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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Agora exibindo 1 - 9 de 9

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A formação para a cidadania em discursos de professores de física
(Universidade Federal do Pará, 2006) ALENCAR, José Ricardo da Silva; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970
We investigate the speech of physics teachers about the citizen formation. This formation has been become as an important Educational Goals for the last years. The Educational Laws and Parameters and the Researches in Scientific Education have been focused to the formation of citizens. Such characteristics are in the school speech and they are influencing the protagonists of the educative practices. Thus, we investigate on teachers' conceptions and proposals about the Formation for the Citizenship. We reflect on its ideas over teaching physic focused to scientific literacy for all citizens, thus, we bring as subject in this investigation the speeches of professors of Physics. So, we choose three teachers' Physics with criteria that they are concerned with the innovation of this discipline. Thus, such teachers had been interviewed and, from their speeches, we use as methodology the Qualitative Analysis of Text. We use this methodology which took us to the debate of aspects as the conceptualizations that the teachers have about citizenship, the relationship they infer between the teaching Physics and the scientific literacy, as well as of factors that influence or could influence for a transformation in the way to conceive a Scientific Literacy. So, we can infer: the Physics is conceived by the teachers as an important factor in the life of a citizen: they believes that there is an intense relationship between the contextualized scientific knowledge and the formation of critical sense of the citizen and express positions that are scientifically and technologically informed; there is an approach between the speeches of these teachers and the one in the Education Documents and new Parameters in Scientific Education; the inefficacy of initial formation of these teachers for teaching practices what makes impracticable proposals and alternative strategies to the citizen formation. Thus, based in our analysis, the results of this research in takes us to infer that for an effective implementation of the Scientific Education focusing scientific literacy in high schools, a turn point, by the professors, must be did: the rupture with Traditional Education and a epistemological and pedagogical turning of the Physical Education. Moreover, to include in teaching physics the formation for praxis citizen based in scientific and ethical knowledge, as well as the daily citizen practice of express opinions and action in society.
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Um análise dos princípios da aprendizagem significativa no ensino através de temas
(Universidade Federal do Pará, 2015-03-06) MONTEIRO, Rui Guilherme dos Santos; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970; https://orcid.org/0000-0001-8363-8971
The general objective of this dissertation is to investigate how the relationship between Meaningful Learning and the Thematic Approach are established and how they contribute to the science learning-teaching process. The research develops from the thematic approach of Delizoicov et al. and the theory of Meaningful Learning from David Ausubel which central part is the teaching based on the previous knowledge of the learner. A pedagogical physics teaching experience based in the three education moments of Delizoicov was made in a public school of Ananindeua – Pará in which, twenty five students from the Education of Youngs and Adults participated during two months. This qualitative research was based on questionnaires, direct observations, conversations, written reports, generating an empirical material, which enabled the identification of meaningful learning principles in each of the three pedagogical moments. In the Initial Problematization, it was possible to identify two principles from Ausubel’s theory; Progressive Differentiation and Consolidation; in the Organization of Knowledge we found evidence of the Progressive Differentiation, Integrative Differentiation, Integrative Reconciliation, Sequential Organization and the Consolidation; whereas in the Application of Knowledge we highlight the Consolidation. The analysis made in this dissertation provides a theoretical pedagogical foundation for educators and researchers meant to favor meaningful learning in school context.
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/ 0000-0001-8363-8971
The 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.
Acesso aberto (Open Access)
Desafios, potencialidades e compromissos de uma experiência pedagógica para a formação cidadã: prática CTS construída a partir de uma ilha interdisciplinar de racionalidade sobre reciclagem do lixo urbano
(Universidade Federal do Pará, 2007-03-23) SOUSA, Rogério Gonçalves de; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970
The current sociocultural dynamics has led the education to the formation of critical and compromised citizens. Favoring this formation type, it is presented as an alternative for the Science Education the pedagogical practices called Interdisciplinary Rationality Islands (IRI) which based on the relationship among Science, Technology and Society (STS). In this work, I analyze an IRI under the theme the recycling of urban garbage developed on an youngsters and adult education class, using as analytical instruments a target log book annotations, questionnaires and works planned by students. The results highlighted some challenges imposed to the subjects involved such as the teaching process centered on the teacher, the organization of time, the adoption of an interdisciplinary practice on a disciplinary environment and the group work. Those aspects indicated the need to be committed with cooperation in the classroom with the establishment of a favorable environment for the cooperation in the classroom, the provide of human, audiovisual and material resources, the leave of the comfort zone and the responsibility with the own learning; besides all the above mentioned, it was also evidenced some aspects of learning potentialized by experience and related to the development of contents relevant to citizenship a such as a humanistic vision, the critical argumentation and the ecological citizenship view.
