Dissertações em Educação em Ciências e Matemáticas (Mestrado) - PPGECM/IEMCI

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2293

O Mestrado Acadêmico iniciou-se em Maio de 2002 pertence ao Programa de Pós-Graduação em Educação e Ciências e Matemáticas (PPGECM) do Instituto de Educação Matemática e Ciêntífica (IEMCI) da Universidade Federal do Pará (UFPA).

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Agora exibindo 1 - 6 de 6

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Art(e)biologia na/com a natureza
(Universidade Federal do Pará, 2018-03-03) SILVA, Carlos Augusto Silva e; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
The dissertation causes a between art(and)biology in an attempt to cause friction in science as a way of knowledge based on their specific standards. For the research production was exposed links between images, writing and body trials. Route that instigates a biologist, that runs through your life and guide yourself through waterfalls, creeks, caves and residents affected by a hydroelectric plant that shattered lives and environments. The friction of the Rhizome text is nature. The composition plan comes with lines of experimentations that are open to infinite inputs, outputs and means, which were carried out in the Xingu region, in and near the city of Altamira-PA. The theoretical effort was inspired by the philosophy of Gilles Deleuze and Félix Guattari, as well as a few others who organized this meeting as artists and biologists of education and science teaching who wander / think through these connections. A dissertation in which its constructive body comes through experimentation, in a process in which the exercise of the nonlinear is an invitation to the opening of thought and sensations. The possible friction/dissertation seeks to permeate velocities, slowness and rests. Its results can be composed for those who want the utilities/uselessness, because the text does not want to be interpreted, but machined. Idealize in ways, as you wish.
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Ciência e verdade em Nietzsche
(Universidade Federal do Pará, 2017-05-26) COSTA, José de Ribamar Oliveira; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
The concept of truth coined from the contributions of tradition assumes essential or substantial content. Knowledge is and can only be named by composing a form. Nietzsche is the thinker who punctuates reversed representational from the concept of the will of truth. Being the truth of the order of the world, of moral values and interests, it has no essence or fixed form. This concept is crossed by cultural, political and social issues. Interests intersect with Nietzsche's interests for knowledge, truth and science. If at any point in his published work he maintained an interest in science, it was because he understood that scientific knowledge opens criticism, but if at another moment, in his experimental and perspectivist form, he takes up these reflections to show the contingent referential of science. What displeases Nietzsche is to think that science can be placed as a superior knowledge with marked rationality, preventing man from exercising his creative and inventive potential, because he knows that the intellect takes the greatest inventive act. So, he asks art as a path in order of remembering that there is in knowledge much more creation than certainties and truths. The research shows that Nietzsche's literature can be inspiring for science education, not for denying science, but for affirming knowledge joy, alive, human, and creative.
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Contos de tradição oral e educação ambiental: uma prática interdisciplinar em aulas de ciências
(Universidade Federal do Pará, 2017-02-15) SANTOS, Diana Gonçalves dos; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
This work was developed with students of 4th year of basic education school Monsignor Azevedo , where these are from the island of Combu. It is specifically didactic interdisciplinary and transdisciplinary character practices, whose claim was to rescue the local culture through tales of oral tradition as well as mobilizing reflexive attitudes about environmental context relating one of the most prominent problems in the medium environment that is lack of water in certain locations. The proposal led us to find several theoretical studies as it relates to the primitive people lived before the Portuguese colonization, amid their beliefs, myths and stories told as well, in studies related to the environment and water resources. It should be noted immersion in field with conversations wheels with the parents of the students to understand the oral narratives that children bring about their local culture in the activities. So the proposal has enabled us to understand that traditional knowledge empower the process of scientific literacy in the various areas of knowledge.
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O corpo e a experiência de si: experimentações com o ensino de ciências
(Universidade Federal do Pará, 2021-04-13) SILVA, Nadson Fernando Nunes da; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/ 0000-0002-0478-5285
This writing process brings the body as a mechanism of forces which pass through the research and the researcher by a writing of itself, delineating the pathways which they take from the difference and multiplicity that compose their exits to expatiate on other forms of understanding what may be a body. Along these lines, we share the thoughts of Deleuze and Guattari going to the Philosophy of Difference, making the thought goes in the possibility of achieving other places where memory, body, science and education meet themselves, thus they create together comings where the research obtains power. The writing, in this context, emerges as a fragmented breaking point between poetic lines, collage, photographs, drawings and scribbles, which collide with the text causing openings to experience the diversity of a gay body that transits the education as a science teacher and occupies the Amazon territory as a place of experience. From these experiences, the education is brought as a space which consumes the existence by social markers that punctuate the difference, producing