Navegando por Autor "PESSOA, Wilton Rabelo"

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Alfabetização científica no 9° ano do ensino fundamental: produção artesanal de iogurte como tema de estudos
(Universidade Federal do Pará, 2021-05-06) SILVA, Denílson Elias Lima; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585
SILVA, D, E, L; Scientific Literacy in the 9th year of Elementary Education: Yogurt production as a subject of study, dissertation (master's). Institute of Mathematics and Science Teaching - Federal University of Pará, Belém, Pará. 2020. The following pages contain a qualitative case study planned and carried out to understand the assumptions, characteristics and evidence of Scientific Literacy in Elementary School Final Years. The study data were collected in a ninth-grade classroom (students aged 14 to 15 years) at a state public school in the city of Getúlio Vargas (Mocajubinha), located in the municipality of Terra Alta. The research data includes the recorded voice classes and the written works and / or activities produced by the students, in addition to all the didactic material provided to them during the classes. We started our research by reviewing the topic "Scientific Literacy through the production of artisanal yogurt" in the national and international literature on Didactics of Science through which we found information that allowed us to propose the structuring axes of Scientific Literacy. These axes are considered in our research for the analysis of the activities that make up a didactic sequence involving discussions in which the same topic is discussed taking into account scientific knowledge and technologies through local knowledge. The study of the specific bibliography of the area also led us to the proposition of indicators of Scientific Literacy: action and research skills that we deem necessary to be used when it is intended to build knowledge on any topic. The indicators are vital to the analysis we carry out as they can provide us with evidence of whether Scientific Literacy is in process among Elementary School Students Final Years observed in our research. After analyzing the didactic sequence, the oral arguments and the written work and / or experimental activities carried out by the students, we found quite substantial evidence that Scientific Literacy is in process for most of the students in the studied class.
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Atividades de divulgação científica em aulas de química orgânica sobre automedicação
(Universidade Federal do Pará, 2024-07-29) SANTIAGO, Ellen Sharlise Barbosa; PESSOA, Wilton Rabelo
Scientific Dissemination (DC) works to democratize knowledge and scientific literacy, which is fundamental for forming conscious citizens engaged in discussions and decisions about relevant societal issues. It transfigures scientific and technological information into accessible language, promotes the problematization of socioscientific problems, and contributes to the formation of public opinion. In schools, scientific dissemination activities, including reading Scientific Dissemination Texts, can be used by teachers to contextualize content and promote debates on relevant topics, such as self-medication, the theme of this research. This practice, growing in Brazil due to the lack of qualified professionals and political, economic, and cultural factors, can be discussed in the classroom to develop students' criticality and awareness of its impacts. Scientific literacy is essential for students to understand Chemical concepts related to self-medication and actively participate in discussions on the topic. The research was carried out at the Irmã Laura de Martins Carvalho State High School, in Canaã dos Carajás - PA, and focused on how scientific dissemination activities can promote scientific literacy in Chemistry classes for 3rd-year high school students. The specific objectives were to use scientific dissemination activities to improve the understanding of chemical concepts, identify contributions of these activities to scientific literacy, and evaluate students' perception of self-medication and its impacts on health. The research approach was qualitative and analytical-descriptive, using participant observation and content analysis according to Lawrence Bardin. The educational product developed included a didactic sequence based on the 5E method, which incorporates scientific dissemination activities to address the topic of selfmedication in Chemistry classes.
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Atividades de mediação de leitura em aulas de química sobre alimentação saudável e tabela periódica
(Universidade Federal do Pará, 2021-12-16) PAIXÃO JUNIOR, Hélio Nascimento da; PESSOA, Wilton Rabelo
The study of Chemistry can broaden the students' view of their universe of experiences, while considering such contexts can facilitate the understanding of this science. However, we realize that there is still resistance to its study by students, especially when faced with a teaching that privileges nomenclaturesand calculations. Such teaching makes the student perceive chemistry from a stereotyped view, or in his words, as 'an even more complicated version of mathematics'.The present work proposes to present and discuss contributions of the interaction between reading mediation and chemistry teaching, since the use of scientific texts as a didactic resource can be considered as a means of facilitating. We start from the idea that, arousing curiosity in the search for new information, motivates the student to get involved in their learning, so it is important to promote their enculturation from elementary school, with the use of scientific language in the teaching and learning process of Chemistry. This research aims to propose reading mediation as a didactic resource in the teaching of Chemistry, through scientific literature, with the use of scientific articles - AC or scientific popularization texts - TDC, in order to promote and improve the construction of knowledge in the classroom. AC or TDC reading mediation are used as learning vehicles for students in the first year of high school, in a School of the Public Teaching Network of Ilha de Mosqueiro/PA and, above all, as a way to help students to think and to position itself critically before society.The preliminary results of this research suggest that reading mediation, associated with writing and discussion activities are relevant factors in the acquisition of chemical knowledge, contributing to the formation of a conscious and critical student about social problems. In summary, this interaction established between reader and scientific text can contribute to making learning more effective.