Acesso aberto (Open Access)
O enfoque C-T-S na pedagogia da alternância o saber escolar e a prática cotidiana quilombola na Casa Familiar Rural de Jambuaçú - Moju - Pará
(Universidade Federal do Pará, 2015-09-30) PEREIRA, Danielle Siqueira; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970
This work is result of a research about teaching of the science developed with the Pedagogy of Alternation in the Casa Familiar Rural Padre Sérgio Tonetto, located in Quilombola Territory of Jambuaçu in Moju-Pará-Brazil. We have as main objective to analyze the relationship between the STS approach (Science-Technology-Society) and the pedagogical practices of teaching of the science at CFR Jambuaçu. Additionally, we search the implications that these relations produce in education of quilombola citizens in Jambuaçu. It is a qualitative research. In this research we use as instruments individual and group semi-structured interviews (focus groups), as well as observations and documental analysis. As research subjects participating we had families and community members (leaders), and were interviewed thirteen (13) mothers / fathers of students and leaders and 33 (thirty-three) students divided into three (3) focus groups. We also interviewed the science teacher and the pedagogical coordinator. The content of the empirical material analysis, following Laurence Bardin, emerged four categories of coding that convert into axes of analysis: 1. Educational aspects of the Pedagogy of the Alternation; 2. Social transformation and training for citizenship; 3. Science Teaching in Pedagogy of Alternation and 4. Formation of the quilombo identity. We found that, at different levels, all axes of analysis include educational elements with CTS focus on Pedagogy of Alternation, particularly in the social-thematic approach, autonomy, decision making, attitudes and values of the exercise of conscious citizenship and grounded in knowledge of science and traditional knowledge of the quilombos.
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/0000-0001-8363-8971
This 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.
Acesso aberto (Open Access)
Mudanças na prática docente no ensino de física: espaços, tempos e movimentos de experiências vividas por uma professora
(Universidade Federal do Pará, 2010-04-14) CASTRO, Cláudia Silva de; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970
This work is an autobiographical narrative in research that I conducted on change in teaching practice from the following question: What contributions to the change in teaching practice may emerge from experiences in the context of physics teaching at School level? The study was based on four experiences I lived in the teaching performance: the Project Pre-Vestibular Solidário (PPVS), in a private school, in two public schools in Santarém-PA, and teaching practice with the Physics Teaching Through Themes (PTTT), which was held in a state school in Ananindeua-PA performed exclusively to support this investigation. This last experiment consisted of a work in cooperation with the teacher practitioner responsible for the class of 3th degree, at night, which was held in the practice. For analysis, I made use of memories of teaching the first three experiments, and narratives constructed from the experience of PTTT. The narratives were produced as daily lesson produced by me and the teacher practitioner, reports and testimonies from students, and interview with the teacher. These material were analyzed in order to build understanding about the process of change in my practice. I consider teachers as agents of educational change, according to Goodson (2008a, 2008b) and Fullan (2009), and deal with changes in beliefs and personal values. The analysis identified as elements of change: changes and reconstruction of models and concepts of teaching-learning process, teaching status, science, scientific knowledge and formative dimensions resulting from learning in physics; challenges regarding the complexity of everyday life in the classroom, the uncertainties of practice, building a relationship of dialogue with students, promote the motivation for the teaching-learning process in physics, the quest for continuous learning, reconstruction of the role of teacher-students relationship in teaching-learning process, develop the practice shared, the difficulties of production conditions of teachers; interaction arising from exchanges with fellow teachers, and students, which enabled the construction of the practice of collectively and shared, and the construction of values and attitudes such as trust, openness, flexibility , and the internal movement with respect to anxiety, dissatisfaction, conflict related to the driving modes of teaching, his gaze steady for you, besides the belief in change. The studies carried out conclude that the change in teaching practice in the teaching of physics has to do with how we face the conflicts arising from the distances between the training and educational performance, since during the training models are built models and conceptions of science teaching, the learning process, and others that are distant from the daily tasks in the contexts of work and sometimes need to be rebuilt. Thus, the change in teaching involves multiple dimensions, continuous learning, openness to dialogue, flexibility to construct and reconstruct beliefs and values, ways of being and acting in teaching.
