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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A ambiência sentida, vivida e praticada na educação ambiental: um olhar a partir da docência dos professores dos anos iniciais em Curuçá/PA
(Universidade Federal do Pará, 2015-06-15) MELO, Veruschka Silva Santos; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
In this research investigate the understanding of elementary school teachers of environment from kindergarten to 5th grade in the municipality of Curuçá (Para / Brazil), on the place where they live and work and how these reflect on their teaching practices. I chose the narrative research to guide my research, considering that our life stories (personal, educational, etc.) carry a wealth of knowledge that are intertwined in professional stories. Are reports of four teachers for me interviewed, chosen among the two municipal schools, two teachers from each school; these schools are located one in the urban area and the other in a derelict island. Throw hand fictitious names for schools and subjects in order to protect their identities. The research was developed from the narratives that got through the audio recording and later transcription; from this material, I came to the axes of analyzes that were undertaken, based on studies of Moraes and Galiazzi. Three topics were established to respond to questions of this investigation. They are i): environmental context of the middle region of the salt: perceived and expressed ambiance of the space they inhabit teachers; ii) pedagogical practices developed by teachers to work in environmental education; iii) teacher training: form in an environmental context of decontextualized way. From these lines of analysis, I could see how the natural environment and urbanized in which teachers lived / live influence their environmental teaching. However, this influence brings a certain obstacle in their teaching practices. However in some pedagogical practices for methodological transformation of evidence to try to achieve actions that lead to environmental education critical. In this search, I realized the fight with seeking overcome this gap, either through training partners or a self-training.
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Entre cientistas, pesquisadores, professores e experimentos: compreendendo compreensões de experiências formativas no ensino de ciências
(Universidade Federal do Pará, 2017-04-25) CAJUEIRO, Dayanne Dailla Da Silva; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This research emerges from a question raised by me about what is Science in a formative process that still extends. I do not intend to answer what is Science in this work, but understand understandings of the formative aspects that elucidate the formation of teachers who make Science while teaching Sciences. Therefore, I adopt qualitative research in an action-research process by which, when forming it, I form, by making them reflect I also reflect, by making them signify I (re) signify. This research process took place at the UFPA Science Club (CCIUFPA), a non-formal teaching space with a "pedagogical laboratory" profile. It was in this pedagogical laboratory that I tested hypotheses, experimented experiences, and assumed roles of researcher, teacher, and scientist in a movement of (re) signification of experiences through other new experiences. To develop the research, I followed a group of future chemistry and biology teachers who work at CCIUFPA as trainee teachers in 8th and 9th year of elementary school. The follow-up took place in the process of assisted pre-emptive practice and in partnership, in which I assume the role of teacher-mentor in lessons planning. That way I encourage the process of reflection-action on the experiences lived at CCIUFPA, at the same time, in which I reflect on the formative process through students when building data that guide me in this perspective. In this direction, I also evidence the process of signification of deformed visions of Science to the detriment of its propagation. To this end, I adopt techniques that make possible the reflexive process of participants, I use theorists of the area who make notes about devices that enable the understanding of such experiences. To analyze such data I use the discursive textual analysis. The results show that trainee teachers (re) signify their formative experiences in teaching science in an investigative process that excludes deformed and naive visions propagated by the formal school and the media. In experiencing such a process I also (re) signify my vision of Science and my formation in a movement to understand such understandings. They touch me, modify me, move me, make me who I am, which makes me reflect that such analyzes about understandings can contribute to the formation of teachers enabling them to do Science by teaching Science to their students.
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Formação inicial de licenciandos em biologia e o processo de (auto)formação docente: reflexões sobre experiências vividas e relatadas
(Universidade Federal do Pará, 2020-07-20) MIRANDA, Jaíne Fernanda Jaques; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This is a qualitative research in the narrative modality, in which I try to understand in which graduate students in Biology develop self-formative processes and show aspects and principles that can support new proposals for initial training of Biology / Science teachers, in the context of the discipline (Self) training and Teaching Practice, when narrating and reflecting on their formation histories. The investigation took place within the scope of the Licenciatura in Biological Sciences course - Campus Bragança of the Federal University of Pará (UFPA) and eight undergraduates participated effectively in the research. To this end, I use as oral texts the oral reports obtained from audio recordings of the meetings, the written narratives and the oral narratives through the biographical albums and my field diary. For the analysis of the reports obtained, I use the Discursive Textual Analysis. From the analysis movement, two analytical axes emerge from the narratives, the first entitled “School Memories: marks of a journey”, in which I present the senses and meanings that the participants attribute to the school, explaining representations and relationships established between the process schooling and the personal and professional training of undergraduates. And the second, Teaching and Teaching: teaching being and doing, in which I analyze teaching concepts linked to teaching concepts, among them, the teaching / education objective, views on the teacher, teaching practice, methodologies and the teaching process. teaching-learning. I conclude that, as formative movements take place, where the graduates themselves, when narrating and reflecting on their experiences, develop a movement of walking towards themselves, they present nuances of an awareness not only in a social context, but an awareness about / in Science / Biology teaching, since self-formative processes are triggered from the moment that undergraduates start to reflect on their own experiences and learn from them, becoming subjects of their own formative process.