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Ensino de ciências na educação de jovens e adultos: aproximações com a perspectiva freireana
(Universidade Federal do Pará, 2023-05-12) SILVA, Marcelo Eduardo Silva da; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585
This work was guided by the reality of Youth and Adult Education (EJA), where the reproduction of social inequalities is crystallized, where two actors stand out, teacher and student. The question that motivates the research is to know how activities based on the curricular proposal of the Freirean Thematic Approach - ATF can contribute to the teaching and learning of science in this modality. To do so, we used as theoretical reference the contributions of Paulo Freire and Demétrio Delizoicov, called Generative Themes and Freirean Thematic Approach respectively. Both made it possible to achieve the general objective, which was to investigate the contributions of activities based on ATF for science teaching and learning, in the 2nd stage of EJA, in a peasant school in the municipality of S J. de Pirabas / PA. The main results found, pointed out that the aforementioned approach is perfectly feasible, as it proved capable of producing: relevant knowledge, motivated students to continue learning and mitigated evasion. In addition to demonstrating the importance of praxis as a tool that provides not only a progression of year / stage, but the transition from ingenuity to criticality. The aforementioned experience provided the construction of an Educational Product in the form of a Guidance Guide for Developing Activities Based on ATF, aimed at EJA classes. In which a rupture with the conceptions of teaching of traditionalist nature is presented, because it uses social contradictions linked to the knowledge of science contained in BNCC as an increase of the school curriculum.
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Formação docente em contexto: processos de investigação-ação sobre a abordagem de conhecimento químico nos anos iniciais
(Universidade Federal do Pará, 2018-12-20) CASTRO, Elias Brandão de; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585
The qualitative research focuses on four teachers, who were motivated to constitute a research/ training group, in the school context of the initial years. Objective understands: in what terms a formative experience in the context of action-research work (IA) can contribute to the teachers of years in which they discuss and promote a knowledge approach in their classes? To that end, it was assumed as ideas of W. Carr, S. Kemmis (1998) and J. Elliott (1990) from the perspective of the concepts of AI, thus being recognized as potential of the methodology, teacher-researchers assumed themselves in the investigative process of practice. Thus, from the needs of (in) formation that emerge from the narratives of the teachers and the clothes traced by the adopted methodology of methodology, was designing the training designer, through Assisted-Collaborative Formative Meetings. The instruments used were: training diary, questionnaires, audiovisual records and interview. I analyzed the data following the guidelines of the Discursive Textual Analysis (MORAES and GALIAZZI, 2007). The deconstruction and reconstruction of the corpus, through concepts and meanings, emerged three axes of analysis and (1) Chemical Knowledge: reflections and dialogues experienced in practice. The results revealed that: a) initial teacher training, in large part, coincides with its fragmentation between theory and practice in science and incident education; b) the group, composed of teacher-ASSESSOR and teachers-COLLABORATORS, took active positions in the treatment of Professor Ana's problem and in the approach to the theme "Chemical transformations and the rusting process", each making use of the autonomy of judgment, in the reflective movement, for collaborative decision-making, assuming in action the theoretical contributions and new / other professional experiences fostered c) The AI process incorporated innovative elements of the theoretical conception of Science Teaching in the initial years, making it possible to train reflective teachers and researchers about the practice itself, through the planning and implementation of actions, directed to the treatment of problems experienced in the professional exercise.
