Navegando por Orientadores "VIEIRA, Eduardo Paiva de Pontes"

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Argumentação no ensino de ciências e temas controversos: possibilidades para pensar a embriologia nas aulas da educação básica
(Universidade Federal do Pará, 2017-05-24) SILVA, Rider Moura da; VIEIRA, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/0000-0003-1641-7014
Embryology is a present subject in elementary and high school classes and its possibilities to present and promote discussions related to the development of vertebrates would justify its importance in basic education. The approach, however, can be notoriously boring, both for teachers and students, specially, when the teaching of concepts is mechanically guided. The presence of "embryology" in didactic material usually does not relate issues inherent to the process of knowledge construction or its controversies. In this perspective, we defend the possibility that teachers of science and biology develop with their students, teaching practices based on the argumentation and the discussion of controversial issues associated to embryonic development. The argumentation is particularly important in science education, assuming that scientific research generates and justifies the production of knowledge, as well as allowing articulation with other systems of thought in the understanding of natural phenomena and the social and cultural interactions. The embryonic development, notably that of the human species, enables and supports the understanding of the causes of congenital malformations, also the interactions and care in the process by which the embryo forms and develops, also the possibilities or impossibilities of therapeutic treatments from embryonic cells and goes beyond, creates discussions within the philosophy of the biological sciences, the definers of the beginning and the end of life. We consider relevant the innovation of teaching practices when embryology is approached, widely discussed nowadays and witnessed in the media in aspects that extend from teenage pregnancy to the biotechnological development, such as the pill of the next day, the use of the embryonic stem cells, the surgical methods for sterilization, among others. The teaching of sciences is a rich subject for practices that guarantee, from contextualized actions and far from mere proof of concepts, an intellectual formation allied with contemporaneity and that trains people who have the capacity to deal with socially significant issues. The argumentation in science teaching through controversial subjects is an outlook that should not be neglected in issues such as embryonic development, indeed, it is possible to think in research projects in education that result in the production of didactic materials related to the current demands and that increasingly articulate scientific knowledge, social organization and legislative proposals.
Acesso aberto (Open Access)
Argumentação no ensino de ciências: padrões argumentativos de estudantes do ensino médio sobre fisiologia animal
(Universidade Federal do Pará, 2018-08-13) TAVARES, Erivandro do Carmo; VIEIRA, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/ 0000-0003-1641-7014
The objective of the present study is to analyze the argumentative construction of high school students during an experimental course of sciences on animal physiology. We selected an event organized methodologically by Problem Based Learning (PBL) to analyze group interactions. In our theoretical, methodological and creation inspirations, we find the appropriation of elements from the perspective of Qualitative Research in Education and assumptions of the Interactionist Argumentation Theory. In fact, and purposely, this work brings a kind of hybrid analysis of the interaction frames of the students' propositions, since we chose to combine theoretical perspectives for the analysis of the interpretation of the research points. The results indicate that the students' argumentative patterns were established around two aspects: the first one identifies the constitution of basic arguments, of simple structure, composed by minimum number of elements. The second, points out that the students established the argumentation during the course, being verified the reach of three phases of the argumentative development. To this end, we engaged in a dialogue with other research on argumentation in the context of science teaching and pointed out contributions to teaching activity and research in education.
Acesso aberto (Open Access)
Conceitos e saberes astronômicos da disciplina cosmografia (1892-1932)
(Universidade Federal do Pará, 2021-02-17) SOUZA, Elenton Oliveira de; VIEIRA, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/ 0000-0003-1641-7014
This research aims to carry out an analytical description of the astronomical knowledge of the Cosmography discipline (1892-1932), in order to verify if there is Continuity or discontinuity like these Astronomical knowledge of the Cosmography discipline as school knowledge in relation to Astronomy. For this, a Genealogy of knowledge based on Michel Foucault will be carried out, to analyze statements in pursuit of the objectives of this research text and analyze whether there is continuity or discontinuity “delimiting” the text in the epistemological perspective on the knowledge of the Cosmography and Astronomy disciplines in the books of Cosmography. Assuming the theoretical foundations of Foucault. Thus, they will be asked about the power relations that will emerge from astronomical knowledge, its statements, and mechanisms of interdiction on discourse. Also make a list of the importance of teaching Astronomy today and its relationship with the teaching of Science today, and also the training of Natural Science Teachers and the teaching of Astronomy.
Acesso aberto (Open Access)
Origem da vida: discursos em livros didáticos do ensino fundamental
(Universidade Federal do Pará, 2020-06-10) PANTOJA, Ana Laura Pureza; VIEIRA, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/0000-0003-1641-7014
As curricular content, Origin of Life constitutes a subject of controversial nature. Information from various areas supports several plausible hypotheses and scenarios to explain how life originated on Earth, enabling multiple conflicts and which invariably have features related to the nature of scientific knowledge. It is from this perspective that the approach needs to be linked to the History and Philosophy of Science (HPS), so as not to reinforce visions of science that refer to the linearity of knowledge construction and absence of conflicts, for example. The discourse analysis, developed by Michel Foucault in his works, presents theoretical assumptions that can be used as an analytical device to think about this production and approach of HPS in basic school textbooks. Thus, this paper aims to visualize which discourse (s) circulates on the theme Origin of Life, as curricular content, in the textbooks of the 7th year of elementary school. The analysis indicates that the theory of prebiotic chemistry; the spontaneous generation; Cosmic Panspermia and Astrobiology are recurrent in textbooks, with a positivist historiographic aspect, composing statements that establish the possibilities of circulation and legitimation of scientific knowledge, although some explanations remain in production and not legitimized in hegemonic scientific communities.
Acesso aberto (Open Access)
As sistemáticas em livros didáticos do ensino médio: considerações epistemológicas sobre os conteúdos escolares de biologia
(Universidade Federal do Pará, 2023-06-22) MENDES, Robson Corrêa; VIEIRA, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/0000-0003-1641-7014
The classification system of living beings has shown changes in its criteria throughout history. This research is a qualitative analysis of the content of the systematics of living beings in biology textbooks. This work aims to analyze in what terms the contents of systematics of living beings are present in the didactic material of biology that is being disseminated in public schools in Brazil, since these books were selected by the PNLD 2021 according to the new BNCC, which proposes the replacement from curricular fragmentation by the interdisciplinary approach by Area of Knowledge, aiming at the development of competences. Seven books from four publishers approved by PNLD 2021 valid from 2022 to 2025 were selected. The content analysis was based on some aspects of Bardin (2016), aiming to recognize aspects of the presence of this content. For this analysis, five categories were created, which will be assigned three classifications, depending on the content presented in each collection, these categories are: Historical approach to evolution; Presentation of phylogenetic and cladistic systematics; Presence of Taxonomy; Coherence between classification and evolution; Importance of knowing and preserving biodiversity. It was understood that the BNCC presents few proposals for these contents and the way in which these contents are presented portray the same failures of PNLD's from previous years.