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Formação profissional de professores de ciências: desafios, aprendizagens e construções do ser e fazer docente
(Universidade Federal do Pará, 2021-10-20) ARAÚJO, Alice Oliveira; GOMES, Luan Sidônio; http://lattes.cnpq.br/2122794612677723; https://orcid.org/ 0000-0002-8034-7965; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This work is of a qualitative nature in the narrative modality that ventures through the experiences recounted by two science teachers in the initial phase of their professional practice. In order to obtain the narratives, I proposed virtual meetings with the following direction: I ask you to tell me your outstanding experiences/situations/activities in your initial training and at the beginning of the teaching exercise for your professional training. For my analyses, I use Discursive Textual Analysis - ATD which is a methodology that helps to obtain new apprehensions and meanings of the phenomenon under study. They allowed me new looks, tones and colors to the point where two sections of analysis emerged, the first - The teaching life: discovering new meanings in professional practice , second section - Professional training of science teachers: feelings and emotions that emerge in the first years of professional practice. Therefore, the experiences told were and are significant for professional training, they are the moments of crossings that enabled new perspectives for the teaching profession. To the point of configurations and reconstructions being made taking into account the singularities and stories that intertwine during professional life. And as a possibility of considerationsit is possible to think that there are internal and external elements that influence the being and doing of the teachers, the worlds, the adventures they have lived and the relationships they bring, as well as the expectations and needs linked to the teaching-learning process. Thus, I assume teaching as a profession full of impasses, subjectivities, desires and constructions of specific knowledge that characterize and value the subject teacher, without a doubt these professionals are the ones who actually know what happens in the classroom.
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Práticas pedagógicas de professores formadores e abordagem CTS: o ensino de ciências rumo a novas percepções neste século XXI
(Universidade Federal do Pará, 2015-10-02) GOMES, Luan Sidônio; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749
Considering the increasingly strong presence of scientific and technological aspects in the society of the XXI century, this paper reports a qualitative research, through narrative, which investigates pedagogical practices of professors who are responsible for science teachers' education, through demonstrations of three educators of the Natural Sciences course of UEPA (Universidade do Estado do Pará - University of Pará), and it intends to understand which formative aspects contribute to the CTS approach pedagogical practice, as well as to identify and understand which elements of the CTS approach are present in the pedagogical practices of the investigated professors. Therefore, the practical construction of this research was developed through individual interviews - properly recorded in audio and transcribed - with the investigated professors who were selected through nominations from a network system consisted by people - teachers and technicians – involved in the context of the research. Based on Textual Analysis of Discourse used for qualitative analysis of empirical data, three perspectives of analysis emerged: 1) initial and continuing teacher education: reflections on teaching practices; 2) pedagogical practices: meetings with the CTS approach; 3) differentiated education: the XXI century teacher outlining. The analysis of empirical data shows that the formative aspects that contribute to teaching practices related to CTS Approach are connected to the assumptions linked to the emerging paradigm that pursues a prudent knowledge in support of a decent life and because of that, it directs a new perception of world, contrary to the paradigm of the Modern Science that has long prevailed leading the way we see and interact with the world. With this in mind, I realized that the convergences of teaching practices to CTS approach are correlated to the stage of paradigmatic transition where the investigated professors are inserted, as demonstrated in their manifestations. This statement gains strength when reports distinguished ideas about what kind of teachers the subjects have in mind when they develop their practices. For this, however, it is required that professors have an open mind and be sensitive to constant and intense changes of this century which, as unfinished beings, we experience.
Acesso aberto (Open Access)
Processo identitário docente: o significado das experiências formativas de professores de biologia
(Universidade Federal do Pará, 2018-07-03) SANTOS, Elizabeth Diana Cardoso; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This study aimed to understand in which terms the CCIUFPA's formative experiences contribute to the process of constructing the teaching identity of its participants. For this, semi- structured interviews were carried out with 6 Biology teachers who experienced during initial training the experience of the practice anticipated to teaching. The trajectories of teacher training have brought us important data on aspects of school education, initial and continuing. These data, in turn, were analyzed in the light of the discursive textual analysis, where it was possible to articulate pertinent discussions next to the theoretical references explored in the research. In this way, it was understood that the experience of the practice anticipated to the teaching experienced by the teachers, in the space of the Science Club of the UFPA and also as a scholarship holder in the PIBID, produced different meanings for each teacher, but still contributed positively in the teaching identity process, as well as the experience of the teacher profession. We conclude by pointing out some suggestions of attitudes that the licenciandos can seek to develop, just as the undergraduate courses can encourage, during initial formation, understanding that they are important to help in the construction of an identity by the teaching and so that the future teachers have in mind the critical-reflective position of their practice and are always in search of training and qualification.

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