Navegando por Autor "PARENTE, Andrela Garibaldi Loureiro"

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Densidade e força de empuxo: imaginação e produção de um recurso didático
(Universidade Federal de Mato Grosso, 2020-08) PARENTE, Andrela Garibaldi Loureiro; ALVES, José Moysés; BEZERRA, Sérgio Henrique de Oliveira
In this article, we present a biographical (auto) formative research on the role of imagination in the activity of a teacher, during the production of a didactic resource, to teach the concepts of density and buoyancy. From the field text, describing the initial motivation and the creation process, we carried out the analytical-interpretive process, inspired by narrative research, to elaborate the biography of the resource's production path. The biography contains the interpretation of the process by explaining the guiding principles of the production path of the didactic resource. We conclude that the production of the resource and, especially, the reflection on the process of its production, are moments of learning and training for the teacher, due to the possibilities of theorizing about the problems, solving them and proposing practical solutions to them. This narrative has the potential to contribute to the area of science education, inspiring the creation of new teaching materials, other research on the production pathways and strengthening spaces for sharing teachers' biographies, which value the personalization of teaching.
Acesso aberto (Open Access)
Interações sociais e o discurso sobre o visível e o invisível em aulas de química
(Universidade Federal do Pará, 2004-05-07) PARENTE, Andrela Garibaldi Loureiro; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127
Our study, starting from interaction and dialogue, aims to understand the elaboration of explanations in chemistry classes, from the point of view of the theoretical and empirical aspects of this knowledge. A teacher and her 26-student-class of a high school first year of a government public school of Belém-Pa participated of the research. A class involving the realization of an experiment about the formation of dust was planned. Four groups of students were formed to carry out the experiment. After observing the experiment, the four groups of students discussed with each other, with the teacher, after that, they discussed with the whole class and the teacher. The dialogues among the groups and with the class were recorded and integrally transcripted. We used microgenetic analysis to study the dialogue of one of the groups without the presence of the teacher, and later with the teacher and the whole class. We identified in the dialogue the sequences from which arose the explanations. In these sequences we used the categories proposed by Mortimer & Scott (2002) to analyze the intentions, the contents, the communicative approach, the interaction patterns and the teacher’s interventions. These analyses made it possible for us to understand and discuss how students elaborate explanations in classes and, in each of them the participation of theoretical and empirical aspects of the chemistry knowledge. Thus, we observed that the explanations which were elaborated by the students took in account knowledge from different origins: empirical observation of the experiment, previous school learning, everyday concepts and the theoretical knowledge shared by the teacher. A dialogical communicative approach was predominant, but, whenever necessary for the elaboration of the explanation to relate the empirical with the theoretical, the communicative approach was predominantly one of authority.
Acesso aberto (Open Access)
Linguagem e conhecimento, tema da formação inicial na licenciatura integrada em ciências, matemática e linguagem
(Universidade Federal de Mato Grosso, 2020-04) ALVES, José Moysés; PARENTE, Andrela Garibaldi Loureiro
This article reports a professor's research on hisownpractice, when teaching the theme Language and Knowledge I, to a class of 40 undergraduates. The objective was to produce new meanings about the teaching of the theme, from the narrative of an attempt to approximate the training provided with thepedagogical practice desired in professional practice, in a perspective of inverted symmetry.In addition to discussing their previous knowledge and some texts, the undergraduate students researched subjects related to Nature and Culture of Marajócontent, planned activitiesand developed didactic resources to teach it to students in the early years, concerned with the communicative approach. The narrative of the experience was based on the teacher's memories, the planning carried out for the theme and the productions of the undergraduate students. The interpretative analysis of the narrative made it possible to producethe following meanings. It is possible to work with a theoretical theme, in the initial formation of teachers, in a perspective of inverted symmetry. The contextualization allows valuing the cultural identity and the personal history of the graduates, mobilizing their emoticons. Dialogue and collaborative activity planning contribute to the development of affective bonds, creativity and autonomy for future teachers.