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Interações discursivas e indicadores de habilidades cognitiva sem atividades experimentais investigativas de ensino e aprendizagem em um clube de ciências
(Universidade Federal do Pará, 2022-03-17) COELHO, Antonia Ediele de Freitas; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The investigation teaching has been used by several teachers as a didactic-methodological strategy that aims to achieve, in addition to more effective participation of students, greater development of the teaching and learning process in several areas of education, especially in science teaching. Thus, active teaching methodologies that use practical activities associated with manipulative actions, such as Investigative Teaching Sequences (ITS) can provide moments of Discursive Interactions (DI), in which scientific knowledge can be characterized in more evident ways. Thus, this study analyzed how the forms of DI that take place during an SEI, about concepts involving the problem of sound, cooperate with the emergence of Indicators of Cognitive Skills (ICS) in eight students participating in the Science Club “Prof. Dr. Cristovam W. P. Diniz”. We characterized this research as qualitative, using micro genetic analysis to interpret the verbalized DIs perceived in the relationships established between the monitors and the students participating in the Science Club. We tried to identify these ICS in writings and drawings produced by these students, besides elaborating and characterizing an SEI composed of five stages, having as support the concluded research and the experience of the author during the years of performance as a monitory teacher of this space. For data triangulation, we used videotaping, observation, and analysis of written and/or drawn records. The Science Club is considered a non-formal educational environment for teaching, research, and extension of didactic actions focused on Science and Mathematics in fifth and sixth-grade classes of elementary school. With the analyses performed, we identified that the skills developed by the students during the DI are continuously related to the desired proposal, and it was possible to notice ICS based, above all, on the organization, exposition, and explanation of ideas. On some occasions, we evidenced the concentration of mental resources, identification, and analysis of the hypotheses, besides the justification of the results. The generalization of the problem was also evidenced in some episodes. These ICS occur on occasions simultaneous to the IDs that express, mainly, requesting information, providing clues, mirroring, problematizing, and restructuring.
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Interações sociais em aulas de química: a conservação de alimentos como tema de estudos
(Universidade Federal do Pará, 2005-10-28) PESSOA, Wilton Rabelo; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127
Besides the increasing interest on science class discursive practices, I consider that we still know a few about significance processes on chemistry classes. This study aimed to analyze, from a historic- cultural approach, the discursive interaction developed by me and my students during a series of Chemistry classes which took place in a state public secondary school located in the outskirts of Belém. My objective was to analyze the process of signification at Chemistry classes from a thematic approach of knowledge, in which I discussed the processes of food conservation as subject of study. For such, I conducted the analysis as a case study, of the performance of three students through their written answers at different times of the activity and their participation in the interactions occurred in the groups. The classes were videotaped and transcribed. I analyzed the discursive interactions microgenetically, trying to evidence the voices involved in the process of signification. The points of view present in the discussion consisted of : a) the voice of empirical observation of the phenomenon; b) the voice of the students previous daily experiences; c) the voice of the students previous school knowledge; d) the voice of the scientific discourse, introduced by me during the interactions. The considering or not of different points of view showed by the students has constituted limits and possibilities to the concept sense elaboration developed during the classes. These results call attention for the importance of teachers adoption of a dialogic interactive communicative approach, giving value to different perspectives explanation and confrontation.
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Problematização da docência e aproximações à inovação didática na formação continuada de professores de ciências
(Universidade Federal do Pará, 2022-06-08) ABREU, Josyane Barros; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
This research is motivated by concerns from my first teaching experiences, still in my undergraduate studies, which persist to accompany me even in the present time. As a result of them, I seek to understand in what terms formative experiences, shared by science teachers, within a continuing education, inspired by the Biographical Project Workshops, express the problematization of teaching and rehearse Teaching Innovations. This is a research-training, based on the (auto)biographical method, which explores life and training histories of fourteen (14) teachers who teach Science, in an in-service training. The results were possible because the participants of the research sought, in their own way, the continuing education, for already feeling dissatisfied with the way they were teaching. Even so, they arrive at the course wanting to learn "recipe packages" to better teach their students. However, they are surprised by experiences that lead them to question their teaching practices, awakening in them a more reflective and inquisitive look at themselves, personally and professionally, leading them to investigate their own practices and to recognize limitations in their performance, which awakened in them the desire to try new/other ways of doing things in their teaching. From this, new beginnings emerge, which awaken in the participants the feeling of incompleteness and guide them to a process of self-knowledge, which makes them responsible for their (self)forming and transforming power, allowing them to act on themselves and to operate their own didactic choices, which rehearse, in their teaching, Didactic Innovation. In view of the facts reported, I argue that Didactic Innovation is constituted as a product and process of selfknowledge of teachers through autobiographical formative experiences, shared in dynamics of continuing education and problematizing of teaching, constituting a possible way to produce innovative views on the teaching practice open to becoming.
