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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Navegando Teses em Educação em Ciências e Matemáticas (Doutorado) - PPGECM/IEMCI por Orientadores "FREITAS, Nádia Magalhães da Silva"
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Tese Acesso aberto (Open Access) Coletivo de estudos, formação e práticas: itinerários de uma formação em educação para o desenvolvimento sustentável(Universidade Federal do Pará, 2017-06-22) RAPOSO, Elinete Oliveira; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640Countless events confirm that we are experiencing a socio-environmental crisis, which mobilizes us to contribute to face the challenges under the current chances. In this sense, providing continued education to teachers that aims to privilege a "learning" of contexts that reveal processes of unsustainability, which underlies the current development model, materialized in the contemporary socio-environmental challenges, collaborates to build paths for the formation of citizens for an understanding of present socio-environmental scenarios. Thus, this research is based on the analytical possibilities of a formative experience (research with formation) in the field of Education for Sustainable Development, understood here as "Collective studies, training and practices in Education for Sustainable Development". In this process of formation, they were approached by contemporary socio-environmental challenges, as a way of problematizing central issues to the environmental crisis. These challenges were represented by the themes Cities, Forests, Climate Change, Garbage, Water and Energy. The objective was to capture the contributions of a continuing teacher training process, focused on a proposal of experiential and collaborative learning in the approach to the current socio-environmental challenges, including the intention of re-signification of the teaching practice, in order to consider the approach to the questions of (in)sustainability. Reflection is here recognized and stimulated as a structuring basis for professional development and the creation of new relationships between teaching and learning. A research concerning a qualitative approach, guided by research-action-participant. In the analysis and interpretation of the data, use the discursive textual analysis. In this process of formation, I emphasize a willingness to listen to the other, autonomy and objectification of the specific knowledge that facing the knowledge of the collective took an interdisciplinary perspective with regard of the objects of study. In turn, the participatory process is recognized as an important aspect that can reverberate in the conformation of a favorable school environment. Teachers played a leading role in the formation process, avoiding object status, building knowledge and "teaching one another" and "learning from each other", collaborating on mutual learning. The whole process of formation was mediated by problematizations and contributions, in order of deepening and collective reflections, bringing to the collective new/other interpretations/understandings of the objects of study. It consisted a collaborative movement, which focus represented the sharing of knowledge, experiences, practices and actions.Tese Acesso aberto (Open Access) Controvérsias sociocientíficas no ensino de ciências: usos da argumentação no caso do açaí transgênico na Amazônia(Universidade Federal do Pará, 2019-03-20) PEREIRA, Gerlany de Fátima dos Santos; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640This study aimed to classify the arguments present in a Debate based on a Controversial Socio-Scientific (CSS) concerning to transgenic foods (TF) according to the Argumentation Theory of Chaїm Perelman and Lucie Olbrechts-Tyteca, and in different argumentative dimensions (scientific, environmental, social and economic). Taking as a methodological support the qualitative approach in the context of an action-research. The research was carried out at the Institute of Mathematical and Scientific Education of the Federal University of Pará, through the implementation of the Extension Course titled “Controversial Socio-scientific in Science Teaching”. Participated in the Course, 25 students of the Biological Sciences Degree from Federal University of Pará, 2009. The sampling was characterized by accessibility, since the students showed interest in the participation of the Course. The methodological strategy of action research was the Extension Course, based on the development of a fictitious case study, precisely “The simulated case of the transgenic açaí in the Amazon”, with the use of a set of activities that elicited discussions and arguments about CSS. For the analysis and interpretation of the data, the “Treatise on argumentation: the new rhetoric” was used as theoretical support in the light of Chaїm Perelman and Lucie Olbrechts-Tyteca. Two perspectives of analysis were the model proposed here. The first is related to the dimensions in which the arguments presented in the Debate were organized, namely: social, environmental, scientific, economic. The second is related to the classification of these arguments, according to Perelman and Olbrechts-Tyteca's theory of argument, into three main classes of argument: quasi-logical arguments, arguments based on the structure of the real and links that underlie the structure