https://repositorio.pucsp.br/jspui/handle/handle/10819 2026-04-02T18:34:57Z 2026-04-02T18:34:57Z https://repositorio.pucsp.br/jspui/handle/handle/46557 2026-02-06T22:29:01Z 2025-12-15T00:00:00Z

Título: Um estudo sobre os elementos do letramento financeiro, mobilizados por estudantes da educação básica, salientando as relações da educação financeira Abstract: This study aims to identify which levels of financial literacy are mobilized by high school students when the teacher emphasizes the relationship the Financial Education. We begin with a brief historical and epistemological study of our object of research, interest rates; followed by a literature review intended to support our theoretical and research framework. Our theoretical foundation draws on the Anthropological Theory of the Didactic and the Theory of Didactic Situations, while our methodological approach is based on Didactic Engineering, following all its stages. We designed and implemented three didactic sequences for third-year high school students. The first two sequences consisted of nine questions each, aimed at assessing whether students possessed knowledge encompassing both concepts mentioned above, thereby fostering financial literacy. The final sequence consisted of a problem situation in which students had to choose the best amortization system. Our findings suggest that, in order to develop financial literacy, students must engage with four key categories: Citizenship, Planning, Credit, and Investment Tipo: Tese

2025-12-15T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/45512 2025-11-20T04:04:29Z 2025-10-29T00:00:00Z

Título: A Campanha de Aperfeiçoamento e Difusão do Ensino Secundário (CADES) e o Estudo Dirigido no ensino de Matemática no Brasil (1953 1970): trajetória, introdução e adaptação de um método pedagógico de estudo Abstract: This thesis investigates the guidelines disseminated by the Campaign for the Improvement and Diffusion of Secondary Education (CADES) in Brazil, focusing on the implementation of Directed Study as an innovative method for teaching Mathematics between 1953 and 1970. The central objective was to analyze how Directed Study, originating in the United States under the name "Logical Study," was adapted to the Brazilian context and justified as an effective approach within the scope of educational reforms of that time. To this end, the methodology of Depth Hermeneutics (HP) was adopted, which allowed for socio-historical, formal, and discursive analyses of historical documents, pedagogical manuals, articles from the journal Escola Secundária, and congress reports related to the theme. The results obtained showed that Directed Study was promoted as a pedagogical technique aimed at encouraging student autonomy, reflective reading, and problem-solving, aligning itself with the principles of the New School Movement. This approach represented a response to the limitations of traditional teaching, which often prioritized mechanical memorization and passive transmission of knowledge. CADES played a crucial role in disseminating the method, offering teacher training courses and producing teaching materials that guided its application in the classroom. These efforts sought to modernize secondary education, making it more accessible, relevant, and efficient in meeting the demands of a society in transformation. However, the implementation of Directed Study faced several challenges, such as resistance from teachers and administrators to the proposed changes, the lack of material and financial resources in schools, and difficulties adapting to contexts marked by socioeconomic inequalities. Despite these limitations, the research revealed that the method left a significant legacy for Mathematics education in Brazil, promoting debates about the need for pedagogical practices that value critical thinking, creativity, and active student participation. By detailing the emergence, development, and conclusion of Directed Study in Brazil, the thesis demonstrates that its trajectory was closely linked to the history of CADES, which operated from 1953 until the early 1970s. During this period, the Campaign produced a series of publications and organized pedagogical meetings that became important vehicles for disseminating innovative ideas. However, political instability and the authoritarian centralization of the military regime after 1964 contributed to the weakening of CADES, which eventually ceased operations without fully achieving its objectives. With the end of the Campaign, Directed Study lost momentum and gradually fell out of use in the Brazilian educational context. It is concluded that Directed Study still holds unexplored potential in the current scenario. With the incorporation of new technologies and active methodologies, it can be reinterpreted to promote active, meaningful learning aligned with the demands of the 21st century. This research contributes to the history of Mathematics education in Brazil, highlighting the importance of methods that value autonomy, critical thinking, and collaborative knowledge construction. By recovering this historical experience, the thesis offers valuable insights for contemporary pedagogical practice, reinforcing the need to seek approaches that prepare students for the challenges of a constantly changing world Tipo: Tese

2025-10-29T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/45456 2025-11-12T04:02:47Z 2025-09-11T00:00:00Z

Título: Investigação a respeito da construção do conceito de números racionais por professores dos Anos Iniciais Abstract: Research on the athematical knowledge of teachers working in the early years of primary education has shown a gradual increase both nationally and internationally. Within this context, present dissertation investigates the gaps in mathematical knowledge of teachers responsible for mathematics instruction in the early years, specifically within the municipality of Nova Friburgo, with focus on positive rational numbers. The study involved 76 teachers who taught 4th and 5th grades during the academic years of 2023 and 2024. These educators participated in six professional development sessions, during which they were invited to reflect on conceptual understandings related to part-whole, measure, division, operator and ratio.To provide a foundation for these formative sessions, an analysis was conducted on the textbooks adopted for the 2023–2026 period, as in the Brazilian National Common Curricular Base (BNCC), and the curricula of teacher education programs (Normal and Pedagogy) offered by two public institutions in the state of Rio de Janeiro. The analysis, grounded in the Theory of Semiotic Representation Registers and the Anthropological Theory of the Didactic, revealed significant gaps in teachers' understanding of positive rational numbers. It was also observed that the curricula of Normal and Pedagogy programs do not provide sufficient opportunities to revisit or deepen this content. Furthermore, a preference for specific types of representations when working with rational numbers was identified. Factors such as teachers’ lack of interest and fear of making mistakes became evident throughout the formative sessions Tipo: Tese

2025-09-11T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/45394 2025-11-07T04:02:42Z 2025-09-19T00:00:00Z

Título: Ensino da matemática para estudante com deficiência visual e o papel do professor que atua no ensino fundamental - anos iniciais Abstract: This study aims to investigate the teaching of Mathematics to students with visual impairments in the early years of Elementary Education and the role of the teacher in this process. The research was guided by the central question: How do mathematics teachers teach students with visual impairments in the early years of elementary school? Based on a qualitative approach, the study employed a literature review, questionnaires, semi-structured interviews, and discussion groups with teachers from a municipal school in the city of Guarulhos-SP. The literature review made it possible to identify multiple pedagogical, methodological, and educational policy approaches aimed at inclusion in mathematics teaching, highlighting, based on authors such as Vygotsky, Mantoan, and Ausubel, the relevance of continuous teacher training, access to adapted materials, and the appreciation of sensory and social experiences of students with visual impairments. Among the main findings, teachers recognized the importance of interaction between students with and without disabilities for the social and emotional development of those with visual impairments. However, the recurring lack of specific training, accessible materials, and institutional support emerged as significant barriers to inclusive pedagogical practice. The most valued competencies among teachers include, in addition to technical and methodological mastery, interpersonal skills and sensitivity in dealing with diversity. These findings align with the theoretical principles of inclusive education and indicate the need for integrated public policies that strengthen teaching practices and promote a truly accessible school environment. The contributions of this study extend to teacher education, pedagogical practices, and the improvement of inclusive educational policies Tipo: Dissertação

2025-09-19T00:00:00Z