Navegando por Orientadores "CHAVES, Silvia Nogueira"

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O ambiente no olhar de alunos em diferentes momentos de escolarização
(Universidade Federal do Pará, 2004) SANTANA, André Ribeiro de; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
In this research narrative I searched to evidence which the envirinment conceptions of students of different moments of school formation. I objectified to characterize these conceptions between 181 pupils distributed beteween 5ª and 8ª series (Basic Education), 3º year/”Convênio” (Average Education) and learning of 4º semester and “concluintes” of courses of “Pedagogia” (Superior Education), besides investigating possible distinctions of complexity, as the degree of “escolarização” of the citizens. The analysis of the answers to the applied questionnaire evidenced that environment conceptions are configured as social representations, therefore is in the base in such a way of the elaboration of behaviors how much of the communications between the peoples, disclosing values and cultural experiences socially structuralized. In result of the representacional environnment character I identified between the citizens, understandings that had not been differentiated in complexity. Thus, I perceived two predominant agreements, influenced for the pertaining to school media and school práxis: the environnment where alive I am and I go, place where our species interacts between itself and with the excessively components ones; the environment as flowing of life, producer of elements, essentially natural, that assure the life. Two categories emerge of these conceptions: the universal environment, with borders that can surpass the Biosfera, full of peace and harmony, compositions for all the inter-relations between biological, physical and chemical factors; the environment of the man, where they are our cities, houses, schools, streets and squares, substratum of the existence human being, having culture and technology mediating the ambient inter-relations. I evidenced that my citizens if feel privileged for integrating the species capable to preserve, or not, the environment. This “antropocentrismo” if even makes gift in intentions of care and maintenance, therefore it wants to conserve what it assures our existence. One is about excellent data to guide actions that privilege a type of Education in Sciences come back toward the search of the balance of our ambient relations.
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Bases para o espírito: Ferreira Penna, ciência e educação na Província do Grão- Pará (1866 – 1891)
(Universidade Federal do Pará, 2009-06-26) DUARTE, Dércio Pena; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
Some Domingos Soares Ferreira Penna’s (1818-1888) contributions to science realized in Grão-Pará province at second half of nineteenth century are often referred on issues about the foundation of Museu Paraense de História Natural e Etnografia, because the politician born in Minas Gerais was its idealizer and first director. However, the participation of Ferreira Penna at Grão-Pará’s mid-nineteenth society extended to public instruction, urgent theme at provincial authorities’ discourse. This article develops itself at search to an accord between Penna and educational and scientific discussions at his time. We found Penna’s writings, particularly about public instruction, beyond governmental discourses and other authors’ thinking about it. His texts was analyzed based on content analysis, that permitted us to organize words and expressions in context units and select which were more appropriate to fonts analysis. It conduced to idea that, in Ferreira Penna thinking, the instruction prioritized the people intellectual lightning, specially the poorest one. This need joined it to propose above consolidation of a national identity, whose inexistence was noted for politicians and intellectuality. In this project yet, natural recourses knowledge through natural sciences was indispensable to intelligence light of instruction to young people. Here, science and education converge, because both are utilitarian investments to a wide proposal. Penna’s thinking join to some authors at his time, particularly about education freedom and a supposal defense of republican regimen in detriment of the monarchic regimen, ended at 1889. In spite of his ideas looks like advanced to his time, Ferreira Penna thinking’s austerity in some topics helps to understand the dimension that the changes to instruction were thought, in way that did not compromise the effective social structure.
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Biologia, direitos humanos e educação: diálogos necessários
(Universidade Federal do Pará, 2006-01-30) VIEIRA, Eduardo Paiva de Pontes; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
In this research I investigate in the modern biological speech, theories and propositions that legitimate the social equalities and differences through arguments considered scientific, in order to establish a relation with the Human Rights Education. My initial motivation for such study occurred from the identification of conceptions contrary to humanistic values between students from basic education. These conceptions are maintained and defended through arguments considered scientific by these subjects, that when asked about themes related to race, ethnicity, sexuality and social organization, manifested prejudices using elements of the biological speech, as a way to justify their ideas. With the propose to establish relations between Biological Speech and Human Rights Education, I appeal to the values present in the Universal Declaration of Human Rights that integrate a global project of teaching the prerogatives established by the United Nations Organization and to the analysis of three reference books from Modern Biology The Descent of Man and Selection in Relation to Sex, from Charles Darwin (1809 1882); The Selfish Gene, from Richard Dawkins (1941 -) and The Origin of Humankind, from Richard Leaky (1944-). The selected empiric material was organized and investigated with use of methodological principles of analysis of content, including the construction of the textual body that receives inferences in its development, supplying the visualization of speeches that refuse or corroborate values close to the humanistic conceptions present in the Human Rights. The diversity of the biological speeches analysed - occurring from different reasons, indicate the necessity of the teaching of altruistic and cooperative values, either for bringing revealing arguments of our selfish nature or being that they defend our tendency to the inborn altruism that need to be maintained and renforced by the cultural means. The themes developed in the work promote multiple discussions that can be used by educators in biological sciences so that, while teaching biology, divulge, educate and reflect about Human Rights.