of the real. It can be said that the practice of argumentation was instituted, adding and articulating knowledge of diverse nature (scientific, environmental, economic, social, etc.). In general, the students avoided common sense, presenting negative and positive aspects about the TF, especially regarding its introduction in the Amazonian environment.Tese Acesso aberto (Open Access) Educação pela cidade e formação de professores: mediações fotográficas na apreensão das questões socioambientais(Universidade Federal do Pará, 2019-03-15) SANTOS, Manuella Teixeira; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640The school does not often interact with the environment of the city, but the approximation between the two is necessary to be favored a greater understanding of the dynamics of the urban environment is favored. The photograph is strong allied in the sense of promoting an approximation of the school with the environment of the city and also in reflection on the look about what surrounds us, favoring the formation of critical citizens and teachers. In this context, I aimed to understand in terms of an education through the city, in the formation of teachers, contributes to the apprehension of socio-environmental issues in contexts of photographic mediations. I chose a qualitative approach, which took place in the discipline of the professional masters in teaching in science and mathematics education. The most significant of the research process was the construction of the Discourses of the Collective Subject (DCS) - in this case four DCS - referring to the city of Belém that arose from readings of photographs that the teachers in training carried out. The contents of the DCS brought several aspects concerning the socio-environmental issues that were discussed by the teachers in training. The formative process was fruitful, observed the following aspects: enlargement the viewed with respect to the multidimensional aspects of the city, resignification of teaching practice and the city as object of study of the school. The teachers, besides having built knowledge about the socioenvironmental issues of Belém, discussed aspects concerning the context of teaching. The analysis of the results allowed to elaborate and defend the following thesis: the education through the city in the formation of teachers, when using the photographic mediations, it presents the possibility of disturbing, provoking, transforming the ways of apprehending, learning and teaching, especially with regard to the unveiling of social and environmental issues, in their critical and reflective apprehension of the city.Tese Acesso aberto (Open Access) Ensino das questões socioambientais amazônicas: mediações do agir comunicativo na visibilização de um mundo da vida colonizado(Universidade Federal do Pará, 2022-02-16) SIQUEIRA, Ivone dos Santos; RAPOSO, Elinete Oliveira; http://lattes.cnpq.br/6737474841439654; https://orcid.org/0000-0001-8995-0296; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640In this investigation, in the light of Jürgen Habermas's Theory of Communicative Action and Paulo Freire’s Dialogic Action, I present a critical understanding of the socio-environmental issues, mediated by communicative and dialogic action in the development of a research-training with students of the Integrated Degree Course in Sciences, Mathematics and Languages, of the Universidade Federal do Pará. This study is based on qualitative research, on the assumptions of researchtraining (JOSSO, 2004). The audios, notes and other records generated during the classes compose the collected information, which were treated in the light of the Content Analysis, in Bardin’s terms (2009). In the didactic thematization of deforestation, mining and agribusiness, I use dialogical methodologies for reading and discussing texts, in order to present the split parts, in the pursuit of retotalling of the parts, for the visualization of the different aspects related to the theme. With this dynamic, through intersubjective interactions between participants, I enable the perception of the action of systemic imperatives in the colonization of the world of Amazonian life as an opponent of environmental balance. In the pedagogical action, the dialogic methodologies made it possible to work on the thematization of socioenvironmental issues in the classroom in an interactive way, in the achievement of the intersubjective understanding, from the perspective of communicative rationality. The didactic thematization mediated by communicative action led students to a critical understanding of the Amazon reality, when reflecting on the relationship between society and nature. In this sense, the use of dialogic methodologies in the didactic thematization of socio-environmental issues has triggered teaching and learning processes in the pedagogical action as communicative action, as it has made it possible to coordinate intersubjective interactions for mutual understanding, in the perception of the systemic agents that colonize the world of Amazonian life and provoke environmental impacts, appropriation/violence and social inequalities in their material base, causing homogenization of the spaces where these agents are installed.Tese Acesso aberto (Open Access) Formação de professores no contexto de grupos de pesquisa da área ambiental: saberes ambientais e identidade docente(Universidade Federal do