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  2. Pesquisar por Orientadores

Navegando por Orientadores "SILVA, Carlos Aldemir Farias da"

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    Cinema como escola de vida: a propósito das películas de ficção científica
    (Universidade Federal do Pará, 2022-02-18) OLIVEIRA NETO, José Augusto de Jesus de; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
    The language of cinema presents possibilities that allow us to evoke the human fascination for images, something we’ve inherited from photography itself, and it also provides a multiple, collective and individual experience when we think about the environment where it occurs, be it a movie theater or the screen of a smartphone. These qualities ignite in us the identification-projection, a process through which we project our own selves on the characters who, in their turn, come alive through us. This work reflects on how cinema, through film, promotes learning that goes beyond the action of making school content and scientific concepts didactic, when we amplify the conceptual expression of Edgar Morin of cinema as a school for life. Such a reflection is carried out through bibliographical research starting from Edgar Morin’s studies on cinema and the Brazilian post-graduate scientific production on the topic, especially as it concerns science fiction in the teaching of school science. Eventually, discussing the movie Contagion (2011), we endeavor to understand, through reflections which seek to provide answers to the covid-19 sanitary crisis, what the cinema school of life can teach us through the narrative of a pandemic scenario which projects realities based on the imagery of a future that has already arrived.
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    Engenhos de cana-de-açúcar como ambientes de problematização no ensino de Ciências.
    (Universidade Federal do Pará, 2023-02-28) NAHUM, Herley Machado; SILVA, Carlos Aldemir Farias da
    The sugarcane mills are part of the historical, cultural and economic context of the city of Abaetetuba. In this work, the sugarcane mill is problematized as an interdisciplinary theme to study different science curriculum contents in the final years of Elementary School. We assume the path of research that seeks to construct knowledge from the reality of people, considering their knowledge, culture, and trajectory. The hypothesis that supports the thesis is that inserting elements from the social and historical context can make the teaching-learning of science contents more meaningful, due to the relation with the local history of the sugarcane mills. The methodology adopted privileges the qualitative research approach. We aim to contribute to an Education that reactivates the culture and the history of the sugarcane mills through the problematizations that emerge from this theme for the teaching of science, especially in the final years of Elementary School. One of the purposes of this work is to list possibilities of themes and didactic approaches concerning science teaching that can be related to the socio-cultural practices associated with the culture of sugarcane mills. The proposed activities about the sugarcane mills are subsidies to promote teaching that involves the local culture and presents a relationship with the socio-cultural reality of the students. Therefore, using the sugarcane mills as a theme for teaching science constitutes a starting point for more creative classes, allowing a dialogue with the socio-cultural reality of Abaetetuba, encouraging students to value their culture, their history, and to expand their potentialities.
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    Entre banzeiros e remansos: memórias da professora Ionete da Silveira Gama
    (Universidade Federal do Pará, 2023-04-13) RODRIGUES, Josivana de Castro; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
    Memory is humans’ ability to preserve meaningful things that happened in the past. By making us remember events, it allows us to tread again important pathways of collective and individual human trajectories. In this dissertation, our objective is to recollect fragments of the memories of a teacher, Ionete da Silveira Gama, in order to understand how her life experiences influenced her music, and how did it relate to primary school contents she taught in riverside cities in the countryside of the state of Pará. Her memories as a teacher make us understand how important it is to use work methodologies which include the sociocultural experiences of students to teach contents from different school subjects, from an interdisciplinary standpoint. We ask ourselves how does Ionete Gama’s music blend Amazonian cultural elements with the natural sciences in an interdisciplinary perspective, and how can it be connected to the themes taught in Primary School? To reach this goal, we recorded fragments of her life’s story through interviews, so as to understand her trajectory, emphasizing the reminiscences of her childhood by the Amazonian riverside and of the years she dedicated to teaching river dwellers. These interviews were written down and became an (auto)biographical narrative that is complimented by her images and documents. In this dissertation, we give pride of place to six songs that refer to environmental aspects that are integral to the Amazonian culture and, based on them, we elaborated illustrated stories for children. The stories are aimed at the primary school level of education.
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    Experiência estética com formas geométricas nos anos iniciais
    (Universidade Federal do Pará, 2019-10-16) CAVALCANTE, Larissa Gabrielle Mendes; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
    The present study reflects on the integration of knowledge between the Visual Arts and Geometry, in an inter-transdisciplinary attitude, based on the concept of aesthetic experience according to John Dewey. The main object is to investigate how the teaching-learning process of geometric shapes can, when lived as an aesthetic experience, help to consolidate the geometric thought of primary school children. In order to achieve that, we planned and implemented “Aesthetic Experience with Geometric Shapes”, an atelier in which fifty-two students of the third year of primary school took part, in a public school in Belém, Pará. We chose to approach Geometry contents with the students through the works of three modern artists, namely, Pablo Picasso, Paul Klee and Almada Negreiros, with activities that stimulated the development of visual perception, spatial relations and the ability to abstract geometric shapes from the elements of daily life and nature. These activities resulted in the production of drawings, paintings and collages which have been gathered in a visuality notebook, which can be found in the second part of this study. The students’ production highlights that they absorbed the proposed contents, so as to recognize geometric shapes as part of their daily experience, finding creative and flexible ways of systematizing geometric knowledge. Thus, the atelier’s results allow us to consider the integration with the Visual Arts as a possible pathway to turn the teaching of geometric shapes in primary school into a teaching-learning process that is attuned to the potentialities of the child. The data obtained from this pedagogical action were recorded in photographs, audio recordings and a teacher logbook. The proposal of living an aesthetic experience in the teaching of geometric shapes constituted a starting point for a reflection about the necessity of integrating knowledge amid the state of fragmentation in which school education finds itself.
