https://repositorio.ifpe.edu.br/xmlui/handle/123456789/452 Mon, 24 Aug 2026 04:26:49 GMT 2026-08-24T04:26:49Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2291 O Programa Residência Docente na formação inicial de professores: relato de experiência de um residente em matemática This study aims to analyze the impacts and potentialities of the Teacher Residency Program (PRD), developed by the Government of the State of Pernambuco, in initial teacher education. Methodologically, the research is qualitative in nature and adopts an experience report approach, with data produced from the experiences and reflective records of a resident teacher in the Program. The immersion took place over a five- month period, from February to June, in a state public school located in the municipality of Pesqueira, Pernambuco, through the use of mathematical games as a methodological strategy in a sixth-grade elementary school class. The results show that facing everyday challenges in the school context required constant decision- making by the resident teacher. In addition, experiencing the methodological cycle of the RePARe Spiral was essential for improving pedagogical practice, strengthening the resident’s identity as a teacher-researcher, and highlighting the relevance of reflective action and, consequently, of the PRD for initial teacher education. Tue, 04 Aug 2026 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2291 2026-08-04T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2279 Corrida de rua e ensino de matemática: uma sequência didática construída segundo a proposta de Zabala Street running has become one of the most popular physical activities due to its low cost and health benefits, ranging from combating stress and anxiety through the release of endorphins and dopamine, to fostering a sense of community. Mathematics plays a crucial role in street running, allowing runners to calculate important parameters to improve their performance. Considering the importance of teaching mathematics with meaning and connecting it to the students’ reality, as well as the relevance of street running and its social role, this research aims to propose and analyze a didactic sequence focused on teaching skills, listed in the Brazilian National Common Curricular Base (BNCC), that are fundamental for developing statistical literacy in 9th grade. The goal is to enable students to become critical readers of information and ethical researchers by relating street running and mathematics teaching through the mathematical modeling of data produced by the students in the context of ethnomathematics.The study was divided into three stages: 1) bibliographic survey and construction of the didactic sequence (DS) based on Zabala (1998, 2010); 2) Application of the DS in the Municipal Square of Sanharó-PE, with a sample of 9th grade students aged 14 to 15 years, in which the students performed 100 m and 200 m sprints, and then went to the classroom to process the data; 3) Analysis of the DS using the criteria presented by Zabala and the responses provided by the students in two different questionnaires, which included questions about the application of mathematics in street running and their evaluation of the DS. Thus, the activity allowed students to fully experience the stages of data handling, from collection to interpretation. It is concluded that the use of the city’s public space and body movement as data-generating elements contributed to giving meaning to the Statistics content, fostering the development of statistical literacy, and demystifying the idea that Mathematics is restricted to procedures performed exclusively in the classroom. Thu, 09 Jul 2026 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2279 2026-07-09T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2267 O ensino de matemática para estudantes com transtorno do espectro autista (TEA) nas escolas públicas municipais de Sanharó–PE: práticas pedagógicas inclusivas e a atuação dos profissionais de apoio Inclusive education has been one of the main topics in Brazilian education regarding the guarantee of access, permanence, and learning for students with Autism Spectrum Disorder (ASD). This study aimed to understand how Mathematics is taught to students with ASD in public municipal schools in Sanharó, Pernambuco, considering the perceptions of pedagogical assistants and pedagogical coordinators regarding the practices developed in the context of inclusive education. The research is characterized as a mixed-methods study (qualitative and quantitative), descriptive in nature, conducted in four public municipal schools through the application of a questionnaire to the participants. The results showed the use of different pedagogical resources and strategies to support students, as well as challenges related to the continuing education of professionals, the management of challenging behaviors, and the strengthening of inclusive practices. It is concluded that the collaborative work of teachers, support professionals, pedagogical coordinators, and families is essential to promote the teaching and learning process of students with ASD, reinforcing the importance of continuing professional development and inclusive pedagogical practices. Thu, 09 Jul 2026 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2267 2026-07-09T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2266 Mulheres na história da matemática: trajetórias, contribuições e barreiras ao reconhecimento This study examines the trajectory of women in the history of mathematics from a critical perspective that rejects the naturalization of their invisibility. It proceeds from the hypothesis that the low female presence in established records stems not from intellectual inadequacy, but from structural mechanisms governing access, retention, and recognition within the scientific field. Drawing on a literature review and an analysis of Brazilian academic output—particularly recent theses and dissertations—the study investigates how this erasure has historically taken shape and how it is reconfigured in contemporary forms of knowledge production. The analysis links the silencing of figures such as Hypatia of Alexandria to current dynamics affecting female researchers, highlighting the persistent impact of structural sexism and institutional barriers that limit women’s advancement and visibility. It is observed that, despite the growing number of studies on the subject, the fragmented nature of this research hinders its consolidation as an epistemological field, thereby reproducing—at a different level—the very logic of marginalization it seeks to expose. The study argues that overcoming this situation requires not only equity policies but also a re-examination of the criteria guiding the validation and dissemination ofscientific knowledge. It concludes that addressing gender inequalities in mathematics demands actions that expand women’s access, retention, recognition, and valuation within scientific production, thereby fostering a more diverse and equitable construction of knowledge. Wed, 08 Jul 2026 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2266 2026-07-08T00:00:00Z