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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Acesso aberto (Open Access)
Problemática socioambiental sob o olhar da abordagem CTS: uma proposta para o ensino de Ciências na Educação de Jovens e Adultos
(Universidade Federal do Pará, 2016-12-06) SOUSA, Alice dos Santos; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749
This research came from reflections on the teaching of science developed in the context of the Youth and Adult Education (EJA), and the recognition that the traditional approach of scientific content hinders the construction of knowledge by the students, because it ignores previous knowledge, with disarticulated the social, political, economic and technological. In this sense, we consider important to develop a proposal in which the approach of scientific content in EJA leave a problem situation addressed in CTS perspective, we believe that this can lead young people and adults to appropriate scientific knowledge and to develop the critical capacity for decision-making. From this, we seek answers to the following questions: science classes with CTS approach enables the construction of scientific knowledge by students of EJA? Students of adult education is able to grasp scientific knowledge related to the problems of their daily lives? And the scientific content approach starting from a problem situation allows the development of an active, reflective and critical stance by the student EJA? This study was a qualitative research, with a focus on action research. For analysis, we adopted the discursive textual analysis as a process aimed at producing new insights into phenomena and speeches. The data that constitute the corpus of the research were built in the classroom with the extracts of the most significant speeches of students. The results showed that it is necessary to insist on educational proposals that promote links between school subjects and everyday actions, this being an educational trend that enables the teacher to develop the curricula of interdisciplinary and contextualized way, exploring social, technological and environmental aspects in teaching sciences from a problem situation. Thus, in addition to allowing the exploration of issues that are under discussion in the media, the adoption of the CTS approach enables greater interaction between the triangulation: teacherstudent- knowledge, given that everyone can participate actively in the construction process knowledge through dialogues that develop during the exploration of this theme. Through research it was possible to build a new look in classes focused on science education with students of EJA.
Acesso aberto (Open Access)
Saberes ambientais: diálogos e construção de uma proposta de ensino para a educação em ciências
(Universidade Federal do Pará, 2018-11-27) NONATO, Kelly Maria de Oliveira; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
Science teaching for the new times requires more dynamic and political approaches, in which the subject of learning can be brought to continuous reflection human action towards society, nature, science and technology. Before this, arose in me concerns about teaching environmental processes. For the porpoise of researching such process, I aimed to analyze the student´s environmental knowledge, in the final years of elementary school (ninth grade), for judging this cycle as the basis of science education. I present the following question as the research problem:” What are the environmental perceptions or knowledge of the students and how do they conceive nature from such knowledge?” In this way, I seek to highlight the processes of teaching and learning through the transversal theme of environment. In this sense, the consolidation of the research took place through a teaching sequence using different methods, such as poetry, music, cinema and theater, favoring the scientific curricular knowledge process. For such activities, I referenced myself in the qualitative research, in the action research mode, since it favors the construction and emancipation of conscious subjects. In order to analyze the empirical material that emerged, I used narrative research that seeks new meanings forthcoming from the research process voices. To that end, I focused on discursive textual analysis in an attempt to capture new understandings of subject´s voices in light of theoretical references. Thus, two axis of analysis emerged entitled: Environmental knowledge, a real effective awareness: understandings and lived senses; and Environmental knowledge and the construction of consciousness: new experiences and new possibilities. In this last axis, there were unfoldment that allowed the emergence of subcategories of analysis, such as: understandings that relate environmental knowledge to urban improvement and environmental awareness: Awakening to its complexity. By diminishing the corpus of research, it was possible to observe that the mediation process is closely linked to communication, to socializing. In this way, the re-signification of the environmental knowledge, and the reflection on them, are new apprenticeship that take place in the most diverse forms of mediation that long for dialogue, recognizing that the construction of consciousness occurs in the experience with another, first, and thus, enables the formation of subjectivity.

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