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De louco, todo mundo tem um pouco: os discursos sobre inclusão escolar e a produção dos sujeitos anormais
(Universidade Federal do Pará, 2021-05-14) LINHARES, Marcos Allan da Silva; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937 Endereço; https://orcid.org/ 0000-0002-9771-4610
This paper proposes to analyze statements that produce a contemporary madness in school, more precisely in teacher training booklets, media artifacts, documents that rule Brazilian basic education, among others. It draws attention to the way the school participates in the creation of a contemporary madness that now needs to be included in the institutional environment, creating ways to see the so-called different individuals who arrive in this environment. It is important to remember that what we call school madness, in the context of this dissertation, refers to the production of individuals pointed out as those with mental deficit (those identified as autistic, with attention disorders, hyperactivity, bipolar, schizophrenic, among others). This dissertation is also drawn within a discursive analysis, mainly of the perspective from the philosophy of difference thinkers, who escape from the idea of “the discovery of a speech”, from an origin or from a starting point for the production of what they speak. Following this path, we understand that speeches materialize the objects they speak of, tell about their lives and create ways of being and acting in our daily lives. For the choice of the analysis material, we invested in a methodology that walks along with the research process; it becomes the process, both of writing and thought, similar to the steps of a cartographic methodology. This type of research also reverses the traditional sense of method, proposing no longer a walk to achieve prefixed goals, but the primacy of a walk that traces, during the way, its goals. In the analysis, the statement that soon emerged was about the “recognition” of the crazy individuals in school. There was (and there is still) the production of scripts and protocols that teach education professionals how to recognize different students in school. Another noteworthy statement was about the supposed care and feeling of condescension that arose in relationships woven with the crazy students. We also raise questions about the statement “education for all” and about how the adoption of this motto in school and education has been creating goals and abilities that need to be monitored and developed by school students. By investing in these statements, we disregard the multiple forms of life that occupy the school and, consequently, the immense possibilities potentialities and possibilities of learning, existence and life.
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Interdisciplinaridade e contextualização no novo ensino médio: conhecendo obstáculos e desafios no discurso dos professores de ciências
(Universidade Federal do Pará, 2004-11-05) TRINDADE, Inêz Leal; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
In this research I discuss the new high school’s challenges for teachers of science mainly the ones which concerns the purpose of learning based in interdisciplinary and contextualization. In face of that, this study was developed in order to answer how teachers are dealing with their practice with the new high school principles and what kind of challenges needs to be faced for the implementation of interdisciplinary and teaching contextualization, from the standpoint of teachers of science. So that I could consider the guiding questions and reach the goals purposed in this study, I used documental research, objecting the reading of the legislation that gave support for the high school reform, and biographic research to observe the central concepts of this research. Besides, I interviewed teachers of Chemistry, Physics and Biology through structural interview. The investigation results showed relative ignorance about the principles of reform established in official documents, for the most of interviewed teachers. However, the teachers didn’t showed themselves inattentive concerning the discussion about interdisciplinary and the contextualization, which not means that these actors reveal complex forms of dealing with these concepts or that they implement consciously made actions, looking for some contextualized and interdisciplinary teaching. It domains, through teacher’s conceptions, an instrumental vision of interdisciplinary and contextualization according to the conceptions pointed up in official texts. Concerning the challenges perceived by teachers to produce the implementation of interdisciplinary and contextualization teaching, those ones remained attached to his context’s dimension, that is, the public school’s structural problems and the limits of space and time. The conceptual dimension of terms in question, as well the limits that come from teacher’s formation, were peripherally observed.
