Dissertações em Estudos Antrópicos na Amazônia (Mestrado) - PPGEAA/Castanhal
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Navegando Dissertações em Estudos Antrópicos na Amazônia (Mestrado) - PPGEAA/Castanhal por Orientadores "MALHEIRO, João Manoel da Silva"
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Item Acesso aberto (Open Access) Ações antrópicas para o uso de analogias na experimentação investigativa em um Clube de Ciências(Universidade Federal do Pará, 2019-12-13) MONTEIRO, Joana Menezes Corrêa; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806This research has for objective analyze types of Analogies manifested on one experimental investigate activity about electrostatic, with a group of children of 6th grade of primary school on a Science club. For that was use as reference base about Typology and Cognitive Analogy of Conceptualization (CAC), Processing Analogy (CPA) and Experimental Analogy (CEA), according with Francisco Junior (2010); as well the Investigative Teach Sequence in Experimental Activities (CARVALHO, 2013; MALHEIRO, 2016). A qualitative approach with characteristics of a participant research was used, had as investigate site the Science Club “Prof. Dr. Cristovam W.P. Diniz”. The participants were 4 teacher-monitor (PM1, …, PM4) and eight students (A1, …, A8). As data-making instruments was used photos, audio-visual records and Field Journal notes, with a transcription of the subjects speeches considering the Content Analyze (BARDIN, 2011). The results point that the use of analogies are recurrent in experimental activities of the Science Club. It is detach initials manifestations of analogy already in student’s previous knowledge, what permit a survey of hypotheses, problematizations and practice articulations of learning. On stage 6 – “Writing and Drawing” – of the SEI major manifestations of conceptual understanding about electrostatic were identified. On stages 2 and 3 that correspond to the solution of the problem and stages 4 and 5 – “Becoming Aware” and “Giving Casual Explanations”, a frequency of three typologies were identified, ACC, ACP and ACE in students speeches. Already in monitors professors the use of ACC was constant on both stages. It is concluded that as enhancer resource of learnings the use of SEI for a knowledge construction can generate significant results in teaching and learning process with the valuation of the use of Analogy in Science Education enlarging its use inside of anthropic and investigative aspects.Item Acesso aberto (Open Access) Caminhos de um Clube de Ciências na Amazônia em perspectiva decolonial: de suas origens a seus desdobramentos(Universidade Federal do Pará, 2021-09-09) CABRAL, Raimunda Ediane da Silva; RAMOS, João Batista Santiago; http://lattes.cnpq.br/8078757512392983; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806This research presents a study that aims to analyze whether decoloniality is present in the actions carried out at the Science Club Prof. Dr. Cristovam W. P. Diniz, pluralizing the perspectives of knowledge. Its construction emerged from reflections of the researcher's personal and professional life trajectory, that throughout the entire journey, made many ponderations about Mathematics Education and other Sciences, how they are passed on from generation to generation. Therefore, with the purpose to problematize the teaching and learning processes established in this non-formal science education environment, we applied a semi-structured interview, through the Google Meet platform, in which we seek to interpret the process of emergence and functioning of the Science Club, from a decolonial perspective. As a data decomposition tool, we used video recordings of the interviews, and then the transcription of the participants' speeches. The research methodological proposal consists of a qualitative approach, in which we use content analysis to analyze qualitative data and interpret information. The research environment is a differentiated educational space, that allows the teacher monitor to act in a different way as well. The research participants were the coordinating teacher, three monitor teachers and two students, totaling six (06) social subjects. During the analysis, we observed, in the participants' speeches the plurality of knowledge dialogues presents in the activities developed, the role of student and teacher monitors during the foundation and functioning of the Club and the involvement of subjects in the educational process. It was concluded that the Science Club Prof. Dr. Cristovam WP Diniz keep decolonial practices in his pedagogical activities, valuing students' prior knowledge, as also need to improve on issues involving the student's social environment, understanding that they are ties that go beyond the classroom and need to be questioned, that is, thinking from the reality of the other.Item Acesso aberto (Open Access) Experimentação investigativa com a música corporal: ensino e aprendizagem interdisciplinar no Clube de Ciências Prof. Dr. Cristovam W. P. Diniz(Universidade Federal do Pará, 2022-06-29) GUEDES, Marina Donza; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806This study aimed to analyze the possibility of using Body Music in the stages of the Investigative Teaching Sequence (SEI), based on the work of Carvalho et al. (2009), with theoretical support in Ausubel's meaningful learning. The research participants were 6 professors from the Science Club Prof. Dr. Cristovam W. P. Diniz, located at UFPA – Campus Castanhal. The research was developed from a Body Music workshop given by the author to stimulate the teachers' perception of the sounds of their bodies, as well as to identify the limits and possibilities of investigative experimentation with Body Music in the interdisciplinary teaching formation of the Science Club. Prof. Dr. Cristovam W. P. Diniz. For that, a case study was used as a qualitative method for the constitution of information, supported by the theoretical and methodological assumptions of the participant research. The workshop was carried out through Google Meet, lasting four hours, organized in two synchronous meetings on alternate days and one hour of asynchronous experimental activities sent by WhatsApp. In the asynchronous meetings, questionnaires with open and closed questions were made available to survey the impressions and possibilities of implementing Body Music in the Science Club. From the technique of data collection by indirect observation called primary source, it was possible to observe the importance of Body Music for teacher training as a stimulus to creativity, expression, perception of oneself and the other. The sounds extracted from the bodies by touch, beats, chants and whistles led to highlight the approach and accessibility of music for science teaching. As it is a device common to everyday life, it can contribute in an interdisciplinary way by allowing the approximation between science and art in the Science Club. Through the study carried out and the pedagogical suggestions presented by the participating teachers, it was possible to understand that Body Music can help and foster the educational process in the Science