Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas - PPGDOC/IEMCI

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/8498

O Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas (PPGDOC) integra o Instituto de Educação Matemática e Científica (IEMCI) da Universidade Federal do Pará (UFPA). O Curso diferencia-se da especialização (Pós-Graduação lato sensu) em áreas de ensino pelo aprofundamento do conhecimento de metodologias de pesquisa e de aprendizagem, efetivo processo de produção do conhecimento sobre e na ação docente, bem como pela obrigatoriedade de desenvolvimento de um produto de ensino.

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Agora exibindo 1 - 5 de 5

Acesso aberto (Open Access)
A água para o consumo humano: ensino por meio de temas com abordagem em ciência, tecnologia, sociedade e ambiente
(Universidade Federal do Pará, 2016-05-02) RIBEIRO, Dayane Negrão Carvalho; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687
Water is a topic commonly treated in the teaching of science, but a resource availability scenario lacks discussions to training for citizenship through the recognition of scientific and technological issues surrounding access to the use and preservation of human life. In this scenario, this study sought to determine how the proposed theme "Water for Human Consumption" can influence the training for citizenship of elementary school students of a school of public schools in the city of Abaetetuba, generating in this context two thematic booklets on the proposal, namely: a thematic booklet for students and a booklet with activity suggestions for the teacher. The used theoretical foundation hás two sections. The first incorporates the approach in Science, Technology, Society and Environment and his notes to improve the teaching of science through teaching by theme based on three pedagogical moments of Delizoicov, Angotti and Pernambuco (2011), from the context of situations students in order to involve them actively in the search for solutions through diversified activities. In the second section I write about scientific knowledge related to water and its influence on the teaching of science. The research environment was formed through a short course, attended by eleven students of the sixth grade of elementary school as research subjects, as well as teacher-researcher. The action research was the methodological option chosen in this study to collect data, which are analyzed in light of the interpretative analysis of Creswell (2007). The data showed that the subject worked in the Science approach, Technology, Society and Environment enables students to recognize the problems of their reality, allowing its insertion in the search for solutions, and also shows the importance of working everyday reality, paying attention the difficulties of the students to express themselves orally and in writing. As for the teacher researcher, this study showed how reflective practice was important for the conduct of short course activities. Regarding the product of this work, the two primers for use in teaching-learning situation, I consider it possible that the treatment of the subject, because aroused the interest of students to continue the activities culminating in presentations to the school community. And yet, there was the drafting of a letter by students with proposals to solve specific problems that was sent to the school towards improving knowledge about the problems and possible solutions observed by students in their school environment, with regard to access to water for human consumption
Acesso aberto (Open Access)
Ensino de ciências na educação infantil: uma proposta lúdica na abordagem ciência, tecnologia e sociedade
(Universidade Federal do Pará, 2020-02-04) COSTA, Edith Gonçalves; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
Science teaching in Early Childhood Education has consolidated an important space in research in the field of education and in teaching practices, promoting new ways of thinking about the education of young children. In this vein, this study aimed to analyze the contributions of the association between playfulness and the STS approach to science teaching in a class of Early Childhood Education. The study methodology adopted a qualitative approach, such as pedagogical intervention, which took place in a Child Education Unit in the Municipality of Belém / PA. The intervention method adopted consisted of playful activities with a STS approach on the school environment, theme having as subjects, 25 children, in the age group of four to five years. The instruments used to obtain the data were photographs, field diaries, audio recordings and drawings produced by the children during the activities. For the interpretation of the data, Discursive Textual Analysis was used. From the analysis it was observed that STS principles emerged in the playful activities during the learning situations promoting the problematization of social issues by the children, in their participation in decisions regarding the subjects covered, in the construction of attitudes and values related to care for the environment, as well as in the promotion of interdisciplinary, contextualized and dialogical science teaching. The association between STS Approach, Playfulness and Science Teaching proved to be possible, showing that playfulness is a basic element to bring themes that involve STS interactions because, considering that play represents the guiding activity in early childhood, playful activities are essential to have an education that corroborates with their needs and that promotes meaningful learning and positive developments for the integral development of the child, including on approaches to diverse topics such as those involving STS relations. It is concluded that bringing STS Education to the field of Early Childhood Education poses itself as a great challenge, however necessary so that it can also contribute to the promotion of children's scientific education, with a view to stimulating their criticality and the construction of a favorable terrain for the exercise of their citizenship, taking into account the specificities that involve this phase of human development .
Acesso aberto (Open Access)
Ensino-aprendizagem de conteúdos de biodiversidade e genética com ênfase em ciências, tecnologia e sociedade
(Universidade Federal do Pará, 2017-10-11) SOUSA, Elson Silva de; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