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O currículo de ciências via tema gerador: desafios docentes na Escola Cabana
(Universidade Federal do Pará, 2005-09-31) RESQUE, Marciléa Serrão; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
This research paper seeks for the comprehension and analysis of how science teachers who work in municipal schools which adopt the <> project deal with the process of their curriculum proposals elaboration involving generating themes. This work looks for identifying the factors involved in that elaboration, important challengers and dilemmas in an inovative educal proposal. Relating to the methodology orientation, I considered the qualitative approach to support the resech. As this document is related to a determined educational reality the << Escola Cabana>> - I selected five science teachers as reseach subjects: they act in schools that oficially follow these educational proposal orientations, and I also selected a technician of the municipal education administration. The data was obtained from two main sources: reading oficial documents about the project and semi-structured interviews with science teacher in education institutions involved in the project. The data analysis made from subject teachers statements helped to comprehend the teachers perceptions and actions about the proposal to elaborate a curriculum based on generating themes. Confronting the reality of working inside a different education proposal, teachers narrate their limitations, advances and retreats in their curriculum practices. The profissional isolation, the perception and personal interpretation of the project orientations and the difficulties in breaking curriculum traditions were points discussed by the subject teachers in a direct or indirect way in their statements. Besides, the difficulties and dilemas in working new things with knowledge coming from students daily life, therefore, they work with practices which confront the ones from the graduation period and professional acting. The perception that teacher need to size up their involvement in curriculum woks again, recovering the competence of elaborating curriculum proposals closely related to the teaching process of elaborating curriculum proposals related to the educational reality, ocurred through the research development. Assuming the curriculum proposals process, understanding the curriculum role and centrality in the teaching area are ways that lead to more conscious curriculum and educational practices.
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Quem somos nós?: ciência e mídia fabricando subjetividades
(Universidade Federal do Pará, 2010-03-25) FREITAS, Lilliane Miranda; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
This research had as objective investigating the process of constructing identities at the intersection of media and scientific discourse. To this end elected as a source of the empirical data analyzed here reports from Superinteressante magazine. Among the editions of 2008 the magazine was selected in those reports that the biological discourse was the central argument to the production of subjectivities. Two were the main issues that guided the investigative journey: “Which identities are manufactured from the speech carried out by biological science magazines? “What is the social productivity of these speeches?” I analyzed the problem with the theoretical tools of thought of Michel Foucault some theoretical and the Cultural Studies and Cultural Studies of Science, in order to consider the connection between power / knowledge of production of subjectivities through cultural pedagogy and media to discuss the nature contingent and the power relationships present in biological discourses. In this study the media is regarded as a cultural pedagogy that teaches us ways of being and seeing, regulates conduct, naturalize meanings, and it is involved actively in the formation of social identities. Considering those ideas, discuss the constructed nature of subjectivity, to think that the ways we live our subjectivities and hold subjects’ positions are historically and culturally conditioned. Based on these theoretical assumptions, the empirical material grouped into six themes core that answer the research questions. They are: 1) Moral Subject, in which morality appears as a characteristic innate and universal to the human 2) Instinctive Subject, defining certain social behaviors as instinctive fruits of a supposed human nature; 3) DNAtidade in which genetic discourse appears as a determining factor in predicting what they are and how people will live; 4) Psi Subject discusses how the subjectivities are managed and administered by individuals psychologization 5) Gendered Subject in which the attributes of masculinity and femininity appear naturally and essentialized in relation to gender and 6) Aesthetic Subject which are defined in certain ways and of course the best body. The analysis of all identities produce in the speech we take calls on biological/scientific and other discourses as social constructions, historical and cultural, an important discussion for Education Sciences for questioning those truths that become hegemonic to teach science. To highlight the discursive construction of identity, the strategies of formal regulation to experience our subjectivities, this allows us to participate in this process of construction and therefore includes the possibility positions of resistance against hegemonic discourses, not face social identities as monolithic and fixed. This is an important issue to be discussed in education in order to generate processes of social transformations, since, as we saw and the way we are seen determines in part how we treat and are treated in social relations.