bodies by a very fine line which fits in the biological pages and consequently in science classes. In tracing these questions, we seek the experimentations as processes, which dislocates in directions to other forms of manifestation, where they are possible to create possibilities of teaching for science classes, displacing the embodied images of their biological status at feeling their vibrations, sexuality, identity, subjectivity and desires that rip the forms, dislocating them away from their organized functions. Through these traverse, it is desired to break with the idea that has been being architected about body, focusing it on the images which textbooks bring us as a source of knowledge and learning for science teaching, emerging it as an invitation that dislocates the body and the thought of its solid base. As a result, it may collides an education more soluble and aesthetically sensitive to experiment with moving images. Thus, we have, by these displacements, a body and a moving education which misaligns the hard seams and incarnates a new approach of body-image in the sense that the experimentation happens inside and outside the educational path. Stem from this, the science classes are also composed of their deconstructions in the desire of achieving an education where the body becomes a source of invention, and education becomes a place to be experienced in its plurality.
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Currículo e ensino de ciências na educação de jovens e adultos: entre linhas, saberes e diferença
(Universidade Federal do Pará, 2013-03-30) CORRÊA, Edilena Maria; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
The research is the result of a study that sought to grope the margins of a science curriculum through their powers and creative possibilities, debating, on the other hand, the science curriculum the gets entrenched by objective knowledge. With this, the study aims to think the idea of curriculum that permeates the difference. The study raises the following questions investigation: What are the powers of popular knowledge that emerge into school mid curriculum? What methods which experiments could be thought at Youth and Adults Education Schools? Is it possible to think of an image of Youth and Adults science curriculum that is beyond of its mere offered, and it is in favor of a difference? The main objective was to investigate whether the popular wisdom that emerges in the mid curriculum science may promote new ways of stocks and creative experiences with regard to the science curriculum of Youth and Adults Education in the city of Cametá, Pará, as well as, the possibilities and the effects that this knowledge brings to this curriculum. Therefore, it is elected as a source of bibliographic material and empirical study. The theoretical reference takes the thought of difference of Gilles Deleuze and Felix Guattari, the concepts used were: Smallest, rhizome, transversality and difference. The choice was made by the authors who understand that they allow going beyond thinking of a sedentary and neutralizing of curriculum in the same way by understanding that both authors radicalize any dogmatic thought in favor of a difference. Thus, even though, these authors have not thought education seeks a thought of resistance, transversality, which suggests the science curriculum by opened ways and flexible, and helps to promote integration between scientific and popular knowledge in the curriculum science. The empirical part of the research consists into the living experiences in the science classrooms with students and a teacher of Yo uth and Adults (Elementary school) in a public school in the city of Cametá, where I could try an example of a science curriculum upon their movements, powers, and possibilities. For filing such experiences, it was used a field diary which were done notes of formal and informal dialogs among the students and the teacher, classes meetings, student and researcher. As a result, I bring the idea of curriculum design from a rhizome, a vision that allows transit between knowledge, but a means of which rises and overflows in constant motion. And it is under this approach to curriculum that discusses the research. By the force of difference and multiplicity instead of identity, becoming instead of being. Is it understand that I can think of a curriculum by way of a difference when students, school, teachers understand that crossings exist in the curriculum.
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Literatura e sexualidade e educação: apontamentos intercessores para o ensino de ciências
(Universidade Federal do Pará, 2019-03-23) COSTA, Dhemersson Warly Santos; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
The encounters with literature, the philosophy of difference and the teaching of sciences mobilized is written, instigated by the problematic of sexuality, a recurring theme in the discipline of biology, however, linked to the morfo / fisio / logical conceptions and the reproduction of the offspring, reproducing the scientific discourse that systematize life into a structure, a unity that rejects variations. Sexuality, enveloped in this thought, runs the path of systematization, fragmentation and generality. Life, however, is not an absolute, sexualities enter at all times in variation, composing other possible. It is questioned in this writing: can sexuality only be problematized by the theoretical lens of science / biology? Is it possible to think of sexuality entangled in other perspectives? Is it possible to experience sexuality unrelated to genitalia? What problems can literature provoke to think of other sexualities beyond biological discourse? What resonates from the meeting between education in science and literature in the debate on sexuality? What intersections are possible? What learning is mobilized by these meetings? Without formative or methodological pretensions, what is wanted is to experiment with the literature of Caio Fernando Abreu (Morangos Mofados, 2015), blocks of sensations that mobilize other forms of becoming-thought in writing, in the body, in sexuality, in life, with the philosophy of difference and then make provocations to the teaching of science.

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