https://tede.unioeste.br/handle/tede/508 Sun, 10 May 2026 18:12:14 GMT 2026-05-10T18:12:14Z https://tede.unioeste.br/handle/tede/8383 Title: O uso da calculadora na Educação Básica: (re)significações das concepções do professor de matemática a partir de uma formação continuada Autor: PIANO, Cátia Primeiro orientador: Bezerra, Renata Camacho Abstract: This doctoral thesis was developed within the Graduate Program in Science Education and Mathematics Education (PPGECEM) at the State University of Western Paraná (UNIOESTE), in the Mathematics Education research line, and is affiliated with the Research Group Interfaces in Mathematics Education (GPIEM), within the Teacher Education research strand. Calculators are currently tools available in a wide range of models, offering a large number of functions and easy access, as they are also available as applications on smartphones, tablets, and computers. However, through a Systematic Literature Review (SLR), we identified that their use in mathematics teaching is not a consensus among Brazilian teachers and, among other findings, we observed indications of a gap in teacher education regarding the use of calculators in the classroom. Thus, in this doctoral research, we sought to answer the following question: How can an in-service teacher education program, designed based on a didactic sequence involving the use of calculators, contribute to the (re)signification of mathematics teachers’ conceptions regarding the use of calculators in the classroom? This study is characterized as qualitative research involving a field study with pedagogical intervention, carried out through the implementation of an in-service teacher education program for teachers who teach mathematics in Basic Education. Data was produced through questionnaires, field notes, audio and video recordings, and the development of didactic sequences. The teacher education program was structured around a didactic sequence that integrates the use of calculators into the teaching of Arithmetic Progressions (AP) and Geometric Progressions (GP), with the calculator used as a tool to support the identification of mathematical patterns and the construction of algebraic formulas for the general term of both AP and GP. During the program, participating teachers designed and implemented their own didactic sequences and shared the experiences they encountered in their teaching practice. For data analysis, based on the literature and on the data produced, we defined four conceptions regarding the use of calculators in mathematics classes. Through Content Analysis, we found that: (a) the three participating teachers showed evidence of the four conceptions concerning the use of calculators and of their (re)signification throughout the teacher education program; and (b) the in-service teacher education program conducted within the school environment, with the support of the researcher, promoted (re)significations in the conceptions and teaching practices of the participating teachers regarding the use of calculators in mathematics classes in Basic Education. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Wed, 04 Mar 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8383 2026-03-04T00:00:00Z https://tede.unioeste.br/handle/tede/8382 Title: Obstáculos epistemológicos e pedagógicos acerca do conhecimento sobre a agua: (des)continuidades em narrativas de professores Autor: MOSS, Natiely Quevedo Primeiro orientador: Justina, Lourdes Aparecida Della Abstract: Schools and other educational spaces play a central role in the formation and development of individuals, constituting privileged environments for the construction of scientific knowledge. In the classroom context, strategies such as analogies, metaphors, and comparisons are frequently used to promote learning and content understanding; however, when not critically examined, they may constitute obstacles to scientific knowledge. In light of Gaston Bachelard’s epistemology (1996), which discusses the presence of epistemological obstacles such as first experience, general knowledge, verbal obstacle, unitary and pragmatic knowledge, substantialist, realist, animist, and quantitative knowledge, this qualitative study aims to understand the narratives of a group of female teachers regarding their teaching practices related to the water theme and the epistemological and pedagogical obstacles present in these practices. This thesis is organized in a multipaper format comprising four articles. The first analyzes the historical construction of scientific knowledge about water, from ancient civilizations to contemporary science, based on the stages of scientific thought proposed by Bachelard, outlining an epistemological profile that highlights ruptures and transformations over time. The second article presents a documentary analysis of the Brazilian National Common Core Curriculum (BNCC), discussing its implications for teacher education from a Bachelardian epistemological perspective and highlighting the potential emergence of epistemological obstacles arising from pedagogical practices derived from its interpretation. The third article investigates epistemological zones related to water that emerge in teachers’ narratives, based on narrative interviews conducted with five teachers working in technical secondary education and higher education, selected through an adapted snowball sampling method. The results indicate the predominance of technical-scientific and spatial epistemological zones, particularly in the treatment of the hydrological cycle. The fourth article analyzes teachers’ experiential narratives, revealing the recurrence of obstacles related to first experience, general knowledge, verbal and realist obstacles, as well as students’ difficulties in understanding non-directly observable processes such as evaporation and infiltration. Overall, the findings indicate that epistemological obstacles significantly influence the construction of scientific knowledge about water, reinforcing the need for pedagogical practices that promote epistemological ruptures, value students’ prior knowledge, and foster critical reflection. This thesis is expected to contribute to the field of Science Education by expanding discussions on Bachelardian epistemology and its implications for teaching the water theme and for teacher education. