Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290
O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).
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Item Acesso aberto (Open Access) O ensino de ciências e a proposta de totalidade do conhecimento: as concepções docentes na Educação de Jovens e Adultos do Município de Belém(Universidade Federal do Pará, 2008-12-22) PANTOJA, Angela Maria Melo; BITTENCOURT, Eugênio Pacelli Leal; http://lattes.cnpq.br/4389005978578348This study is on teaching practices of Sciences of teachers from Education of Young Adults who work at Municipal School in Belém. It relates how they have configured the conceptions of knowledge and teaching of science in the context of professional Proposal named Knowledge Total. My goal was to identify the ideas they express in their practices, tensions between their mind and their act in the proposal, in so their educational needs. This is a qualitative research, in narrative form developed in schools that follow the guidelines of the educational proposal. The research subjects were six teachers of 1st and 2nd totality. It was made semi-structured interviews to encourage the teachers to report direct or indirect their trajectories and their professional identities with the EJA, their understanding of the proposal “total knowledge”, the practice of the teaching of science they developing and their formation needs. They spoke also of their limitations, the advances and tensions in their teaching practices. The results show that the teaching practices have elements of a liberating concept of education, articulated with the design typified in the proposal, even if the teachers do not recognize themselves as such and show some confusion in the proposal bases as for example, they do not understand the signified the term “total knowledge”. Also they point their need to enhance the process of formation of the teachers in order to deepen its involvement with the proposal. There is also a need on the part of these science teachers to know more about the nature of science. It was concluded that the difficulties and tensions experienced by teachers in general, are caused both by lack of a more specific knowledge in teaching science and a better help to teachers in the schools by the municipal administration. The teachers point that they had not a service formation to effectively teach science efficiently in the proposal.Item Acesso aberto (Open Access) Ensino de ciências naturais: concepções de professoras das séries iniciais(Universidade Federal do Pará, 2009-06-14) RICKMANN, Leise Virgínia Oliveira; BITTENCOURT, Eugênio Pacelli Leal; http://lattes.cnpq.br/4389005978578348Understanding that it’s essential to teachers the reflection over their own practices as professional development strategie, this work has investigated the conceptions of four teachers of the beginning periods from Primary School of “Escola de Aplicação da Universidade Federal do Pará” about Natural Sciences’ teaching and apprenticeship, as well as the importance that they give to the subject’s study in this schoolarization stage. This is a research of qualitative nature. It intended to be as much as possible next to the reality and, in the same time, give the subjects the chance to speak, understanding the subjectivities as essential elements to the educative practices’ reflection. The data collecting was accomplished by interviews half-structured and explicitations questionnaires, which were complementar to the interviews, dealing with issues relative to History of Life, Choice and Professional Identity and Conceptions and Practices in Natural Sciences Teaching. In the data analysis, theoric referentials that could support the data interpretation and achieve the research goals were used. It has been sistematized studies and reflections about: scientific knowledge’s evolution; the history of Sciences’ Teaching in Brazil; the educational reform and the Sciences teaching and the didactic patterns and the Science teaching. The study about didactic patterns is produced by “Grupo de Pesquisa Investigação e Renovação Escolar”, from Spain, that uses the concept od didactic pattern in the analysis of teaching and teachers trainning. From teachers’ practice, the didactic models in their professional formation process, as well as the ones related to conceptions and practices of Science teaching in the primary classes, have been identified. The results show that, in the process of schoolarization and professional formation, the teachers have been submited to the patterns of traditional and technical education and they have questioned their own academic instruction, in what concerns the necessary abilities to work in the field, although they believe that such situation can be overcome by continuing education. Concerning the didactic patterns in the conceptions and practices of the Sciences teachers, it has been concluded that there’s no prevalent model. From the teachers’ accounts, it has been realized a gathering of ideas and actions that approach sometimes a didactic model and sometimes another one, putting in evidence that there is not a unique profile which features only one didactic model, but the coexistence of conceptions related to four patterns, sometimes contradictories, sometimes designing an eclectic didactic model. It implies a transition of the teachers’ conceptions about education and Sciences teaching. It can characterize a professional development process, as the teachers, despite the dificulties of the Sciences teaching, have showed very open to changes and innovations.Item Acesso aberto (Open Access) Meio ambiente e ética: entrecruzando olhares no ensino de ciências(Universidade Federal do Pará, 2010-03-12) BARBOSA JUNIOR, Ival Rabêlo; BITTENCOURT, Eugênio Pacelli Leal; http://lattes.cnpq.br/4389005978578348The environment and ethics are frequent themes in the discussion of subjects about the challenges of the Brazilian education. The world is immersed in environmental and ethic crisis, inviting us to the dialectic movement of action-reflection-action. The objective of this work was to investigate the conceptions and relations between transversal themes such as environment and ethics of the teachers of science, educational technicians and students of Secondary School (5th to 8th grades), from a private school of Belém. The study was supported in Sauvé, Reigota, Sánchez Vásquez, Leff, Grün, Valls, Bardin, Zabala, Freire, Lüdke, André, among others. The methodological path was that of the qualitative approach. To immerse in the intersubjective dialogs – which are pedagogical practices – field research and documental techniques were used. The first consisted of the realization of semistructured interviews with 16 students, 3 teachers and 2 technicians of the ― “Alfa” School. The second embraced the PCNs (National Curricular Parameters/ Federal Policies for Education), science textbooks and documents given to students and teachers in 2008 at school. The interpretation of the data was based on the analysis of the content, in its theme modality. Two themes were worked on: Conceptions of Environment and Conceptions of Ethics. The unity of context, the ―backstage‖ of the study, was a school from the private education network, well equipped of infrastructure, whose clientele is formed, in vast a majority, of students from high middle class. To define the categories, a notebook containing interviews was prepared, facilitating the grouping, classification and interpretation analysis of the data. This resulted in the synthesis of seven categories of analysis: Conception of the environment as nature; Conception of the environment as a living place where people live; Conception of the environment as a relation among people and themselves with the environment; Conception of the environment as sustainability; Conception of Ethics as respect; Conception associated with principles and values and Conception related to the environment and the respect for people. The results reveal, contradicting itself, the prevalence of disciplinary logic between the PCNs (National Curricular Parameters/ Federal Policies for Education) and ―Alfa‖ School; the textbooks adopted by the school do not limit themselves to the factual and conceptual contents; in relation to the concepts of Environment and Ethics, the understanding of what environment and ethics mean is limited. The subjects generally do not establish the necessary connection between Environment and Ethics. In classes of 5th to 8th grades the School does not work the Themes effectively. The final reflections pontificate an invitation to the school to reflect and search for alternatives that may revert the scenery of its educational actions concerning Environment and Ethics. The schools need to feel challenged to insert Environmental Education in their routine, aiming to collaborate to the construction of a citizen education.