Grandezas e medidas nos anos iniciais do Ensino Fundamental: um mapa das pesquisas brasileiras em periódicos científicos entre 2011 e 2020.
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Data
2021-07-20
Autores
Pires, Ana Carolina Ramos [UNIFESP]
Orientadores
Pommer, Wagner Marcelo [UNIFESP]
Tipo
Dissertação de mestrado
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Resumo
O presente trabalho teve por objetivo mapear as contribuições apresentadas pelas pesquisas em periódicos científicos brasileiros no período de 2011 a 2020 sobre a temática ‘Grandezas e Medidas’ com foco nos anos iniciais do Ensino Fundamental. Para alcançar nosso objetivo optamos pelo estudo do tipo Estado da Arte. O estudo abrangeu artigos nacionais publicados em revistas eletrônicas dentro do período pré-estabelecido. A coleta de dados inicial foi feita por meio de um levantamento bibliográfico dos artigos no Portal de Periódicos da CAPES e no portal do Google Acadêmico. No âmbito global das duas bases de dados referidas foram selecionados treze artigos científicos para análise. Como resultados ressaltamos que grande parte dos artigos (76,92%) se situaram no período em que houve a promulgação da Base Nacional Comum Curricular (Brasil, 2017). Ainda, percebemos que 38,46% das publicações são de revistas localizadas na região Sudeste, seguido de 30,78% da região Sul, acompanhado de 15,38% da região norte e número idêntico da região Nordeste. Dentre os sujeitos de pesquisa mais recorrentes encontramos que 50% das pesquisas se focaram em pesquisas envolvendo pessoas (alunos, licenciandos e professores em exercício), seguido de análise em documentos curriculares mais recentes na educação brasileira (28,58%). Ainda, o foco na epistemologia, avaliação e situações propositivas tem, cada um, apenas 7,14%. Com relação as abordagens teóricas, levantamos que 3,6% envolveram o item ‘Avaliações’, 10,7% versaram sobre a ‘Formação de Professores’, 14,3% situaram ‘Documentos Curriculares’, 21,4% consideraram aspectos da ‘Epistemologia e/ou História da Matemática’ e, por último, 50% versam sobre a ‘Didática da Matemática’. Deste modo, o Estado de Arte envolvendo Grandezas e Medidas se mostrou um fator preocupante sobre a pequena quantidade de pesquisas, mas poderá auxiliar os futuros trabalhos em torno do tema.
This work aimed to map the contributions presented by research in Brazilian scientific journals in the period from 2011 to 2020 on the theme ‘Quantities and Measures’ with a focus on the early years of Elementary School. To achieve our goal, we opted for the State of the Art type study. The study covered national articles published in electronic journals within the pre-established period. The initial data collection was done through a bibliographic survey of the articles on the CAPES Journal Portal and on the Google Scholar portal. In the global scope of the two databases mentioned, thirteen scientific articles were selected for analysis. As a result, we emphasize that a large part of the articles (76.92%) were located in the period in which the National Common Curricular Base was promulgated (Brazil, 2017). Still, we noticed that 38.46% of the publications are from magazines located in the Southeast, followed by 30.78% from the South, followed by 15.38% from the North and an identical number from the Northeast. Among the most recurrent research subjects, we find that 50% of the researches focus on research involving people (students, graduates and professors in practice), followed by analysis in the most recent curriculum documents in Brazilian education (28.58%). Still, the focus on epistemology, evaluation and propositional situations had, each, only 7.14%. Regarding theoretical approaches, we found that 3.6% involved the item 'Assessments', 10.7% dealt with' Teacher Education ', 14.3% placed' Curricular Documents', 21.4% considered aspects of ' Epistemology and / or History of Mathematics' and, finally, 50% deal with 'Didactics of Mathematics'. In this way, the State of Art involving Quantities and Measures proved to be a worrying factor about the small amount of research, but it may help future works on the theme.
This work aimed to map the contributions presented by research in Brazilian scientific journals in the period from 2011 to 2020 on the theme ‘Quantities and Measures’ with a focus on the early years of Elementary School. To achieve our goal, we opted for the State of the Art type study. The study covered national articles published in electronic journals within the pre-established period. The initial data collection was done through a bibliographic survey of the articles on the CAPES Journal Portal and on the Google Scholar portal. In the global scope of the two databases mentioned, thirteen scientific articles were selected for analysis. As a result, we emphasize that a large part of the articles (76.92%) were located in the period in which the National Common Curricular Base was promulgated (Brazil, 2017). Still, we noticed that 38.46% of the publications are from magazines located in the Southeast, followed by 30.78% from the South, followed by 15.38% from the North and an identical number from the Northeast. Among the most recurrent research subjects, we find that 50% of the researches focus on research involving people (students, graduates and professors in practice), followed by analysis in the most recent curriculum documents in Brazilian education (28.58%). Still, the focus on epistemology, evaluation and propositional situations had, each, only 7.14%. Regarding theoretical approaches, we found that 3.6% involved the item 'Assessments', 10.7% dealt with' Teacher Education ', 14.3% placed' Curricular Documents', 21.4% considered aspects of ' Epistemology and / or History of Mathematics' and, finally, 50% deal with 'Didactics of Mathematics'. In this way, the State of Art involving Quantities and Measures proved to be a worrying factor about the small amount of research, but it may help future works on the theme.
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Citação
PIRES, A. C. R. Grandezas e medidas nos anos iniciais do Ensino Fundamental: um mapa das pesquisas brasileiras em periódicos científicos entre 2011 e 2020. 2021. 104 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Instituto de Ciências Ambientais, Químicas e Farmacêuticas, Universidade Federal de São Paulo, Diadema, 2021.