Navegando por Autor "MELO, Veruschka Silva Santos"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
A ambiência sentida, vivida e praticada na educação ambiental: um olhar a partir da docência dos professores dos anos iniciais em Curuçá/PA
(Universidade Federal do Pará, 2015-06-15) MELO, Veruschka Silva Santos; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
In this research investigate the understanding of elementary school teachers of environment from kindergarten to 5th grade in the municipality of Curuçá (Para / Brazil), on the place where they live and work and how these reflect on their teaching practices. I chose the narrative research to guide my research, considering that our life stories (personal, educational, etc.) carry a wealth of knowledge that are intertwined in professional stories. Are reports of four teachers for me interviewed, chosen among the two municipal schools, two teachers from each school; these schools are located one in the urban area and the other in a derelict island. Throw hand fictitious names for schools and subjects in order to protect their identities. The research was developed from the narratives that got through the audio recording and later transcription; from this material, I came to the axes of analyzes that were undertaken, based on studies of Moraes and Galiazzi. Three topics were established to respond to questions of this investigation. They are i): environmental context of the middle region of the salt: perceived and expressed ambiance of the space they inhabit teachers; ii) pedagogical practices developed by teachers to work in environmental education; iii) teacher training: form in an environmental context of decontextualized way. From these lines of analysis, I could see how the natural environment and urbanized in which teachers lived / live influence their environmental teaching. However, this influence brings a certain obstacle in their teaching practices. However in some pedagogical practices for methodological transformation of evidence to try to achieve actions that lead to environmental education critical. In this search, I realized the fight with seeking overcome this gap, either through training partners or a self-training.
Acesso aberto (Open Access)
Caminhando entre saberes docentes na ilha de fora: a tradição, o científico e a experiência
(Universidade Federal do Pará, 2021-05-21) MELO, Veruschka Silva Santos; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This is a research-training, of a qualitative nature, in which I work on continuing education in a socio-biodiverse context, in the locality called Ilha de Fora, located in the municipality of Curuçá. My goal was to build, based on non-formal teaching spaces, a dialogue between the scientific knowledge of tradition and experience. So, who accompanies me in this research are three teachers from the initial years of Basic Education who were born and work in the place where the research took place. I highlight these two criteria for the interlocutor’s selection: origin and performance in their respective communities because they understand that these two points are fundamental for these teachers to know their community, in its various aspects (social, economic, cultural, educational, among others) and act as teachers in their communities, because they, in my view, will have more facility to connect the knowledge that I seek in this research. In order to carry out this research I appropriated the (self)biographical narrative and developed a training design through research-training by using field texts such as: semi-structured interview (audio-recorded); audio recordings of teachers’ narratives during science classes in non-formal (individual and collective) spaces, field diary (researcher and teachers’), in addition to my interventions, which I call continued Education among knowledge: tradition, science and experience. In possession of the transcripts of the audios and the interview, I construct my three axes of analysis called, i) “Walking with... Being reflective to become aware of the Science teaching I do in Ilha de Fora”. ii) “Walking through... Science teaching practices in non-formal spaces, spotting new practices, connecting new knowledge” and iii) “Walking towards... A formation in the non-formal space in which there is symbiosis between scientific knowledge, tradition and experience”. Through this weaving I glimpse formative points that enable science classes in unique non-formal teaching spaces. They are: “training for complementarity: science classes in non-formal spaces in symbiosis” and “Interdisciplinary collaborative learning”. I also bring, at the end of this text, a product built from this thesis, this product comes with the aim of offering teachers and future teachers a guide for their pedagogical practices in non-formal teaching spaces in which the knowledge of tradition, scientific and experience complement each other.
Acesso aberto (Open Access)
Conectando saberes na formação docente campesina em espaços não formais por meio do ensino de ciências
(Universidade Federal do Pará, 2020-04) MELO, Veruschka Silva Santos; CONTENTE, Ariadne da Costa Peres
This article aims to understand how non-formal learning spaces can contribute to the linking of scientific knowledge and tradition to the training of teachers who educate in the field in the elementary teaching. It is sought to understand and reflect, through narratives of teachers of Ilha de Fora at Curuçá/PA, how this connection can be conceived. This research is narrative, using the researchtraining as a guide and, therefore, also the Discursive Textual Analysis of Moraes and Galiazzi (2005) as methodological support for analysis. My baseline is the theorists Morin (2001), Santos (2007), Silva (2010) and Almeida (2017) who work with the urgency of knowing this subject in its inherent complexity, turning their eyes both to the scientific field and to that of tradition; besides the discussion of a holistic teacher training from the vision of Nóvoa (1994) and Imbernón (2011). Thus, by targeting the teaching of science through scientific knowledge and tradition, it is possible to break the standardized view of science which provides an important milestone in teacher training courses in the field education from the perspective of non-formal teaching spaces.