Navegando por Orientadores "RAPOSO, Elinete Oliveira"
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Item Acesso aberto (Open Access) Altas habilidades/superdotação e o ensino de ciências: reflexões sobre a inclusão na educação básica(Universidade Federal do Pará, 2023-05-05) FERREIRA, Osmarina Ferreira e; RAPOSO, Elinete Oliveira; http://lattes.cnpq.br/6737474841439654; https://orcid.org/0000-0001-8995-0296Aiming to contribute to discussions about High Abilities/Giftedness-AH/SD, within the scope of continuing teacher training, this research aims to reflect on the inclusion of students with High Abilities/Giftedness in the common classroom, initial years of elementary school, in schools in the Municipal Education – SEMEC in Abaetetuba PA. The research has a qualitative-quantitative approach in the Case Study modality, and included theoretical support on the themes of High Skills/Giftedness, Science Teaching and Teacher Training, in addition to official Guidance documents on the National Inclusive Education Policy and the Science Teaching in Brazil. The research sought to discuss High Abilities/Giftedness, its trajectory, conceptualization and identification, as well as the cognitive and socio-affective characteristics of these certain students, outlining a reflection on teacher training and its importance in the process of building an inclusive educational system. Likewise, it sought to articulate science teaching and the methodological possibilities for meeting the educational needs of students with AH/DS. To prepare the research data, a seminar was held to discuss the topic in question, during which questionnaires were administered to teachers working in the first years of basic education, in addition to recording their opinions. The purpose was to support reflections and expand knowledge about the theme, as well as drive improvements in educational practices and the effective inclusion of these students in the school environment. An e-book entitled “High Skills/Giftedness: a pedagogical approach in Science Teaching” was created, targeting teachers, coordinators and managers of basic education. During this study, it was found that, within the scope of teacher training in Brazil, this theme is still a challenge to be overcome, as it has not been a priority in continuing teacher training policies, still causing many gaps with regard to effective inclusion of these subjects in educational environments. It is expected that the educational product can expand discussions on the topic, encourage new studies and serve as guidance in teaching and research, in order to contribute to the recognition of the characteristics and singularities of people with HA/DS.Item Acesso aberto (Open Access) A educação do olhar para as questões socioambientais na formação inicial de professores(Universidade Federal do Pará, 2024-09-13) COSTA, Adriana Silva Carvalho da; RAPOSO, Elinete Oliveira; http://lattes.cnpq.br/6737474841439654In order to include socio-environmental issues in the initial training of teachers on Pedagogy degree courses and to discuss the education of the gaze, we used photography as a didactic and awareness-raising tool in this research. Photography acted as a means by which students had the opportunity to ponder, analyze and broaden their view of the urgency of socio-environmental debates in school contexts. To help expand and make these discussions more effective, we introduce an e-book as educational product, which is meant to be a pedagogical tool for teachers in addressing socio-environmental issues to be applied in schools. The participants in this investigation are Pedagogy undergraduate students at a private college located in Benevides, in the state of Pará, Brazil. The present study has a qualitative approach and is based on action research. Data was analyzed using Textual Discourse Analysis (TDA). Its theoretical framework consists of a literature review on socio-environmental issues related to teacher training and the importance of educating the gaze. A questionnaire resulting from the training process was used to compile the research data. The intention of this work is to contribute to initial teacher training focused on educating the gaze towards socio-environmental issues.