Pará, 2022-10-05) SOUSA, Fernanda Rocha de; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640This study had the guide question “How do research groups with an emphasis on environmental issues contribute to the constitution of environmental knowledge, professional identity and teacher training in the Amazonian scenario of Pará?” and, to answer this question, it aimed to understand in which terms the research groups in the environmental area collaborate for the constitution of environmental knowledge, for the delineation of the professional identity and the teachers training, especially in the Amazonian scenario of Pará. The study was based in the discussion of the postmodernity crisis using the references of Boaventura de Sousa Santos and Leff to understand the importance of this discussion for the teacher’s training, as well as Ciampa and Dubar to analyse the professionals identities of the teachers. Therefore, it was a qualitative research that used as a data collection technique the semi-structured interview and the content analysis, proposed by Bardin, in the treatment and analysis of the data. This thesis presents data obtained from a field research carried out by the Research Group on the Environment (Grupema), from the University of the State of Pará (UEPA) and by the Research Group on Environmental Education in the Amazon (Geamaz). Six teachers linked to both groups were the informers of this investigation. The text is organized in the form of five articles that aims to understand the contributions of research groups to the proposed discussion. The research showed that Grupema and Geamaz constituted an important base in the teachers training and in the constitution of the professional identities of the interviewees, insofar as they contribute to the professional development of the interviewees in terms of scientific initiation, initiation to teaching, scientific production and research experience with traditional communities, and for the personal and professional trajectory of these subjects; also constituting a link between researchers and groups and communities outside the university. As a potential for future researchs, it is important to expand the view on this discussion in order to understand the place these groups occupy within the university and to look for new ways of analyzing the contribution of these spaces to the various areas of teacher training.Tese Acesso aberto (Open Access) Portfólio reflexivo: narrativas de formação inicial de professores de ciências biológicas(Universidade Federal do Pará, 2022-06-24) NEVES, Maria Aparecida; GABRIEL, Gilvete de Lima; http://lattes.cnpq.br/7285092318547702; https://orcid.org/0000-0002-5187-8353; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640This research was motivated by the concerns that accompany my practice, within the scope of teacher training. It aimed to understand in what terms the reflective portfolio, developed by the students, during their formative course in the Licentiate of Biological Sciences at the Federal University of Roraima, is configured as a device for the formation and constitution of teacher identity. In order to understand the meanings of what the subjects narrate, this study is based on a qualitative approach, of narrative research, together with the (auto)biographical method; understood here, not only as a knowledge or research strategy, but, rather, as a means of articulating reflection and self-knowledge associated with narrative research. With a stance of critical interpretive hermeneutics, for the analysis and treatment of biographical data, a methodology based on reflective analysis was followed, based on the paradigm of the text, proposed by Ricoeur (2002), using the hermeneutic arc. For this study, a time frame of five years was established (2014 to 2018) and the analysis corpus consisted of the portfolios provided by five graduates of the Degree in Biological Sciences at the Federal University of Roraima, whose selection took place, complying with the following inclusion/exclusion criteria: having completed the degree within the time frame and having worked or been working as a teacher for at least six months. This criterion was established due to the high number of graduates in the period. An analysis designed to define the training axes graduates as a possible training device for large companies and, for better definition, based on Josso (2004) training training, namely: Axis i; which it treats as formative experiences of/for accency; Axle ii, which deals with formative experiences for Science Teaching and; Axis iii, which deals with the experiences that form professional identity. Thus contributing, based on the epistemological theoretical assumptions embraced in this study, to the defense of the Thesis that the learner, during his formative path, in the movement of writing portfolios, manages to (re)signify his experiences, through processes of reflection on the capacity, transforming and constituting themselves in formative experiences, in this process, their professional identity trainer.Tese Acesso aberto (Open Access) Problematização da docência e aproximações à inovação didática na formação continuada de professores de ciências(Universidade Federal do Pará, 2022-06-08) ABREU, Josyane Barros; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640This research is motivated by concerns from my first teaching experiences, still