Navegando por Orientadores "FRAIHA-MARTINS, France"

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Ensino híbrido de ciências na educação de jovens e adultos (EJA): compondo tarefas dentro e fora do espaço escolar com o modelo rotação por estações Canaã dos Carajás.
(Universidade Federal do Pará, 2024-07-25) OLIVEIRA, Fernanda Maria Pereira de; FRAIHA-MARTINS, France
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Interações ecológicas por meio da literatura infantil: formação continuada assistida em parceira na perspectiva do letramento
(Universidade Federal do Pará, 2019-05-22) MOREIRA, Andreza de Sousa; FRAIHA-MARTINS, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
This is a qualitative research in the narrative modality, that investigates a proposal of continued assisted training in partnership constituted by me (Trainer Teacher) and a teacher of the 3rd Year of Primary Education, which showed interest in investing research on her own practice to elaborate knowledge in scope of Natural Sciences and Mother Language through interdisciplinary and investigative practice from the text "Spring of the Caterpillar". I´m trying to answer the following search question: What a teacher of the 3rd year of primary education expresses when experiencing a formative experience assisted in partnership through interdisciplinary investigative practices from the text "Spring of the Caterpillar"? I outline the methodological option of this research based on the assisted training treated by Gonçalves (2000). In these terms, I developed a Continued Assisted training in Partnership design that is based on 12 episodes, in the treatment of specific topics: Narratives of training and teaching, Scientific literacy, investigative practices and education through research, Interdisciplinarity, study of the components of food chain and genres textual analysis, planning of the teaching sequence with research, replanning of the sequence, reflection on the action in the classroom and reflection on the formative experience. The instruments used were: questionnaire, my field diary, audio records of training meetings, records of participatory observation and semi-structured interviews. The results of this research were analyzed through the Discursive Textual Analysis by impregnating myself and performing the analysis of the corpus, I made two axes of analysis: Analytical Axis 1: Projection and implementation of new practices of education in sciences and Analytical Axis 2: Teacher training assisted in partnership: what teacher Suzi says about the formative experience. Thus, formative experience reveals i) the interdisciplinary conduct is not only possible, but also a great ally for consolidating literacy in several languages, as well as, presents the methodological option of teaching by research, as a plus that improves the interaction between teacher and student, in an autonomous and democratic process of knowledge construction; ii) The training model carried out in this research provided professional maturation, since continuing training gains lightness and moves away from the pejorative conceptions that many teachers carry, associated with rigidity and obligation; iii) training proposals of this nature propitiate the development of autonomy attitudes in teacher-participant in front educational (re)action. The formative model experienced, unfolded in an educational product that contemplates the possibility of teacher training in a work context and considers the knowledge of the teaching experience when the theachers dialogue, think, plan and evaluate in a reflexive movement about their practices.
