https://repositorio.ifpe.edu.br/xmlui/handle/123456789/452 2026-04-10T16:13:45Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2097 O método de Galileu para medir montanhas lunares e o impacto na história da ciência This study analyzes the telescopic observations of the Moon made by Galileo Galilei (1564-1642) and the mathematical method used to estimate the height of lunar mountains. The overall objective of the research is to demonstrate the calculation method employed by Galileo to measure lunar relief. Specifically, it seeks to analyze how his observations influenced the Astronomical Revolution of the 17th century—by replacing the paradigms of Aristotle and Ptolemy with a new conception of the Universe—and to discuss the application of this historical content in science education to stimulate reflection on the Nature of Science. The methodology consisted of a literature review, with a survey of sources and authors for the analysis of the topic from a historical and epistemological perspective. The results highlight that Galileo, by using the refracting telescope, broke with the Aristotelian distinction between the sublunar and supralunar world, revealing that the Moon was not a perfectly smooth sphere, but composed of valleys and mountains. It can be concluded that the crater measurement episode is a fundamental milestone in the History of Science, as it exemplifies the transition from a qualitative model to a quantitative and experimental approach, being a relevant resource for teaching by humanizing scientific knowledge and promoting reflective learning. 2025-12-29T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2064 Desafios para a implementação de um laboratório de ensino de matemática em uma escola indígena do povo Xukuru de Cimbres: uma análise teórico-reflexiva a partir das necessidades e interesses comunitários This work aims to analyze the challenges for the implementation of a Mathematics Teaching Laboratory (MTL) in the context of Indigenous School Education of the Xukuru de Cimbres people, considering the pedagogical needs and community interests of the indigenous school. The study is characterized as a theoretical-methodological essay of a qualitative and exploratory nature, developed from reflections and documentary analyses in a process constructed throughout the formative meetings guiding the Course Conclusion Project. The methodological approach is based on theoretical frameworks of the Mathematics Teaching Laboratory, Ethnomathematics, and Indigenous School Education, as well as on the analysis of guiding documents, such as the National Common Curricular Base, the Intercultural Curriculum of Indigenous Schools of Pernambuco, and the Political-Pedagogical Project of the investigated school. The reflections presented do not stem from the empirical application of the proposal, but from the theoretical-reflective systematization of the author's teaching experience in the context of the indigenous school, mobilized as a pedagogical and contextual reference. Through this process, it was possible to demonstrate that the implementation of a MTL in indigenous schools involves challenges related to structural conditions, teacher training, collective organization, and the need for alignment with the principles of interculturality, community autonomy, and the collective construction of the educational process. It is concluded that the implementation trial constitutes a pertinent methodological approach for organizing reflections and outlining possible paths for the implementation of the Mathematics Teaching Laboratory, respecting the timeline of the indigenous school community, its needs and collective interests, in accordance with the principles that guide Indigenous School Education. 2026-02-27T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2039 Elementos do saber profissional no ifpe (2010-2025): análise da matriz currícular do curso de licenciatura em matemática no Campus Pesqueira This study describes and analyzes the organization of the curriculum of the Mathematics Teacher Education Program at the Federal Institute of Pernambuco (IFPE), Pesqueira Campus, from 2010 to 2025, focusing on the elements of teachers’ professional knowledge. The general objective is to investigate how the course disciplines articulate the elements of professional knowledge, the mathematics to teach, and the mathematics for teaching, contributing to the construction of the professional identity of future teachers.Grounded in the perspective of the History of Mathematics Education, this qualitative research adopts documentary analysis as its methodology, using as its main sources the Course Pedagogical Project (PPC) and the course syllabi. In the analysis, categories are identified that highlight the articulation between mathematical content, pedagogical practices, and formative experiences, which are fundamental to teacher education.The results indicate that the analyzed syllabi reveal evidence of the articulation between the mathematics to teach and the mathematics for teaching throughout the program. However, it is expected that this research will contribute to understanding how professional knowledge is structured in the initial education of mathematics teachers, offering support for reflections on teaching practice and on curriculum organization in federal institutes. 2026-02-19T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2037 A construção de um item de múltipla escolha e a análise de desempenho na aprendizagem do teorema de Pitágoras: uma proposta de intervenção didática no 9º ano This study presents a didactic intervention proposal aimed at learning the Pythagorean Theorem with 9th-grade students from a public school in Pesqueira/PE. The objective was to analyze how the construction of multiple-choice items, grounded in Item Response Theory (IRT) and distractor analysis, contributes to identifying conceptual errors and improving academic performance. The methodology followed a qualitative- quantitative approach, characterizing itself as an applied case study. The results of the first application revealed a 54.5% success rate, with frequent errors associated with the direct sum of the legs (catheti) and difficulties in square root calculations. Following the pedagogical intervention and individualized feedback, the second application demonstrated significant evolution, reaching a 72.7% success rate. It is concluded that the use of well-structured assessment instruments, combined with qualitative error analysis, serves as an effective tool for cognitive mediation and the consolidation of geometric concepts. 2026-03-05T00:00:00Z