Repositório Digital do IFFAR

Navegando por Autor "Lutz, Mauricio Ramos"

Agora exibindo 1 - 3 de 3
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    A gestão e a integração das TDIC na pandemia: os desafios e as possibilidades no IFFar de Alegrete
    (Instituto Federal de Educação, Ciência e Tecnologia Farroupilha, 2021) Soares, Jorge Vilmar de Oliveira; Lutz, Mauricio Ramos
    With the arrival of the Coronavirus and the advance of Covid-19 in the world, we have experienced a series of impacts and effects on all activities performed by the population, including in Brazil. In the educational field, it was necessary to rethink how to give continuity to the school year, guaranteeing a quality education and meeting the demands of the school institutions. This research has as a general objective "To understand how the teachers of the undergraduate courses of IFFar - Campus Alegrete faced and are facing the challenges and possibilities through the use of TDIC in times of pandemic”. This is an exploratory qualitative research. As a procedural method, to collect the data, the Google Forms questionnaire was used, applied as an interview for teachers of undergraduate courses of the IFFar, Campus Alegrete. In the data analysis it can be inferred that initial and continuing education are fundamental for the connection of knowledge. And that digital tools optimize the sharing and access to information and enable greater interactivity between teachers and students. We conclude that the teachers received support from the institution, that although at first they felt insecure and lacked a more adequate planning for the situation, after the first events there was an adaptation to the new scenario. Currently, these teachers claim to be better prepared to teach their classes, they are beginning to understand that using TDIC is not only the act of operating applications and equipment, but also to connect them technologically to the pedagogical project of the school or the subject.
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    Investigando a aprendizagem de matemática nos anos finais do ensino fundamental em escolas estaduais de Alegrete/RS em tempos de pandemia
    (Instituto Federal de Educação, Ciência e Tecnologia Farroupilha, 2023) Klein, Eledinéia Diandra Vieira; Lutz, Mauricio Ramos
    The present study aimed to investigate, from the teachers' perception, the learning and participation of students in the final years of elementary school in Mathematics, during the pandemic period (2020-2021), in state schools in the city of Alegrete/RS. For this case study, a questionnaire with objective and dissertative questions was elaborated. The results obtained were analyzed using the Qualitative Textual Analysis method. From the corpus analysis, two final categories were listed: participation and learning; and teacher perception: facilities and weaknesses. The results showed that the students who accessed the classes remotely or through printed material did not have an active participation. Among the reasons that contributed to the absence during synchronous meetings and the non-commitment to the delivery of activities, one can list the precarious access to internet and equipment, such as computers and cell phones, which culminated in the lack of motivation and interest of students in their studies, corroborating the learning déficit.
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    O professor de matemática e o ensino de frações: um estudo investigativo
    (Instituto Federal de Educação, Ciência e Tecnologia Farroupilha, 2023) Galarça, Luísa Dinele Montanha Marques; Lutz, Mauricio Ramos
    The present research aimed to investigate how teachers articulate the content of fractions in the final years of elementary school, based on what is stated in textbooks and the Base Nacional Comum Curricular (BNCC). The data were collected from an interview with seven mathematics teachers who are working in the classroom. The interviewees commented that one way to facilitate the teaching of fractions is to work with concrete materials. With the use of these materials the student may have fewer difficulties in his learning, because he can more easily perceive the concept. Moreover, it was found that in the books approved by the National Textbook Program the concept of fraction is always presented from a contextualization, however, it is not presented explicitly. We also noticed that the interviewees have knowledge about the BNCC. In addition, they commented on the importance of initial and continuing education courses to study it, because this is how teachers can appropriate the content, competencies and skills that should be developed at each stage of the student's school life.