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Percepções docentes sobre o ensino e aprendizagem de geometria nos anos iniciais do ensino fundamental: reflexos e reflexões de uma experiência formativa
(Universidade Federal do Pará, 2018-04-02) SOUZA, José Kemeson da Conceição; FRAIHA-MARTINS, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
This is a research of a qualitative nature, in the narrative modality, that deals with a formative experience (continuous training course) developed with a group of teachers, who teach mathematics in the initial years of elementary education, in a work context. Objective: To understand the formative aspects in a continuing training course, mediated by Origami and Digital Technologies, that contribute to other / new teacher perceptions about the teaching of Geometry in the Early Years of Elementary School. I developed a design of formation inspired by the Historical-Cultural Theory of Vygotsky and in the historical-critical Pedagogy of Demerval Saviani, which is based on five moments: life experience and formation - sensitization for (self) formation - theoretical and practical materialization - learning - socialization. The instruments used were: field questionnaire, training diary, reflexive memorials, audiovisual records and interview. Discursive Textual Analysis was used as methodology for qualitative analysis. By impregnating myself and analyzing all empirical material, I gave way to three axes of analysis: i) Life experience and training with Geometry: from Basic Education and initial formation to teaching practice; ii) Origami and digital technologies: mediating instruments for the teaching and learning of geometry; iii) Teaching perceptions about the formative process: narratives that express the new / other reflections about the continuous formation in mathematics. Among the reflections and reflections made from this formative experience, I emphasize that the teachers experiencing such a course of continuous formation could be inferred that: i) there were advances in understanding in the process of teaching and learning geometry; ii) there was a development of specific knowledge of the content, indicating that the reasons that led teachers to work in a limited way resided in their reductionist understanding of geometric content; iii) when involved in a process of interaction mediated by a more experienced person and by didactic resources capable of providing study, discussion and reflection of the mathematical object, the learning occurs in a satisfactory manner, acting in the PDZ of each investigated subject; iv) the training corroborated the professional development of teachers and recognition of the social role of teachers; v) continuing training in a work context should be designed to be developed in a collaborative and participatory manner, considering that the subjects involved should be valued and respected as the important agents that are part of this process; vi) It is necessary to think that a training full of senses is permeated by appreciation, respect, interaction, exchange of experiences, training in the context of work and recognition of the teaching profession.
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Práticas investigativas e webquest: pensar e agir na docência sobre o ciclo hidrológico em aulas de ciências
(Universidade Federal do Pará, 2019-12-17) CAVALCANTE, Ana Elisabeth Dias Pereira; FRAIHA-MARTINS, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
This dissertation deals with a qualitative research, in the narrative modality, which discusses the formative experience (continuingeducation course) lived by three teachers who teach science in the 4th and 5th year of Elementary School. The proposal arises from the conflict between the movement of continuing education for the use of new methodologies, legally institutionalized, and the few changes observed in teaching practice in the context of the school, which when observing lead me to question about the conceptions of these teachers' formation and about their experiences with these methodologies. My objective was to investigate how the proposal for continuing education on the hydrological cycle using WebQuest (digital tool with pedagogical guidance), contributes to new ways of thinking and acting in science education for the early years of elementary school. I chose as a locus a State Elementary School in Ananideua / PA, where I was an intern for three years, participating in classroom practices and planning meetings. The Continuing Teacher Education Course took place through a training design, based on the tripod: Investigative Practice, Investigative Experiment and Digital Technology, during the second semester of 2018. The instruments used for the production of field texts were: field questionnaire, training diary, reflective memorials, audiovisual records and interview. The analysis methodology used was the Discursive Textual Analysis. By impregnating the categories that emerged from all empirical material from the field texts, it formed two axes of analysis: i) Training for Teaching Practice in Sciences in the 21st Century; ii) Teaching about the Hydrological Cycle in the early years of elementary school. It is possible to affirm that among the reflexes and reflections made from this formative experience, I highlight that the teachers, when experiencing such a continuing education course, reveal the potential of the dialogical movement by giving teachers a voice in training processes, and by collectively building the process path continuing education in a situated way, meeting the teaching needs in addition to textbooks and methodological recipes.