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    Exploração de narrativas míticas indígenas para o ensino de matemática nos anos iniciais
    (Universidade Federal do Pará, 2018-02-09) AGUIAR, Haylla Rodrigues de; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
    Since the last decades of the 20th century, studies on Indigenous School Education in Brazil have advanced significantly from social movements in favor of indigenous peoples, who organized themselves in the quest for citizen autonomy. At the center of this struggle was the demand for a school with a curriculum and a teaching that inserted in the formation, values and ethnic cultural knowledge of the indigenous people, associated with scientific knowledge. Based on the propositions of Farias da Silva (2003, 2014) and Farias (2006), according to which the myths contemplate this proposal, since they are one of the forms taken by oral tradition populations throughout the centuries to explain nature and culture, as well as how to keep your historical memories alive. Thus, we identified in the Mythological tetralogy of Claude-Lévi-Strauss (2004, 2005, 2006, 2011), originally published between 1964 and 1971 a demonstration of the importance of the mythical narratives to know the modus vivendi of Brazilian indigenous communities. In our study, we took these works as a way to enter the myths of the indigenous people of the State of Tocantins, especially Xerente, to answer the following question: in what ways will it be possible to dialogue with the mythical narratives of the indigenous peoples of Tocantins to pedagogically address the contents of basic school curricula in these communities? Thus, our study aimed to investigate possibilities of pedagogical exploration of indigenous mythic narratives for the teaching of Mathematics in the Early Years of Elementary Education in indigenous schools in the state of Tocantins. With this intention we carry out a qualitative research with a bibliographical approach, in search of implications for Education, specifically the Indigenous School Education in an interdisciplinary perspective (FAZENDA, 2003) that integrates culture and mathematics, transversalize the trajectory of the Indigenous School in its construction process and identity reconstruction, involving the participation of indigenous teachers and the community. In order to organize the didactic suggestions, we base ourselves on the Curriculum Framework for the Indigenous School (RCENEI/Indígena, 1998) and on the principles established by Farias da Silva (2003) and Farias (2006; 2012), who propose mythical narratives as indicators of values and knowledge that dialogue between the knowledge of tradition, the experience of life, the valorization of socio-cultural practices and the indigenous school. The research presents as contribution a body of suggestions of didactic exploration of the mythical narratives for the teaching of mathematics in the indigenous school of the Initial Years.
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    Para uma pedagogia cultural da tradição: práticas de professores ribeirinhos na Ilha de Marajó
    (Universidade Federal do Pará, 2017-12-05) PIRES, Esmeraldo Tavares; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
    Teaching assumes a fundamental role in education at any level. Therefore, teachers’ practices at school should reflect the socio-cultural context lived by students, especially in multi-level riverside classes, in which the universe is plural. Teaching practices in rural schools is a theme that has mobilized several studies. New arguments gain power from researches by Gonçalves (2005), Oliveira (2003, 2008, 2009, 2011), Almeida (2010, 2017), Farias (2006) and Hage (2005, 2006, 2011). Such authors demonstrate the importance of discussions about practices developed by teachers who work in Initial Years of Elementary Education in multi-ethnic groups. Besides, they value riverside populations’ cultural diversity in Brazilian Amazon. This research focuses on understanding how Science teaching happens in Early Years of Elementary Education and knowledge integration in riverside school multi-level classes. In order to investigate the research question, we work with comprehensive interviews (KAUFMANN, 2013) and observation (VIANNA, 2003). We stayed in school from July 2016 to April 2017, when we recorded semi-structured interviews and made observations concomitantly. For nine months, we interviewed three teachers from Santa Elisa Municipal School for Elementary and Secondary Education, in Ponta de Pedras (Pará, Brazil), on Marajó Island. Also, we carried out observations in their classrooms, aiming to analyze how teachers integrate knowledge in their Science multi-level classes. Analysis of six practices developed by teachers, titled biojewels, carimbó, matapi, plants and herbs, tales and body, revealed that it was possible to understand the meaning that they attribute to their culture and how they welcome plural knowledge in their classes, in order to enhance riverside students’ identity, since curricular contents arranged in didactic books do not fully comprehend complexity required by multi-level classes. As a result, we infer that the practices developed integrate regional socio-cultural knowledge with school knowledge, making it meaningful in students’ lives, which contributes to value identity and cultural diversity of Marajoara riverside people. Cultivating practices based on riverside populations’ secular socio-cultural knowledge allows us to reaffirm ethical principles of education in favor of a multiple, plural and diverse society. Therefore, we hope that proposed reflections encourage other discussions with focus on riverside education in Brazilian Amazon. It is concluded that Amazon riverside life – if it is updated by educational practices in schools – allows regional socio-cultural diversity affirmation and updating. Cultural pedagogy of tradition may favor riverside students to construct a future horizon, where they are to define the water course as they wish.
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