Navegando por Autor "GOMES, Jeedir Rodrigues de Jesus"

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Acesso aberto (Open Access)
Concepções cotidianas e científicas sobre competição na educação de jovens e adultos
(Universidade Federal do Pará, 2006-09-29) GOMES, Jeedir Rodrigues de Jesus; ALVES, José Moysés; MAGALHÃES, Luiz Marconi Fortes; http://lattes.cnpq.br/6032076996211936
This study intends to comprehend the role performed by the occurring classroom environment interactions along the process of construction of individual concepts for competition. I have proposed for the present investigation: the characterization and comparison of competition conceptions already attained by every student before and while and after they attended at Ecological Interactions classes; the analysis of some students concepts construction process from the classroom interactions among students themselves as well as between students and the teacher; the comparison of the students previous conceptions, in different moments; the analysis by comparison of the different written answers to all presented questions; evaluation of the interactions contribution to the conceptual elaboration expressed by four students in one of the groups, considering the mutual interactions among students as much as the interaction occurred among students and myself as a Science teacher, along a given didactical sequence. The analysis of the answers to the first questionnaire (preexamination 01) provided material for a second data collection instrument (preexamination 02). The answers to that second questionnaire were arranged in different categories and then compared to the answers given to a third questionnaire (pos-examination 02). The study took place along Science lessons offered to a thirdlevel EJA (Portuguese acronym for Young and Adult Education Program) group of students, in a given State Elementary School. The whole group comprised sixteen students which were involved in every step of the investigation process. From that group there were nine female and seven male students. The classroom events were videotaped and also recorded on audio common tapes. After transcriptions, the analysis proceedings took as a criterion for the selection of valid episodes, the way by which in distinct moments (individually first, then in spontaneously-formed groups, then recombined groups, and individually again) four individuals, from the recombined group 1, constructed individually or during teacher-students-teacher interactions a consensual written answer to the following question: By comparison of the different video scenes shown to you, do you think are there any similarities among the different animal relationships you observed in the scenes? Why? The results brought forth evidences that: from the whole group of sixteen students who took part in every step of the process, nine individuals showed improvement on their previous conceptual profile and seven individuals presented final answers to be ranked under the same category as their initial answers. From those seven students, three of them had their answers ranked under advanced-D category; two individuals, under intermediary categories B and C; and the two last ones, under A category, the farthest category away from a competitions scientific conception. The four selected students proved themselves able to come, after all, to an acceptable generalization to the proposed question, starting from explanations sometimes founded on generalizations or on explanations which comprised theoretical expressions, with or without conceptual apprehension, so proving that they absorbed or processed differently the elements presented in the answers given by the groups of which they were part.
Acesso aberto (Open Access)
Configurações subjetivas da ação pedagógica de professores, em formação CTSA, na horta escolar.
(Universidade Federal do Pará, 2024-02-27) GOMES, Jeedir Rodrigues de Jesus; ALVES, José Moysés
The school garden, in addition to providing healthy food, can become an excellent teaching and learning laboratory. Research has shown that the school garden is an important learning context for teachers and students. This thesis aims to understand the subjective configurations of the teachers’ pedagogical actions, in continuing education with a CTSA focus, in the context of an HE. The research was based on the Theory of Subjectivity, Qualitative Epistemology and Constructive-interpretative Methodology. A mathematics and a physics teacher, from a fulltime public high school, on the outskirts of the city of Belém in the State of Pará, participated in the investigation. They were accompanied at school during all the process, from the formation of a study group on the new ENEM, in 2017, which also studied Science, Technology, Society and Environmental education when the implementation of a vegetable garden at school was proposed. This research focused on teachers' learning during the planning, task execution and evaluation of teaching activities, in the context of the school garden, between the years 2019 and 2023. Based on the interpretation of information obtained in informal conversations, participant observations, complements of sentences, essays and other material produced by teachers, two case studies were constructed, based on the indicators and hypotheses produced about the subjective meanings related to life history, social subjectivity and those produced during the teachers' pedagogical action. In both case studies, we understand that teachers faced demands generated at different levels of social subjectivity. They were initially done, with the subjective, relational and operational resources which were available, but they felt pressured to produce new subjective meanings and carry out new learning. This learning and new productions of subjective meanings expanded the teachers' possibilities of action and relationships, generated greater involvement in teaching and were organized in a configuration of subjective development, which motivated the production of new subjective meanings and new pedagogical actions, making a difference in the classroom. The school garden project has contributed positively to healthy eating in the school community and enhancing the learning of students and teachers. It has consolidated itself as a permanent project of the institution, which aims to become a self-sustainable school.