https://ri.ufs.br/jspui/handle/riufs/21459 2026-04-30T17:02:37Z https://ri.ufs.br/jspui/handle/riufs/24362 Título: Aquilombando a UFS: a atuação do Coletivo Negro Beatriz Nascimento Autor(es): Anjos, Lídia Carla Araújo dos; Andrade, José Luanderson Santos; Lopes, Edineia Abstract: The purpose of this study is to present the results of research carried out during the COVID-19 pandemic on the performance of the collective of black students at the Federal University of Sergipe (UFS) called “Beatriz Nascimento Black Collective” (CNBN in Portuguese). To this, a qualitative eld research was conducted, inspired by Fals Borda's Participatory Action Research (2009), involving the application of a questionnaire and open interviews, as well as document collection and a literature review in the Digital Library of Theses and Dissertations. Created in 2018, with the encouragement of the Afro-Brazilian and Indigenous Studies Center of the Federal University of Sergipe (NEABI-UFS), the initiatives led by the CNBN strengthened the debates on armative action policies, as well as the processes of self-armation of the Black identity of anti-racist students. 2025-06-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24344 Título: Didática e intercurricularidade: filosofia da ciência no ensino de física Autor(es): Jesus, Expedito Andrade de; Fonseca, Laerte Silva da Abstract: This study traces a historical trajectory of the concept of Interdisciplinarity (ID), deepening its meaning and proposing an ID Pedagogy based on the teaching of Physics through the Philosophy of Physics (FF). The research, of a theoretical nature, reviewed the literature on the subject, presenting the analytical and continental currents of Philosophy of Science and the works of authors such as Japiassu (1986), among others. ID and Transdisciplinarity emerge as possibilities for Physics, as FF, being intentional, questions the paradigms and linguistic and historical construction of science and Physics teaching, as several authors point out. The study highlights the trivialization and mistaken use of the term Interdisciplinarity. Finally, it investigates the case of Feynman (1918-1988) as an example of applying ID to Physics teaching, proposing it as a methodological resource to develop interdisciplinary skills. 2024-12-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/22658 Título: Estimulando o mecanismo atencional top-down em tarefas sobre as transformações trigonométricas Autor(es): Oliveira, Geane Santana; Fonseca, Laerte Silva da Abstract: This article aims to present an analysis of the tasks proposed in the high school textbook titled Mathematics and its Technologies, authored by Souza, involving trigonometric transformations. This bibliographic and qualitative study was a segment derived from research in the master's program, conducted by the Graduate Program in Science and Mathematics Education at the Federal University of Sergipe, anchored in the Didactic Anthropological Theory and Cognitive Neuroscience regarding selective attention on the top-downattentional mechanism, which enabled the construction of a reference matrix for the analysis of three tasks from the selected textbook, involving the object of knowledge explored in this research with high potential in consolidating the learning of this knowledge. These tasks are capable of stimulating brain structures, with the possibility of motivating students to respond to them because they mobilize previous knowledge, if existing, which will provide support in calculating trigonometric limits in higher education or abandon them in the absence of mathematical concepts considered essential in learning this knowledge on screen.; Este artículo tiene como objetivo presentar un análisis de las tareas propuestas en el libro de texto de la escuela secundaria titulado Matemáticas y sus Tecnologías, escrito por Souza, que involucra transformaciones trigonométricas. Este estudio bibliográfico y cualitativo fue un recorte derivado de la investigación en el programa de maestría, realizado por el Programa de Posgrado en Educación en Ciencias y Matemáticas de la Universidad Federal de Sergipe, anclado en la Teoría Antropológica del Didáctico y la Neurociencia Cognitiva en lo que respecta a la atención selectiva sobre el mecanismo atencional de arriba hacia abajo, que permitió la construcción de una matriz de referencia para el análisis de tres tareas del libro de texto seleccionado, que involucran el objeto de conocimiento explorado en esta investigación con un alto potencial en la consolidación del aprendizaje de este conocimiento. Estas tareas son capaces de estimular las estructuras cerebrales, con la posibilidad de motivar a los estudiantes a responderlas porque movilizan conocimientos previos, si existen, que proporcionarán apoyo en el cálculo de límites trigonométricos en la educación superior o abandonarlos en ausencia de conceptos matemáticos considerados esenciales en el aprendizaje de este conocimiento en pantalla. 2023-12-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/22590 Título: Mapeamento da argumentação no ensino da matemática Autor(es): Santos, André Luis; Wartha, Edson José Abstract: This article is part of a collection that makes up the research of a master’s thesis developed in multi paper format. Its purpose is to present an overview of research, such as theses – dissertations-articles in journals that investigated the argumentation in Mathematics Teaching and in the mathematics textbook in the period from 2007 to 2022. For this, horizontal and vertical mappings of the researched works were carried out . Our research corpus is composed of files taken from the databases of the Brazilian Digital Library of Theses and Dissertations (BDTD), the CAPES Theses and Dissertations Catalog and the Institutional Repository of the Federal University of Sergipe (RI – UFS). The keywords “Argumentation”, “Mathematics Teaching” and “Didactic Book” were used as search filters. For Cavalcanti (2015) the horizontal mapping (locality), the vertical mapping (research analysis) that allowed us to visualize the reality of scientific research on the argumentation and teaching of mathematics. According to the analysis of the dissertations and published articles, we came to the conclusion that in the scope of the argumentation, the ideas of Balacheff (1988), Sales (2010) the argumentation in the teaching of mathematics were used, then Attie (2016) and Toulmin (2001). 2022-12-01T00:00:00Z