https://repositorio.uema.br/jspui/handle/123456789/1918 Licenciaturas e Bacharelados Fri, 17 Apr 2026 14:56:46 GMT 2026-04-17T14:56:46Z http://repositorio.uema.br:80/jspui/retrieve/de31f42c-52ca-4fc8-bfe0-b28038c07ff7/CECEN UEMA.png https://repositorio.uema.br/jspui/handle/123456789/1918 https://repositorio.uema.br/jspui/handle/123456789/6030 Título: História da África em sala de aula: possibilidades para o terceiro ano do Ensino Médio Abstact: The insertion of African and Afro-Brazilian History in the mandatory curriculum by Law 10.639/03 is something salutary for the teaching of History, but what is observed is that, in practice, it still faces obstacles. This monograph investigates how African history was worked at the Centro de Ensino Integrado João Francisco Lisboa school in 2019, based on an experience as a scholarship holder of the Institutional Program for Teaching Initiation Scholarships (PIBID), which included observations of classes and activities of fellows with students. In addition to observations at school, this work highlights the analysis of the most used resource in the classroom, the textbook Conexões com a História (2016) and the Programa Nacional do Livro Didático (PNLD) and, finally, they present Suggestions were made for didactic proposals for working on African themes in the third year of high school, using cinema and literature. Tue, 11 Jul 2023 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/6030 2023-07-11T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5982 Título: O uso do geogebra no ensino de geometria espacial: uma sequência didática investigativa para o ensino médio Abstact: This research aims to develop an Investigative Didactic Sequence (SDI) that integrates GeoGebra and the exponential function, in order to understand the characteristics of the sequence’s development using this software as a tool for teaching the proposed mathematical content. To support this investigation, an analysis was conducted on the use of Information and Communication Technologies (ICTs) in the classroom, the features of GeoGebra, and the possibilities of employing it as a didactic resource in Mathematics education. A research survey was also carried out by examining scientific communications published in the Proceedings of the National Meeting on Mathematics Education (ENEM) from the 10th to the 14th editions, focusing on studies involving the use of GeoGebra in the teaching and learning of functions, particularly the exponential function. The research methodology adopted was qualitative, bibliographic, and exploratory, seeking to understand how the SDI can be articulated through the use of the software in relation to the exponential function. The study highlights the relevance of adopting new methodologies supported by technological tools in Mathematics classes. The results indicate the importance of planning and organizing sequenced and interconnected lessons; promoting active student participation; encouraging problem solving; developing critical thinking; fostering collaboration in the classroom; and stimulating investigation of the mathematical concept under study Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5982 2025-01-01T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5977 Título: Jogos matemáticos como recurso didático para o processo de ensino- aprendizagem das operações com números inteiros nos anos finais do ensino fundamental Abstact: This research aims to present the use of mathematical games as a didactic resource for teaching operations with integers in the thematic unit of numbers, intended for students in the final years of elementary school, specifically in a 7th-grade class. To achieve this objective, we searched for research addressing mathematical games and for work already developed on the theme of operations with integers in elementary school. The method adopted was a mixed-methods approach (qualitative and quantitative), characterized as mixed-methods research, because we sought to understand why mathematical games constitute powerful tools in the teaching and learning process of operations with integers, while simultaneously collecting and analyzing numerical data from our field research. In this sense, we highlight mathematical games as a very effective tool in teaching this thematic unit. Thus, we conclude that, with the use of games, students develop cooperation and competition skills and come to understand error as an opportunity to rethink strategies, overcome challenges, win games, or solve problems Mon, 06 Jan 2025 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5977 2025-01-06T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/5974 Título: A história da matemática como recurso didático para a aprendizagem da geometria no ensino médio: uma proposta pedagógica Abstact: This study investigates the potential of the history of Mathematics as a didactic resource for the teaching and learning of geometry in upper secondary education. Acknowledging the persistent challenges in Mathematics education particularly those related to contextualisation, student engagement, and conceptual understanding the research argues that incorporating historical elements into the curriculum contributes to a more humanised, meaningful, and culturally grounded approach. Drawing on authors such as Lorenzato, Miguel, Mendes, Baroni, Fauvel, Boyer, and Burton, the proposal is organised into a didactic sequence structured in modules that explore the origins of geometry in ancient civilisations, the demonstrative rigour developed by the Greeks, the historical formulation of geometric solids, and their applications in art, architecture, and social practices. The activities include contextualised geometric tasks, analyses of historical problems, and discussions that relate contemporary concepts to their cultural and historical roots.The methodology adopted is qualitative, emphasising participant observation, classroom records, analysis of students’ work, and the interpretation of data through content analysis. The study seeks to understand students’ perceptions, levels of engagement, and the ways in which they draw on historical narratives to support explanations and justify geometric procedures. The findings indicate that a historical approach enhances motivation, deepens the meaning attributed to mathematical content, and contributes to a more critical and consistent understanding of geometry. Moreover, the results highlight that the history of Mathematics fosters the recognition of mathematical knowledge as a culturally constructed and evolving human endeavour, reinforcing its social and educational value Wed, 07 Jan 2026 00:00:00 GMT https://repositorio.uema.br/jspui/handle/123456789/5974 2026-01-07T00:00:00Z