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Reflexão epistemológica e memorialística: uma experiência na formação continuada de professores de ciências
(Universidade Federal do Pará, 2007-01-01) SILVA, Paulo Sérgio Araújo da; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
This work is about the investigation developed during the process of continual formation of science teachers (from the subjects of Chemistry, Biology, Physics and Primary School's Sciences) in a public University. This work consists in a narrative research in which we seek to comprehend the relations what kind of relations there are between epistemological reflection and teaching formation. We have been looked for, in particular, to investigate what kind of reflections the subject-teachers build up from the introduction of discussions that concern to the process of production, validation and social appropriation of the scientific knowledge and the relations they set up with their stories of performance and personal and professional formation. With this aim a process of um-alienation of himself was stimulated the teachers, asking them to produce memorialists narratives in which they related some aspects concerning to the epistemological questions during, closely, the two months whose lasted the continual formation. Farther on the memorialists narratives, that have been produced in the end of the course, other registers were used, also, like source of investigation: the transcriptions of the audio registers from the weekly meetings between the lecturer and the teachers; the answers for a questionnaire applied on the first contact with the teachers and the field notes produced during the meetings. The analysis of the entirety of the materials produced is a sign that the recursive action of the memory, stimulated by the epistemological discussions on the present, has raised the teacher's reflections in four mainly dimensions: Ethic-political, curricular, methodological and affective. Such these dimensions unchained some examination on the pedagogical practice of the teachers involved in the study. This led them to think about the nature and the origins of the knowledge they have been taught and validated in the school. Such revision resulted on the awakening of other ways to think about what to teach, why and how to teach sciences and about the valorization not only of scientific knowledge, but also of other knowledges in order to build the scholar curriculum.
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Retrato falado do professor de biologia: ciência e docência em discurso
(Universidade Federal do Pará, 2014-12-15) BASTOS, Sandra Nazaré Dias; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
How the teaching in a Biological Sciences Degree is thought immersed in a context that prioritizes research activities? Which speeches capture the students of this course? Which taboos are imposed to them? What regimes of truth validate (and silence) the speeches that go through this training? How speeches about teaching are linked to other discourses forging science teachers and Biology? These are questions that direct the paths of this research in order to defend the thesis that the teachers' subjectivity is built and adjusted by means of discursive and non-discursive processes that define the biology teacher as a biologist, prescribing forms of morality and self experiences urging the subject to juxtapose/paste the biologist as the subject of teaching. In this way was taken the corpus of discursive practices research and discursive not materialized in the form legal documents on teacher training, pedagogical project of course, spaces of architecture, academic events, scientific production of teachers with order to capture subjective processes present in this context. In this way discursive and non-discursive practices were taken as the corpus of research materialized as legal documents on teacher training, pedagogical project of course, architecture of spaces, academic events, scientific production of teachers in order to capture subjectivity processes present in this context. The analyzes are intertwined with theoretical tools developed by Michel Foucault to map statements that, related to prescriptions, determinations, qualifications of the subject teacher, define truths about your body and your behaviour. Statements that when talking on the individual at the same time offers them a moral action - a way of living, a way of being, a way to see himself - creating or determining subjects as real places. This way the biology teachers are "born", people who have a different look about nature, that know how to decipher the body and its diseases, which recognize,identify, systematize the environment and the organisms that there are established, which can speak big words and have the laboratory as a place to do their teaching. A professional who repeatedly claims spaces and specific materials for the exercise of teaching be realized efficiently. By discussing these questions you can think Professor of Biology as a historical subject, which is plotted in real systems put into operation by complex mechanisms knowledge-power.
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Ser professor de ciências e matemática: regimes de verdade e processos de subjetivação
(Universidade Federal do Pará, 2015-10-08) BRITO, Ivete Brito e; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
This work is the result of research developed during the master's degree and has the main objective think the production of subjectivity of science and mathematics teachers from “games of truth” establishing the place of good and bad teacher. In this sense, it raises the statements that produce, contemporarily, teaching and the conditions that made it possible to say it to a specific place. For such, a statements analysis enrolled in autobiographical narratives present in Master's dissertations of a program of graduate in Education in Science and Mathematics of a Federal Public university was carried out. In these narratives, Master's students reported approach movements with the research object of their dissertations giving visibility to the discourse on teaching crossing, shape and inform their knowledge and practices. Taking as analytical tools the theories of Michel Foucault about the processes of subjectivity the study examines contingencies and statements that have led to the construction of discourses on teacher training in science and mathematics prevalent in certain historical moments producing ways of being teachers. Narratives are thought of as part of a set of cultural productions side of literature to area of Education in Science and Mathematics, legal texts and mediatic as artifacts that not just say, but bring up the teaching in science and mathematics as a subject of time that turns throughout history. The results of the analysis allowed to build an typological inventory changing and coexisting of traditional teachers, innovative, reflective researchers...Ranging alternating, overlapping, confronting, composing a repertoire of rules and behaviors that regulate and moralize formation and practice teachers. However, it is necessary to highlight the porosities in the tissue that builds the garments of this mutant teacher, are cracks that leak other ways of seeing and living teaching as espace of self-production.