in my undergraduate studies, which persist to accompany me even in the present time. As a result of them, I seek to understand in what terms formative experiences, shared by science teachers, within a continuing education, inspired by the Biographical Project Workshops, express the problematization of teaching and rehearse Teaching Innovations. This is a research-training, based on the (auto)biographical method, which explores life and training histories of fourteen (14) teachers who teach Science, in an in-service training. The results were possible because the participants of the research sought, in their own way, the continuing education, for already feeling dissatisfied with the way they were teaching. Even so, they arrive at the course wanting to learn "recipe packages" to better teach their students. However, they are surprised by experiences that lead them to question their teaching practices, awakening in them a more reflective and inquisitive look at themselves, personally and professionally, leading them to investigate their own practices and to recognize limitations in their performance, which awakened in them the desire to try new/other ways of doing things in their teaching. From this, new beginnings emerge, which awaken in the participants the feeling of incompleteness and guide them to a process of self-knowledge, which makes them responsible for their (self)forming and transforming power, allowing them to act on themselves and to operate their own didactic choices, which rehearse, in their teaching, Didactic Innovation. In view of the facts reported, I argue that Didactic Innovation is constituted as a product and process of selfknowledge of teachers through autobiographical formative experiences, shared in dynamics of continuing education and problematizing of teaching, constituting a possible way to produce innovative views on the teaching practice open to becoming.Tese Acesso aberto (Open Access) O uso de situações-problema no ensino de ciências: perspectivas diferenciadas sob orientação CTS(Universidade Federal do Pará, 2019-12-16) SANTANA, Elisangela Barreto; VALENTE, José Alexandre da Silva; http://lattes.cnpq.br/0655992254353831; https://orcid.org/ 0000-0001-9551-3498; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640The Thesis presented here resulted from an action research in collaboration with science teachers of a Assistance School of a Military Command of Belém, Rêgo Barros state of Pará, within the Collective of Study. The characteristics adopted are own the qualitative research. We had previously experienced in teacher training, using problem-situations that mediate the STS teaching approach, allowed us to think the possibility of its insertion in basic education, especially in the final years of elementary school. Thus, we propose to investigate in what terms the use of problem-situations contributes to science education, in the context of the STS approach, notably with regard to didactic and pedagogical aspects, in the context of a study group. involving teachers who teach science? We focus our aim on investigating the contributions that the use of problem-situations, mediated by the STS approach, brings to science education, in the final years of elementary school, with regard to the contributions to problematization, critical scientific literacy and the didactic and pedagogical aspects of the STS approach, namely we were interested in investigating the use of problem-situations as a didactic and pedagogical strategy. The research was conducted at the school, with about 1,200 students from 6th to 9th grade. Through four pedagogical projects, we use problem-situations to initiate and insert STS discussions, stimulating the development of autonomy, scientific literacy and critical thinking for decision making. The activities of the Group of Studies were held during three semesters and later, we follow the activities of teachers with students. During the research period, the teachers publicized their activities in events and periodicals in the area. For data collection we used the training diary, questionnaires, interviews and the audio and video recording of the meetings of the Group of Studies. We appropriated Discursive Textual Analysis as analysis strategy. Finally, from the experience we had, together with the teachers, it was possible to consolidate our hypothesis raised a priori, favoring the delineation of the thesis that “the resignification of the teaching and learning process is plausible in a collaborative context, in a democratic constructions, where teachers' experiences are the starting point, taking into account their demands and criteria as to what is acceptable, feasible and didactic and pedagogically consistent with their reality. Therefore, working with problem- situations has proven fruitful in the STS teaching approach, when it takes into account content needs, student needs and teachers' didactic and pedagogical of teachers”. We believe with this, that Science teachers, from different educational levels, will be able to meet proposals that allow their students an extended education, based on critical scientific literacy, with a view to citizen education. We have an empirical basis to believe in the possibility that a proposal like this can subsidize the practice of other teachers, inspiring and generating transformations in those who are concerned with their teaching practice.