Search

The paper presents the reflections and analysis of the work developed through the discipline of Supervised Internship II - School of Mathematics, Federal University of Rio Grande - FURG. The action was conducted with 30 students in a class of 1st year of high school in a public school education in the municipality of Rio Grande / RS in the second quarter of the academic year 2010, which underwent a different proposal from the current actions taken by their teachers, how to work through the creation of problem situations and the use of blogs to help any doubts arising from process. The text is a brief introduction to the action, context and process of integration in the school environment, the possibilities of using new tools for teaching mathematics, the teaching strategies adopted, the curriculum content and considerations work e the process of teaching and learning. [ABSTRACT FROM AUTHOR]

This paper analyzes the importance of including string literature as an auxiliary tool in the teaching-learning process. This analysis has reference to the Parâmetros Curriculares Nacionais (National Curriculum Parameters) - PCN, a guidelines organized by the federal government to guide the pedagogical action in elementary and high Brazilian schools. From this perspective, we show how the inclusion of the string literature in classrooms allows the teacher to work on new skills and new knowledge close to the students, including the overcoming of linguistic and cultural prejudices. [ABSTRACT FROM AUTHOR]

Recently, we discussed the reform of secondary education within Ceara State, northeastern Brazil. We saw that, starting in the 1990s, education policies have been characterized by the attempt to transform government actions into broad societal consensuses. In the process of data collection, specifically during the interviews with teachers regarding the reform, we detected a mismatch between what the reform consisted of and what teachers described as its main features. Teachers, through their reports, suggest the imposition of official agencies conditioning the school curriculum. The interviewees reveal the gap between the events in the classroom and the hegemonic discourse of the public sector. Thus, our paper discusses, on one hand, that the discourse of consensus, the clamor for reforms in society, has no support when taken within the walls of the school and into the classroom; on the other hand, that reforms are presented without the necessary elements for their implementation. Teachers establish a path between the norm and reality, a shortcut to the critique of public discourse. [ABSTRACT FROM AUTHOR]