Club as an integral part in the construction of the individual, in stimulating investigative experimentation with their body. in the creation of improvised music, spontaneity and in the discovery of artistic skills. The interdisciplinarity that is present in SEI's pedagogical proposal is fundamental for the interaction between science and art and music and science.Item Acesso aberto (Open Access) Manifestações de incidentes metacognitivos através do discurso do professor em sequência de ensino investigativa de matemática(Universidade Federal do Pará, 2021-12-09) SILVA, Luciana Evangelista da; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806The present study aims to analyze how the monitor teachers speeches allow dialogic interactions for manifestations of students' metacognitive incidents in a mathematics Investigative Teaching sequence (ITS) in the Science Club. The work presents characteristics of participatory research with a quantitative-qualitative approach, and the place of investigation was the Science Club Prof. Dr. Cristovam Diniz located at UFPA- Castanhal. It was developed with eight sixth graders aged between 10 and 11 years old and had the collaboration of four monitor teachers. As methodological procedures, an investigative teaching sequence of geometry was applied, in which audio and video recording was adopted with transcripts of selected episodes for each stage considering the content analysis. For data analysis, we were guided by the transcription, description and interpretation of the dialogic interactions produced during the ITS, which had as a proposition the construction of a castle with modeling clay and a toothpick for the discussion of geometry issues. The results show that the dialogic interactions present between teacher monitors and students allow the emergence of rhetorical and dialogic speeches, of which the providing clues, instigation, re-mirroring and opposition are the characteristics that most appear and have strong influence on the emergence of metacognitive incidents. For the occurrences of metacognitive incidents, it was observed that in a total of 255 turns of the students, 83 of these were classified as metacognitive incidents (33%), also found when analyzing each step separately also found when analyzing each stage separately in which we had the following percentages of evidence of metacognitive speech, stage 1: 10% (1/10), stage 2: 37% (21/57) and stage 3: 32% (61/188). For writing and drawing, it can be said that more than half appears metacognitive incidents 54% (13/24) all confirmation (100%). As for nature of the manifestation of Metacognition, it was observed that the metacognitive incident can help in the construction of knowledge in different ways, such as confirmation of reasoning, monitoring (questions), the change of opinions that can be positive or negative. In view of the above, this research moves towards contributing to the investigative experimentation of mathematics and considers the monitor teacher's speeches as prone to the appearance of metacognitive incidents, which indicates that there is still much field to be researched in alternative environments of Investigative Teaching, in particular in the discipline of mathematics, being possible and necessary for the debate in future researches and thus, the great importance of investments in this area of knowledge is reaffirmed.Item Acesso aberto (Open Access) O raciocínio hipotético-dedutivo e a experimentação investigativa no Clube de Ciências Prof. Dr. Cristovam W. P. Diniz(Universidade Federal do Pará, 2021-09-17) MOREIRA, Amanda Sylmara da Rocha; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806The present study aims to analyze how Science Club participants develop the Steps and the Reasoning Pattern if / and / then / and or but / therefore proposed by Lawson, based on the Investigative Teaching Sequence on geometry with a group of children from 6th year of Elementary School in a Science Club. For this, we used the theoretical framework of Hypothetical-Deductive Reasoning and the Sequence of Investigative Teaching in Experimental Activities as a basis. This study has characteristics of Participant Research with a qualitative approach, the research locus was the Science Club Prof. Dr. Cristovam W. P. Diniz, the execution of the Experimental Activity took place between September 14 and 21, 2019, with the collaboration of three Teachers-Monitors and eight students. We used video recording, photography, audios and field notes as data constitution instruments, with subsequent transcriptions of the subjects' speeches, the aforementioned Pattern of Reasoning and the Steps that guide scientific research. In the results, we noticed that the groups developed the Steps and the Reasoning Pattern in their speeches, starting with the intriguing observations and ending with the conclusion of the problem, therefore. Thus, the results demonstrate the presence of Steps and the Reasoning Pattern in the students' speeches during the Investigative Teaching Sequence, pointing to the development of Hypothetical-Deductive Reasoning. Therefore, we conclude that the Reasoning Pattern proposed by Lawson is of great relevance to encourage students to produce their own knowledge from a problem to be solved.Item Acesso aberto (Open Access) As representações a partir de enunciados dos alunos em um Clube de Ciências(Universidade Federal do Pará, 2020-08-26) ARAÚJO, Marinalva Soares de; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806This study aimed to analyze the characterization of the representations in statements produced during the investigative activity on the Science Club in the construction of meanings found by the students. The methodology of this research is the qualitative approach with the constitution of the data made from elements of the participant observation, material of video recordings, audio recordings and texts produced by the students during SEI. It was realized at the Science Club Prof. Dr. Cristovam W. Diniz space and the participants were students who attended the 5º or 6º years of the Middle School, with the ages between 11 and 12 years old. For the procedures of data analysis, we rely on the transcription, description and interpretation of students' statements during the proposed investigative activity, which had the proposition that insects were separated into groups and differentiated from other animals. The theoretical support used was an interface between Jean Piaget's studies on cognitive representations, the work with discursive statements based on Michael Foucault and institutional analysis of Marlene Guirado's discourse. The results showed that their statements were linked to the SEI steps, in the way they solved the proposed problem, they made relationships between activity and daily life through the use of explanations and inferences and a language of referencing and negotiation of meanings. Inside that meaning, the Science Club was not constituted only as cognitive operations, but it maintained a relationship with the statements in the assimilation and accommodation processes for the construction of meanings, in this anthropic space of construction of knowledge.