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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Item Acesso aberto (Open Access) Formação de professores: a aprendizagem baseada em problemas e sua contribuição para o desempenho do professor na sala de aula(Universidade Federal do Pará, 2005-09-30) ROSÁRIO, Daísa Gomes do; DINIZ, Cristovam Wanderley Picanço; http://lattes.cnpq.br/2014918752636286The Problem Based Learning (PBL) has been indicated out as an important tool to teach the students how to learn by themselves. The aim of the present work is to investigate under which way PBL may contribute to the formation of teachers both for the High School and Higher Education. In order to reach this objective we delivered a PBL based holiday course dedicated to re-discover the functional anatomy of animals with contrasting life styles. Teachers and students of the High School as well as Higher Education students of Biology and Medicine were subjects of the investigation. Quali-quantitative analysis were done applying questionnaires and semi-structured interviews to the teachers and students. The results revealed that PBL contributes to the formation of the reflexive teachers and increses motivation of both students and teachers at the holiday courses, suggesting that it is possible to start with PBL methodology at the High Schools and High Education in the Amazon Region, despite the present infrastructure limitations.Item Acesso aberto (Open Access) Panorama da educação fundamental e média no Brasil: o modelo da aprendizagem baseada em problemas como experiência na prática docente(Universidade Federal do Pará, 2005) MALHEIRO, João Manoel da Silva; DINIZ, Cristovam Wanderley Picanço; http://lattes.cnpq.br/2014918752636286The present document define the current profile of the Fundamental and High School in Brazil re-visiting the data base of official institutions (INEP and IBGE). We have found suspicious coincidences between, income concentration and educational abstinence, which we suggest is a fuel for the poverty cycle in our country. Qualitative aspects of the Brazilian school were also obtained in order to describe the difficulties to implement high quality education in Brazil at these levels. We also investigate through the case study methodology two summer courses designed to implement and test the Problem Based Learning (PBL). The classes were dedicated to teachers and students of High School. Using straight observation and inferences took from questionnaires applied to students and teachers, before and after each vacation course (in 2004 and 2005), the impact of the PBA over students and teachers was measured. The results revealed many difficulties and perplexities presented by the teachers and the students, such as the difficulty to relate experiments and contents from the text books, the almost complete abstinence of experimentation in the High School, difficulties to distinguishing hypothesis and fact, etc. The Problem Based Learning was accepted by all (students and teachers) as a possible way to change Science and Biology. However, its broad dissemination will demand qualification on a large scale, management and leadership to start the process of change, salary improvements and better infrastructure in the schools for experimentation. Using methodologies similar to the PBL, as an alternative for qualification, research universities need to be directly engaged in the process of renewal. An educational pact has to be built to reform the education and that action should include Managers and Teachers of Middle and High School, Secretaries of Education (from the State and the District), State and District Government, Ministries of Education and of Science and Technology, Research Universities and Fund Agencies, so that the effort can achieve national dimensions.