for the organization and analysis of digitized texts, enabling the identification of thematic recurrences and semantic associations related to technology, science, and education. The results show that technoracy, in D’Ambrosio’s thought, is configured as an ethical and cultural dimension of Mathematics Education, oriented toward the formation of critical subjects aware of the social impacts of technology. As an educational product, a digital journal was created and made available at www.profricardooliveira.com.br, integrating literacy, materacy, and technoracy into practices of authorship and technological mediation. It is concluded that Ubiratan D’Ambrosio’s reflections offer theoretical and ethical foundations for rethinking mathematics teaching today, articulating local and global knowledge within an intercultural dialogue perspective.

2025-12-09T00:00:00Z