Teses em Educação em Ciências e Matemáticas (Doutorado) - PPGECM/IEMCI
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/3775
O Doutorado Acadêmico 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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Tese Acesso aberto (Open Access) CTS no contexto do novo ENEM e do ensino de química(Universidade Federal do Pará, 2016-10-07) SOUZA, Jorge Raimundo da Trindade; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970; https://orcid.org/ 0000-0001-8363-8971The National Secondary Education Examination (ENEM), established in 1998, has become, over the years, the main process of evaluation of Basic Education in Brazil, projecting itself as an important element of dissemination of new educational values. The concept of evaluation incorporates a proposed evaluation of the development of skills and core competencies to the full exercise of citizenship, one of the STS approach objectives, through interdisciplinary items involving secondary education subject knowledge, in which chemistry is inserted. In this context, this qualitative research aimed to analyze, based on the assumptions of the STS curriculum perspective, the relations between the skills and abilities (C & H) of Natural Sciences and their ENEM Technologies (CNT) with questions associated with Chemistry education of this examination in the period 2009-2015 (new ENEM) and the factors that influence these relationships. The exploratory reading of documents and scientific papers on the Enem and on STS, as well as my teaching experience, allow me to infer, a priori, the existence of some level of approximation between the STS focus on documents and Enem questions. This perception instigates me to research how and to what extent this occurs. Therefore, we investigate how occur the approximations between the theoretical assumptions of the STS approach with the CNT competencies and skills and the questions associated with the teaching of chemistry applied in the new Enem. For this, we must ensure that the competencies and abilities have associations with the theoretical assumptions of the STS perspective, in addition to analyzing the content and structure of the questions associated with the chemistry teaching, examining whether and how it occurred to approach these issues with the STS educational perspective principles and what conditions determine the mediation of this proximity relationship. To obtain the information it was used three data collection techniques: observation, verification of official documents of the Brazilian education and analysis of questions applied to the new ENEM. As question analysis tool it was used the Textual Analysis Discourse (TAD). Excerpts from interviews with teachers question makers from UFPA were utilized to support the discussions of the results obtained. The results showed that whereas C & H Natural Sciences and their Technologies have a strong association with the assumptions of the STS educational perspective, the new 11 ENEM questions present approximation at different levels from the theoretical framework of the STS approach. The results also showed that among the 156 analyzed questions, and which are associated with the teaching of Chemistry, those with the highest occurrence are those that do not provide this approximation. We conclude that the affinities between the natural sciences competencies and skills and their Enem Technologies with the issues associated with the teaching of chemistry for this examination, in relation to the STS approach, occur insufficiently for various reasons, and factors such as for example, the educational model in Brazil, the traditional formation of teachers question makers and the little understanding of this curriculum conception converge for this lack of concordance. Although it is evident the need for greater linkage of the questions with the STS approach, this research seeks to provide contributions to a more meaningful chemistry education and provides a detailed analysis of the Enem chemistry items, aiming to subsidize the construction of questions with knowledge that get closer to the STS educational perspective, which constitutes a strong current trend in the teaching of Chemistry and Natural Sciences.Tese Acesso aberto (Open Access) Ensino com abordagem ciência, tecnologia, sociedade e ambiente em uma escola de origem agrotécnica(Universidade Federal do Pará, 2018-03-28) SANTOS, Deusivaldo Aguiar; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970; https://orcid.org/0000-0001-8363-8971This research aims to analyze pedagogical practices in the context of Science, Technology, Society and Environment (STSE) approach in a school of agrotechnical origin that was constituted in the model of a school-farm, under technicists principles eminently, localized in the city of Codó, State of Maranhão. Admitting the hypothesis that there are indications of the STSE approach in this school, this investigation is ruled by the question: What are the factors which potentiate the teaching focused in Science, Technology, Society and Environment in a agrotechnical school? The research has qualitative nature and adopts quantitative informations to give support, if necessary. The methodology utilized in the investigation was based in the analisyis of Laurence Bardin’s contents, using keywords in search of indicative elements of the STSE approach as the first level of analysis and depth reading of the text when there were indicative aspects of the STSE context, but that do not have characteristic terms of STSE field. On these terms, the analysis of the investigations are based on three axes: (a) STSE in the orientations and in the everyday of IFMA Codó, (b) the bibliography STSE by authors in the documents that were reserched; (c) The context of STSE in didactics textbooks of Physics adopted. The results achieved confirms the research thesis that there are elements of the Science, Technology, Society and Enviroment in the pedagogical practices and in the everyday of the researched institution, and the aspects that potentiates the STSE teaching are found in the Teaching Plans, Practical interdisciplinary classes, events and researching projects. Finally, I understand that this research can give base to the curriculum of the disciplines with initiatives in the STSE context, proper to the new educational orientations and thereby cause deep changes in the pedagogical actions in a technicist school.