Acesso aberto (Open Access)
Rotação por estação na educação básica: uma proposta para o ensino de botânica
(Universidade Federal do Pará, 2021-08-13) CARVALHO, Mirta Cecília Pinheiro de; FRAIHA-MARTINS, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
This is a qualitative research, in the narrative modality, which is based on my teaching experiences with students from the 7th year of basic education, in a municipal public school in Thailand-PA, developed in the classroom, with the aim of investigating how a teaching proposal based on hybrid teaching, in the modality rotation by station, can contribute to the teaching of botany in basic education. There were 4 subjects analyzed in this research, who were chosen based on significant information regarding the research question and the outlined objectives, according to the following criteria: i) manifestations about the potential of the teaching proposal regarding the use of technology for learning of botanical concepts; ii) manifestations about the potential of the proposal for the development of student protagonism and iii) manifestations that evidence student learning about botany. As investigative instruments, I used a questionnaire to obtain information about the students' knowledge of the topic under study, I used a diary where my reflections and perceptions throughout the research were recorded, student diaries containing the learning records on the subject, semi-structured written and audio interviews and photographic records. In order to produce new understandings about the phenomenon investigated, I use Discursive Textual Analysis as a methodology for analyzing the empirical material. After a process of immersion in the empirical material, I systematized two thematic axes of analysis: i) Hybrid teaching in basic education: technologies and student protagonism; ii) Rotation by stations: enabling learning about botanical concepts. In the first analytical axis, I discuss the potential of using digital technologies in the classroom, especially the practice of hybrid teaching through rotation by station, in order to contribute to the development of student and teacher protagonism with a view to learning botany. In the second axis, I seek to highlight the students' learning about botanical groups-resulting from the rotational process and discuss, through reflection on their own practice, the teaching learning on the subject. The analyzes reveal that the inclusion of digital technologies in the classroom enabled student engagement based on stimuli to the processes of collaboration, autonomy and authorship. Furthermore, in practice, it was possible to infer about the need for change in the teaching action, especially in an adverse technological scenario that requires the assumption of the teaching protagonism, which needs to be the author of its own practice, becoming a mediator of student learning. Regarding the learning about botanical groups, the analyzes reveal an appropriation of scientific concepts that allowed students to identify the general characteristics that define such groups from an evolutionary perspective. Furthermore, when reflecting on their own practice, the teacher realizes that, when performing differentiated teaching practices, they must be attentive to seek approximation between school scientific knowledge and the reality of students, creating conditions for the social and critical use of the knowledge learned. Thus, it is possible to consider that the investigated teaching proposal can constitute an efficient practice by providing learning processes that create conditions for authorship, in addition to allowing discussions and reflections about the roles of the teacher and the student in these processes, in particular, regarding the use of digital technologies. As a result of this study for society, an book will be made available in digital format, which presents the contribution of the emerging paradigm in education, in particular the use of technology, the foundations of the hybrid teaching proposal and the path of construction of stations involving teacher planning and student activity itineraries, in order to introduce teachers and students to new ways of teaching and learning botany.
Acesso aberto (Open Access)
Transformações químicas: uma proposta de ensino híbrido para os primeiros anos escolares
(Universidade Federal do Pará, 2021-12-13) SOUSA, Angerley de Jesus; FRAIHA-MARTINS, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
Highlights the importance of hybrid teaching using the rotation by stations model to teach the content of reversible and irreversible transformations of the material axis and energy of the science content according to the BNCC (National Common Curriculum Base) for the fourth year of elementary school. Aiming to understand in what terms this teaching proposal contributes to teach this content, investigating the use of the hybrid teaching approach using the rotational model by seasons, to teach transformations in the initial years. The context of the research took place in a public school with a class of 4° year, where I elected seven subjects for analysis within the qualitative research, where I opted for a narrative modality, that is developed considering the narratives of the participants involved in the phenomenon investigated. The pedagogical mediation carried out by the teacher is pointed out as a driver of new reworkings according to the theme of study, another relevant point in the results was about collaborative work that proved to be a motivational factor for learning within the proposal of hybrid teaching using the rotational model by seasons, as well as the exemption of digital technologies, developing a digital literacy, consequently motivating students within the knowledge building process. Libâ-neo (2011), Prensky (2010), Roldão (2007), Santos and Schnetzler (1996), Zanon and Palharini (1995), Fontana and Cruz (1997) and Bacich, Tanzi Neto and Trevisani (2015). The analyses show that the station rotation model built and investigated shows that students participate, work in groups, build knowledge, develop different types of ac-tivities and explore various forms of learning, noting that each group and student learns at their own pace the content of transformation. Understanding the dimension of multiple learning processes, the fickle search for improvement of teaching, an understanding of their skills and the strengthening of each student’s progress.