{"id":3713,"date":"2024-10-01T00:00:15","date_gmt":"2024-10-01T00:00:15","guid":{"rendered":"https:\/\/exatas.ufpr.br\/ppgecm\/?page_id=3713"},"modified":"2024-10-01T00:00:36","modified_gmt":"2024-10-01T00:00:36","slug":"research-lines","status":"publish","type":"page","link":"https:\/\/exatas.ufpr.br\/ppgecm\/research-lines\/","title":{"rendered":"Research Lines"},"content":{"rendered":"\n
Research Lines<\/strong><\/th>TEACHERS<\/strong><\/th><\/tr><\/thead>

Line 1 \u2013 Teacher Education and Professional Development in Science and Mathematics
<\/strong>
This line aims to expand the understanding of processes, challenges, and methodologies associated with teacher education and professional development in Science and Mathematics Education, across its different stages and contexts. The emphasis is placed on analyzing curricula and practices in initial teacher education and continuing professional development proposals, at different levels of Science and Mathematics teaching. The line investigates possibilities for integrating theory and practice, promoting and assessing knowledge relevant to teaching, exploring the importance of decoloniality and diversity in curricula. The results aim to support the proposal of pedagogical readjustments and innovations.
P<\/mark><\/td>		ELENILTON VIEIRA GODOY<\/mark><\/a><\/td><\/tr>
ELIS\u00e2NGELA DOS CAMPOS<\/mark><\/a><\/td><\/tr>
ELOISA ROSOTTI NAVARRO<\/mark> <\/a><\/td><\/tr>
EMERSON ROLKOUSKI<\/mark><\/a> <\/td><\/tr>
GABRIEL DOS SANTOS E SILVA<\/mark> <\/a><\/td><\/tr>
PRISCILA KABBAZ ALVES DA COSTA<\/mark><\/a> <\/td><\/tr>
SERGIO CAMARGO<\/mark><\/a> <\/td><\/tr>
TANIA TERESINHA BRUNS ZIMER<\/mark><\/a> <\/td><\/tr>

Line 2 – Teaching and Learning in Science and Mathematics
<\/strong>
This research line focuses on the development and implementation of teaching and learning strategies in Science and Mathematics. Emphasis is placed on integrating contemporary learning theories, resulting in practices and guidelines for the creation of educational materials. The line addresses mathematical and scientific literacy, as well as the critical and active formation of individuals, aiming at the continuous improvement of the educational process.
P<\/mark> <\/td>		 ANDERSON ROGES TEIXEIRA G\u00d3ES<\/mark><\/a> <\/td><\/tr>
HELIZA COLA\u00c7O G\u00d3ES<\/mark> <\/a><\/td><\/tr>
LEONIR LORENZETTI<\/mark><\/a><\/td><\/tr>
MARCELO SOUZA MOTTA<\/mark><\/a> <\/td><\/tr>
NEILA TONIN AGRANIONIH<\/mark><\/a> <\/td><\/tr>
ROBERTA CHIESA BARTELMEBS<\/mark> <\/a><\/td><\/tr>
RUTH MARGARETH HOFMANN<\/mark><\/a> <\/td><\/tr>
THA\u00cdS RAFAELA HILGER<\/mark><\/a> <\/td><\/tr>
TIAGO VENTURI<\/mark><\/a> <\/td><\/tr>


Line 3 – Transversality in Science and Mathematics Education
<\/strong>
This research line seeks to explore the complex and multifaceted interactions between Science and Mathematics Education and various cultural manifestations and knowledge systems, emphasizing the studies of nature-cultures, histories, epistemologies, philosophies, sociologies, communication processes, and technologies. The aim is to enrich formative and educational practices in diverse environments, integrating multiple perspectives for a holistic, interdisciplinary, and intercultural educational approach.
<\/td>		 CAMILA SILVEIRA DA SILVA<\/mark><\/a> <\/td><\/tr>
EMERSON JOUCOSKI<\/mark><\/a> <\/td><\/tr>
EVERTON BEDIN<\/mark><\/a> <\/td><\/tr>
JOANEZ APARECIDA AIRES<\/mark><\/a> <\/td><\/tr>
JOS\u00c9 CARLOS CIFUENTES<\/mark><\/a> <\/td><\/tr>
K\u00c1TIA MARIA KASPER<\/mark><\/a> <\/td><\/tr>
MARCELO VALERIO<\/mark><\/a> <\/td><\/tr>
MARIA DAS GRA\u00c7AS CLEOPHAS PORTO<\/mark><\/a> <\/td><\/tr>
PATR\u00cdCIA BARBOSA PEREIRA<\/mark><\/a> <\/td><\/tr>
ROBERTO DALMO VARALLO LIMA DE OLIVEIRA<\/mark><\/a> <\/td><\/tr>
ROBERTO GON\u00c7ALVES BARBOSA<\/mark><\/a> <\/td><\/tr>
ROBSON SIMPLICIO DE SOUSA<\/mark> <\/a><\/td><\/tr>
RODRIGO ARANTES REIS<\/mark><\/a> <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
MACROPROJECTS<\/strong><\/td><\/tr>