In the context of science education, the Science, Technology and Society (CTS) approach has been influencing the development of innovative didactic and curricular proposals that can bring significant contributions to the promotion of Scientific and Technological Literacy (STL) of individuals capable of acting with responsibility. I sought to investigate the contributions of the development of a teaching sequence with STS approach on teaching and learning of biodiversity and genetic contents in high school. In this perspective, I present a research with a qualitative approach, of the educational research-action type, whose didactic-pedagogical intervention was developed through a teaching sequence and a didactic notebook constructed, applied and analyzed in this study. To that end, I took as a base the theoretical-practical and methodological references of authors who discuss the teaching of sciences under the STS perspective and the proposition of didactic sequence, contemplating the concepts of STL, curriculum with a STS focus, decision making, training for citizenship, typology of conceptual, procedural and attitudinal contents and the methodological dynamics known as the three pedagogical moments. The implementation of the didactic sequence occurred in real conditions of the classroom, having as participants subjects nineteen students of the third year of high school in a public school of the federal education network. As techniques and instruments of data production, I selected the participant observation, group conversations, the textual production of the students and the application of questionnaires. In the analysis of the data, the studied phenomenon is interpreted and understood, attributing qualified results in an intuitive and systematic way, to evaluate the potentialities and limitations of the developed teaching proposal, both in terms of the quality of the interactions between student-material and studentsstudents, as well as the conceptual, procedural and attitudinal contents seized by the students. The results of the research work indicated that the development of a didactic sequence, with a CTS approach, provides the necessary reflections and discussions for the development of ethical and moral values, attitudes committed to ecological sustainability, and personal positions on social and environmental issues. understanding of scientific knowledge and of the relationships and interactions between science, technology and society.
Acesso aberto (Open Access)
Histórias para entender ciências na Amazônia: educação CTS a partir de temáticas regionais decoloniais no ensino fundamental
(Universidade Federal do Pará, 2022-11-25) RODRIGUES, Iris Caroline dos Santos; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
In the early years of elementary school, children question the world around them, begin to build their concepts and contact with science has an impact on their perception of the world. This study aimed to investigate and analyze the possibilities of a CTS Education in science teaching, from the insertion of decolonial regional themes in the Amazon, with 5th grade students. In this context, the present work is presented as a qualitative methodology, of the Teaching Case Study, with analysis of results by means of Discursive Textual Analysis (DAT). Which resulted in the creation of an Educational Product, in E-book format: Stories for understanding and teaching Science in the Amazon. It presents a collection of five stories based on themes and problems related to science teaching. Among the themes, the first story (When I discovered that the Milky Way was a gathering of tapirs) was selected to be developed with a class involving twelve 5th grade students in a private school in the city of Ananindeua/PA. The chosen text is oriented to the teaching of Astronomy, which, based on the study of Brazilian indigenous constellations, seeks a reflection on the consequences of industrial development and growth of cities on the observation of celestiais stars. As instruments for collecting information, we considered the productions made by the children, in the form of drawings and texts, in addition to the record of the teacher's observations during the development of the activities. Through the DTA for the interpretation of the data obtained, it was observed that the activity allowed the development of important principles of the STS Education, such as the problematization of social issues, contextualization and interdisciplinarity, the exercise of decision-making, in addition to the development of a critical and decolonial science teaching, from a reflection about the epistemological bases of scientific knowledge. Thus, the proposal of Science Teaching from the perspective of STS Education, based on a decolonial theme, proved to be possible and feasible, an alternative for the democratization of Science teaching in the Amazon.
Acesso aberto (Open Access)
Meio ambiente e lixo eletrônico: uma abordagem CTSA, a partir de uma ilha interdisciplinar de racionalidade, no ensino de ciências
(Universidade Federal do Pará, 2018-10-23) PACHECO, Patrícia Quaresma; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This research is the result of a feeling that emerged from the professional experience of teachers, that is, from the need to transform the practice. It presents as main objective to investigate the contributions of the development of an Interdisciplinary Island of Rationality in the CTSA approach, from the Environment and Electronic Junk topic, for the promotion of scientific, technological and citizen literacy of elementary school students. For that, the methodological strategy of the Interdisciplinary Island of Rationality (IIR) proposed by Gérard Fourez (1997) was elaborated and applied, in a ninth grade class, in a state primary and secondary school in the municipality of Abaetetuba / PA, in the year of 2017. This research is qualitative, of the participant type. The research environment consisted of a mini-course, in which 26 students participated as subjects of the research, in addition to the teacherresearcher. The data were collected through the application of a semistructured questionnaire, with the objective of identifying the students' previous knowledge about the subject, electronic waste; records in the field diary of the subjects investigated and the teacher-researcher; audiovisual records; and elaboration of posters, banner and drawings by the students, which constituted the empirical material of this research. For the treatment of this material, I used Creswell's interpretive analysis (2010), from which emerged two categories: students' "looks" about electronic junk: from prior knowledge to the construction of scientific knowledge and the re-signification of teaching practice author of this study) in Science Teaching. The results show that the students' previous knowledge is in line with the elaboration and opening of the black boxes that composed the project, in a way that met their wishes and curiosities, and gave them the opportunity to construct a "look" that carries important understandings for the decision-making and for the acquisition of positions that are related to the collective, in which tangible rights and duties. The reflections present in the second category show that the action-reflection about the practice when developing the Interdisciplinary Island of Rationality, allowed me to make significant weights, punctuating obstacles and possibilities of my know-how, such as: student autonomy, compromised negotiation, research, available time, among others. Thus, in view of the diversity and complexity of the school space and of the methodological strategy of IIR, I conclude that the Interdisciplinary Island of Rationality, based on the CTSA approach, for dissociating itself from disciplinary teaching and aiming to promote the domain of knowledge, autonomy and communication / expression of the students, reveals with significant potential in the construction of the citizenship education of elementary school students. Finally, from the knowledge that emerged in this research was constructed a book directed to the teachers of the elementary school, in order to offer a material that can subsidize the realization of IIR in the educational spaces.

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