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Ser vivo, ser espécie, ser classificado: epistemes, dispositivos e subjetivações no ensino de ciências e biologia
(Universidade Federal do Pará, 2013-12-16) VIEIRA, Eduardo Paiva de Pontes; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
In general terms the objective of this research is related to the discussion of the effects of scientific rationality and its truths in the formation and work of teachers of science and biology. The analysis addresses the areas of acquisition of knowledge, its forms and its power relations problematizing the hegemonic thinking and contingent of biology in the twentieth century, demarcated in their evolutionary utterances and molecular. The biological sciences established as a finished product and continuously is questioned the extent that it defends the thesis that the presence of biology multiplies the productions of true and false, resulting in different modes to train teachers and to teach biological sciences in territories which are believed to have and maintain certain homogeneity. In this perspective, the research makes visible the statements that corroborate the thesis, using documents that narrate the daily life of science education and biology, such as books and periodicals of teacher training and teaching material used in basic education, among others. The documents shall be defined by the appearance of objects investigating. The analysis tools arranged on theories of Michel Foucault, especially concepts like épistémè and dispositif related to investigations systems of constitution of knowledge. The perspectives of épistémè and dispositif in this study are linked to the production of objects life, species and classification system, allowing thinking about the demarcation of content and networks established. In effect the body of this work brings in a deliberate imbricated form, analysis certain statements that refer to ways of thinking about what is to be alive, be species and be classified, predominantly in the period between the beginning of the twentieth century the beginning of the 21st century. Biology in this analytical perspective appears as a unified not knowledge, therefore, moving field, and struggle for power to signify the idea of life. Dispute which expresses itself in the teaching of biology producing multiple, nuances and contestants forms to tell about the living.
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Sobre a escrita da vida: deslocamentos entre currículo, formação e prática pedagógica
(Universidade Federal do Pará, 2017-11-08) MARTINS, MarÍlia Frade; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937; https://orcid.org/ 0000-0002-9771-4610
This dissertation answers to the purpose of describing the force of the discourse and the effects produced in the teacher's modes of thinking. This paper carries questions that make appear the identity of the integrating teacher, produced in the Integrated Degree in Education, Science, Mathematics and Languages of the Federal University of Pará. The materiality of the discourse that it is necessary to overcome the economic inefficiency through scientific education and do things differently marks the ways of the integrating teacher to think the three central themes of this research: curriculum, teacher training and pedagogical practice. From the effects produced, an inventive writing aboutother ways of thinking and writing pedagogical training and practice is created. The methodology corresponds to a mix of Michel Foucault's discourse analysis, the writings of Jorge Larrosa about experience, and the biographical treatment of Roland Barthes. Although education serves asaninstrument/product of the economic and scientific discursive order, it is possible to create spaces of resistance and deviation in the current normalizations.
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Visões e virtudes pedagógicas do ensino experimental da química: o que dizem professores de química que utilizam a experimentação em suas práticas pedagógicas?
(Universidade Federal do Pará, 2008-08-13) MOURA, Geziel Nascimento de; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
This scientific research has been done in order to investigate the pedagogic use of ‘technical experimentation’ by Chemistry teachers who use it in school classrooms: What kind of challenges or problems they face by using this mean? What kind of practical contributions they can afford to the Chemistry teaching and learning? The empiric material we have produced at this time has been built and written by a very specific source. This source has been an amount of interviews with two distinct groups of Chemistry teachers. The first group works with high school students and the second one do it with Chemistry baccalaureate alumnus. The collected material has been organized, reviewed and analyzed following some methodological rules and narrative and (auto) biographic research. The analysis itself was made by comparing the concurrent aspects in the discourse enounced by the two groups of teachers. The result of the all analysis indicates that the conceptions about experimentation assumed by the ‘subjects-teachers’ a little bit or even nothing are different from those found in researches made with a group of professors who never use practical classes. In this way has prevailed the understanding that the pedagogical use of ‘experimentation’ as an important teaching strategy if it can be added to the related theory as well. At this point it is necessary to say that the experimentation has its own motivation, forming a particular character. The interviewed teaches maintain an old and repeated report that the bad and weak infrastructure limits seriously the pedagogic use of experimentation in scholar scientific studies. This seems to be a very discourse which is ever present in the speech of a huge group of professionals, even when these structural conditions (or their absence) don’t be necessarily experimented by them in their respective work places. It is also important to say that these teachers usually talk about this subject not as a personal challenge but simply like a way to express their generalized opinion about the experimental teaching. A important aspect to be considered among all results obtained in this research, is about the fact that the subjects-teachers often attribute to the professors qualification some sort of challenge to be won. In fact, they say that this aspect is quite fundamental to become effective a experimental teaching at schools, even when the manifested technical formation would be limited by a technical dimension.