O diálogo entre o cálculo e a energia: um modelo de ensino para o professor
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Data
2020-08-29
Autores
Paula, Marilia Rios de
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Universidade Estadual Paulista (Unesp)
Resumo
Dentre as disciplinas do ciclo básico das Engenharias, destacam-se as relacionadas ao Cálculo Diferencial e Integral por serem uma das bases matemáticas consideradas fundamentais para esses cursos. Os professores de Cálculo não são tradicionalmente formados na área de Engenharia, contudo possuem a responsabilidade de conduzir os primeiros contatos dos discentes com a sua área de formação, tendo como tarefa a aplicabilidade dessas disciplinas com o curso. Nesse sentido, objetiva-se elaborar as características conceituais, pedagógicas e didáticas do Cálculo como curso de serviço para a Engenharia. Utilizou-se a Energia como norteadora desse processo, que permite criar um contexto para a apresentação de como as ferramentas matemáticas são empregadas durante o curso de Engenharia. A pesquisa é qualitativa e do tipo exploratória, tendo sido realizada nos cursos de graduação e pós-graduação de uma universidade pública do estado de São Paulo. O desenvolvimento do método de pesquisa se deu a partir da revisão da literatura, da apresentação do referencial teórico educacional, do estudo de campo e da apresentação das características necessárias ao Cálculo como curso de serviço para Engenharia, no contexto da Energia. Como resultado desse trabalho, observou-se que para modelar problemas de energia, fica evidente a necessidade da implementação de características específicas para um curso de Cálculo quando realizado na graduação em Engenharia. Sinaliza-se ainda, que uma adaptação das aulas de Cálculo quanto a linguagem e conceitos se faz evidente visto que a linguagem matemática da engenharia não é a mesma linguagem matemática do matemático, pois a produção de significado do engenheiro para o texto matemático é outra, e isso muda a forma de se relacionar com os símbolos e significados da própria Matemática.
From among the subjects of the Engineering basic cycle formations, stand out those are related to Differential and Integral Calculus for being one of the Mathematical bases which are considered fundamental for these courses. Traditionally, Calculus teachers aren't undergraduated in Engineering, though they're responsible to lead the first student contacts with them in the academic study area, having to apply these subjects with the formation course. Thus, It aims to create the conceptual, pedagogical and didactic characteristics of the Calculus as a service subject to Engineering. Was utilized Energy as guiding of this process, that allows to create a context to the presentation of how Mathematical tools are used along Engineering courses. It's qualitative and exploratory research, carried out in undergraduate and graduate programs from a public university in the state of São Paulo. The development of the research method came from the literature review, the educational theoretical reference, field study and the presentation of the necessary characteristics to the Calculus as Engineering service subject, in the context of Energy. As a result of this work, we observed that to model Energy problems, it is evident the need to implement the specific characteristics for a Calculus course when it is carried out in the Engineering undergraduate. We also point that an adaptation of the Calculus classes about it’s language and concepts becomes evident since the Engineering mathematical language is not the same as the mathematician’s mathematical language, because the Engineer’s sense production is different to the mathematician’s textual meanings, and it changes the way how to relate with symbols and meanings of the Mathematics itself.
From among the subjects of the Engineering basic cycle formations, stand out those are related to Differential and Integral Calculus for being one of the Mathematical bases which are considered fundamental for these courses. Traditionally, Calculus teachers aren't undergraduated in Engineering, though they're responsible to lead the first student contacts with them in the academic study area, having to apply these subjects with the formation course. Thus, It aims to create the conceptual, pedagogical and didactic characteristics of the Calculus as a service subject to Engineering. Was utilized Energy as guiding of this process, that allows to create a context to the presentation of how Mathematical tools are used along Engineering courses. It's qualitative and exploratory research, carried out in undergraduate and graduate programs from a public university in the state of São Paulo. The development of the research method came from the literature review, the educational theoretical reference, field study and the presentation of the necessary characteristics to the Calculus as Engineering service subject, in the context of Energy. As a result of this work, we observed that to model Energy problems, it is evident the need to implement the specific characteristics for a Calculus course when it is carried out in the Engineering undergraduate. We also point that an adaptation of the Calculus classes about it’s language and concepts becomes evident since the Engineering mathematical language is not the same as the mathematician’s mathematical language, because the Engineer’s sense production is different to the mathematician’s textual meanings, and it changes the way how to relate with symbols and meanings of the Mathematics itself.
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Abordagem interdisciplinar na educação, Formação de professores, Energia, Sustentabilidade, Cálculo, Education in engineering, Mathematic education, Teacher's background, Energy, Sustainability, Differential and integral calculus, Matemática - Estudo e ensino, Formação - Professores, Cálculo diferencial