Macroproject 1 \u2013 Teacher Education: A Multidimensional Exploration of Policies, Methodologies, and Practices in Science and Mathematics Education
<\/strong>
The methodological approach adopted in this macroproject includes primarily qualitative research using Discourse Textual Analysis, Discourse Analysis, Content Analysis, Oral History, among others. Additionally, quantitative approaches may be incorporated to complement the understanding of the studied phenomena, allowing statistical data analysis. These and other interpretive approaches allow for the exploration of various data collection instruments in research corpora, such as interviews, questionnaires, and documents, whether textual or not, from which it is possible to analyze and theorize about formative contexts and teaching practices.<\/td><\/tr>

Macroproject 2 \u2013 Promoting Domains in Science and Mathematics: A Journey through Learning Theories, Educational Materials, and Contextualized and Interdisciplinary Practices
<\/strong> 
The methodology adopted in this macroproject, aimed at enhancing the teaching of Science and Mathematics, includes a detailed literature review on learning theories and educational practices. Based on this review and research results, guidelines are established for the development of educational materials aligned with the chosen theoretical approaches. Learning can be conducted through workshops and courses for the implementation and analysis of these methodologies and materials in classrooms. A pilot phase in selected educational contexts will allow for the practical evaluation of these approaches, with data collection and analysis on student performance and teacher feedback, ensuring improved and adaptable implementation of pedagogical innovations.<\/td><\/tr>

Macroproject 3 – Intersections and Dialogues between Science and Mathematics Education with Various Nature-Cultures
<\/strong>
The macroproject, within this research line, addresses studies across various fields of knowledge, considering, therefore, the realization of interdisciplinary literature reviews essential for the construction of a solid theoretical foundation. Based on this, qualitative, quantitative, and mixed-method research is conducted, exploring various instruments, strategies, and methodologies for data composition, processing, and analysis, aiming to describe, theorize, expand understandings, and propose the maturation of reciprocal interactions and influences between people, knowledge, environments, and the studied cultural manifestations.<\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"excerpt":{"rendered":"

Research Lines TEACHERS Line 1 \u2013 Teacher Education and Professional Development in Science and Mathematics This line aims to expand the understanding of processes, challenges, and methodologies associated with teacher education and professional development in Science and Mathematics Education, across… <\/p>\n","protected":false},"author":4009,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-3713","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/exatas.ufpr.br\/ppgecm\/wp-json\/wp\/v2\/pages\/3713","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/exatas.ufpr.br\/ppgecm\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/exatas.ufpr.br\/ppgecm\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/exatas.ufpr.br\/ppgecm\/wp-json\/wp\/v2\/users\/4009"}],"replies":[{"embeddable":true,"href":"https:\/\/exatas.ufpr.br\/ppgecm\/wp-json\/wp\/v2\/comments?post=3713"}],"version-history":[{"count":2,"href":"https:\/\/exatas.ufpr.br\/ppgecm\/wp-json\/wp\/v2\/pages\/3713\/revisions"}],"predecessor-version":[{"id":3716,"href":"https:\/\/exatas.ufpr.br\/ppgecm\/wp-json\/wp\/v2\/pages\/3713\/revisions\/3716"}],"wp:attachment":[{"href":"https:\/\/exatas.ufpr.br\/ppgecm\/wp-json\/wp\/v2\/media?parent=3713"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}