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Tue, 03 Mar 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8382 2026-03-03T00:00:00Z https://tede.unioeste.br/handle/tede/8339 Title: A contação de histórias como prática de divulgação científica: uma abordagem sobre o livro história pretinha das coisas – as descobertas de Orí Autor: de Oliveira Detz, Maysa Ainá Primeiro orientador: Fioresi, Claudia Almeida Abstract: Science, historically produced and validated through Eurocentric epistemologies, has excluded the knowledge of Indigenous peoples and Afro-Latin American communities. In this context, there is a need for more plural, affective, and accessible communicative practices capable of breaking with vertical models of knowledge production and dissemination. This research addresses the following problem: How can storytelling be mobilized as a decolonial Science Communication practice for children? Its general objective is to use storytelling as a Science Communication (SC) practice to address decolonial themes for young audiences, investigating the potential of storytelling as an SC strategy. The study used the book Pretinha das Coisas: As Descobertas de Orí (2022) by Bárbara Carine Soares Pinheiro as a resource for storytelling and as a means of constructing research data. The research aimed to enable the circulation of scientific knowledge through storytelling, explore the potential of storytelling as a tool to promote critical thinking in children from a decolonial perspective, and interpret the narrative constructions present in children’s retellings and drawings. Methodologically, this is a qualitative study with data analysis grounded in a Bakhtinian perspective of language. The investigation was conducted through a workshop within the extension project “Comquímica das Crianças” at the State University of Western Paraná (Unioeste), Toledo campus, where the story was told, followed by oral retelling activities carried out by the participating children. The participants were between five and seven years old and attended public and private elementary schools. Interactions were recorded in audio and video, followed by transcription and discourse analysis of the children’s statements. The results indicate that the children demonstrated familiarity with scientific terms, such as “microorganisms” and “chemical compounds,” and connected them with elements of the narrative, mobilizing prior knowledge acquired in school, media, and social contexts. The retellings also revealed the incorporation of diverse voices (polyphony), allowing the emergence of a vision of science closer to the children’s reality and affective experiences. This research demonstrates that storytelling is a powerful ally for childhood-focused Science Communication, especially when aligned with decolonial perspectives that value alternative epistemologies and historically marginalized subjects. By enabling the listening of children’s voices and re-signifying science as a plural and accessible practice, this study contributes to rethinking the ways scientific knowledge is produced and circulated in the field of Science Education. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Thu, 11 Dec 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8339 2025-12-11T00:00:00Z https://tede.unioeste.br/handle/tede/8326 Title: Entre desafios e potencialidades: processos formativos em proposição e resolução de problemas abertos de matemática como espaços de desenvolvimento da criatividade docente Autor: Oliveira, Hênio Delfino Ferreira de Primeiro orientador: Boscarioli, Clodis Abstract: This thesis investigates how creative approaches, embodied in the Proposition and Resolution of Open Problems, foster the development of teachers’ creativity in professional development processes with mathematics teachers. Grounded in a theoretical framework that integrates cognitive and sociocultural perspectives on creativity, the study adopts the Four-C Model of Creativity (Kaufman & Beghetto, 2009), which expands the concept beyond extraordinary achievements and recognizes creative manifestations in everyday school contexts. The research also draws on Guilford’s (1950) notion of divergent thinking, emphasizing the skills of fluency, flexibility, originality, and elaboration. Methodologically, this qualitative study is based on the analysis of three editions of an original continuing education program (Brazil/2024, Argentina/2024, and Brazil/2025), which incorporated reflective, guided, and autonomous practices in both virtual and face-to-face settings. The activities involved proposing and solving open-ended mathematical problems connected to real and simulated teaching and learning situations. Throughout this process, creative approaches emerged, characterized by elements such as contextualization, student authorship, the use of images and narratives, diversity of strategies, visualization and modeling, variations, and argumentation, elements that enrich the concept of “creative approaches” as a formative outcome. The qualitative analysis, informed by Bardin’s (2016) content analysis and Braun and Clarke’s (2006) thematic analysis, revealed that open-ended problems enhance divergent thinking, promoting multiple forms of creative engagement and the development of more innovative pedagogical practices. The findings indicate shifts in participants’ understandings of creativity, highlighting its relevance as a central organizing principle of Mathematics teaching. The study also shows that designing and solving open-ended problems serves as a powerful strategy for fostering teacher creativity, supporting authorship, critical reflection, and professional autonomy. By recognizing teachers as creative agents, this research establishes connections among teacher creativity, open-ended problems, and transformative pedagogical practices, contributing to the advancement of a more creative, contextualized, and collaborative Mathematics Education. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Thu, 18 Dec 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8326 2025-12-18T00:00:00Z