Acesso aberto (Open Access)
Obstáculos epistemológicos no estudo do calor
(Universidade Federal do Pará, 2004-10-30) RIBEIRO, Elinete Oliveira Raposo; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970
The intention of this work is to identify epistemological obstacles in the process of construction of related physical concepts to the heat, from the epistemology of Gaston Bachelard. The research was developed, having as public target, students of third series in the average education of a public school of Belém. For the identification of epistemological obstacles, a questionnaire of opened answers was elaborated, which was applied, first in a group, objectifying the validation of the inquiry instrument. This test, guided the reformulation of the questionnaire for future application in other groups. The answers make possible three different strategies of analysis: in the first one it was focused presence of epistemological obstacles without restricting students or questions, from which it was identified the presence of substantiality obstacle, first experience, verbal, realistic and animistic common knowledge; second it was guided to detect epistemological obstacles disclosed by each student, in all the set of questions, where we verify the presence of at least one epistemological obstacle in the set of answers of each student; third it searched to relate each question (topical) with the corresponding epistemological obstacles, where we verify that the obstacles of the first and substantiality experience were present in answers of almost all the boarded topics, and the obstacles of, verbal, realistic and animistic the common knowledge, are present in lesser frequency. In the attempt to contribute with the improvement of Physics Education, the work shows some suggestions to the theacher, searching the overcoming of these obstacles for the students.
Acesso aberto (Open Access)
A produção científica e o discurso de professores em ciência, tecnologia e sociedade: um estudo na Universidad Pedagógica Experimental Libertador (UPEL) da Venezuela
(Universidade Federal do Pará, 2019-01-30) NÚÑEZ GONZÁLEZ, Greivin Antonio; MASSONI, Neusa Teresinha; http://lattes.cnpq.br/1724327528395938; https://orcid.org/0000-0002-1145-111X; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970; https://orcid.org/ 0000-0001-8363-8971
At present, the scope of scientific education has witnessed diverse teaching tendencies. Among them is the STS approach which was selected in this research because of its purpose of developing a differentiated science teaching practice with the need to generate changes in the classroom. The research tries to show a systematic view on the panorama in which the Universidad Pedagógica Experimental Libertador (UPEL) is immersed with respect to the STS line. For the development of the research, initially, a bibliographic survey was made in UPEL magazines in order to obtain evidence of the STS perspective. Besides the review, we interviewed three professors-researchers from this university to know their conceptions about such an approach within the university. We used Laurence Bardin's Content Analysis to conduct a qualitative analysis of the data collected. Some ideas of Paulo Freire and authors of texts on STS served as a theoretical-epistemological reference, helping us to understand the ideas present in scientific productions and in teachers' discourses. In general, the results indicate that: there are few productions published in this area of knowledge in UPEL journals, only 12 out of 2718 documents present on the site. The interviewees showed an adequate knowledge of the STS approach and recognized the importance of this approach in teacher training at UPEL; among other information, the existence of a discipline entitled Education, Science and Technology that was offered at one of UPEL's institutes was identified, so there is a history of STS discipline at the university. For the organization of the analyzes, the following categories were created: Disciplines on / with STS approach, Elements of the STS approach and Pedagogical practice with STS approach, to answer the following guiding questions: How is the development of scientific production on the science, Technology and Society (STS) in journals of the Universidad Pedagógica Experimental Libertador (UPEL)? How are the scientific productions about the Science, Technology and Society (STS) approach present in the journals of the Pedagogical Experimental University of Venezuela? What are the views of some professors of the Universidad Pedagógica Experimental Libertador (UPEL) on Science, Technology and Society (STS) approach to the training of science teachers? The evidence gathered and the data analyzed lead us to infer that UPEL is currently in a good position to develop teacher training with the STS approach and that there are prospects for progress. This is highlighted by the level of appropriation of the area referential in the research findings and by the researchers' arguments in line with the context of teacher education in UPEL.

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