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Processos de (auto)formação para o ensino de ciências nos anos finais do ensino fundamental: experiência de uma professora formadora
(Universidade Federal do Pará, 2023-05-11) MORAES, Ivone Nazaré Monteiro de; PESSOA, Wilton Rabelo; https://lattes.cnpq.br/0244057330247829; htps://orcid.org/0000-0002-9966-9585
Tache training is a crucial theme for the quality of education, since its initial training that should be based on the acquisition of a solid base of theoretical and practical knowledge, and its continuing education that has a fundamental role so that the teacher can update and improve constantly. This work presents an investigation that took place through a research-training in a municipal school with seven (07) science teachers of final years, over two months through meetings of (self)formation with the use of narratives as a training process, as one of their characteristics they make use of reports of lived teaching experiences that carry with them meanings and relevant learning, because they present a fundamental role for the construction of knowledge and because they allow the self-reflection of practices and experiences for the construction of new knowledge and contribute to a more collective formation, their aspects will be presented during the. But, collectively, its aspects will be presented during the (self- )formation process and the realization of how they can contribute to the recent training of science teachers in the final years. The profile of the self-forming meetings or knowleding, the construction of a group of teachers with a guiding question, the formative aspects emerging from the analysis of the texts produced in (self-)formation, and the reflective report of the trainer are presented in detail. From this (self-)formation process, an educational product (PE) was created in the form of a formative itinerary for science teachers in the final years, which will serve as a formative model, allowing those who have access to it to apply and adapt it for reproduction in a school environment or wherever necessary
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Qualidade da água doméstica como tema para o ensino de processos de separação de misturas no ensino fundamental: aproximações com a perspectiva CTS
(Universidade Federal do Pará, 2021-10-13) REIS JUNIOR, Nixon José da Silva; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585
This dissertation presents an action research in the scope of citizen formation, based on the production and use of an educational product. Faced with the need for science education aimed at citizenship and ethical values applied to socio-environmental conflicts where there are influences of scientific and technological factors, this research has as general objective to verify possible potential for citizenship education and the teaching of processes of separation of related mixtures to water treatment, from the application of thematic material produced by the researcher professor. The research has a qualitative nature and the results were organized from approaches to content analysis of textual productions of students and observations and reflections of the researcher teacher, who mediated the process in a dialogic way. The results show some contributions regarding the general objective, however the emergence of adversities and lack of student interaction during the application of thematic material allowed the emergence of new reflections on the planning, elaboration and application of a thematic material in the STS perspective.
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Saberes populares na produção de derivados da mandioca como ferramentas para o ensino de conceitos científicos
(Universidade Federal do Pará, 2019-06-13) DURAES, Murillo Rodrigo Nazareno Albuquerque; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585
The dawning of science and the emergence of new technologies from the beginning of the last century gave rise in the world to an overvaluation of scientific thinking in relation to other forms of understanding reality; thus, much knowledge were being cast aside or subjugated to the evaluation of "right" or "wrong" by the "truth-keepers." In recent years this most dogmatic view has been overlooked, and much progress has been made in seeking connections between what one learns in academies and what one knows empirically. In this aspect, the school has among its various functions the task of questioning exclusionary paradigms and when necessary to seek new elements that make the teaching and learning processes more broad and meaningful. Thus, this research aims to investigate how the popular knowledge present in the production of cassava derivatives, especially flour, can serve as tools for the teaching of scientific concepts, particularly of chemistry, in order to contribute to the construction of a society that values its local culture more and has greater respect for the past generations. Through a qualitative approach that approximates the ethnographic characteristics, a brief theoretical survey was initially carried out in which information was sought about what has been the object of study of research on the subject and also to know other relevant aspects of it. Field visits were also carried out in which two family farms producing cassava flour were interviewed in order to know the process of obtaining cassava flour and to perceive through the lines and practices of them possible connections between the popular knowledge and the students. Using the analysis of content according to Bardin (2011) identified through these lines and practical possibilities of dialogue between knowledge with great potential for teaching key concepts such as: combustion; mixtures; separation processes of mixtures; organic and inorganic substances; hydrolysis; toxicity etc. It is important to emphasize that there is still a lot of work to be done to build a more egalitarian and just school; however, the search for new teaching approaches that value local identity, the knowledge and the language of the people is an important step to be taken; and without doubt, positive
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Sentidos subjetivos relacionados com a motivação dos estudantes do clube de ciências da ilha de cotijuba
(Universidade Federal do Pará, 2012-12) ALVES, José Moysés; PESSOA, Wilton Rabelo; RODRIGUES, Ana Maria Sgrott; SANTOS, Janes Kened Rodrigues dos; SANTOS, Patrícia Feitosa; CONCEIÇÃO, Luiz Carlos Silva
We aim in this study to know the subjective senses that affect students' motivation to participate in the Science Club from Cotijuba Island. We interviewed six students on their activities, the project they were doing, their relationships with teachers, colleagues, family and their Science classes at school. Students mentioned qualities of interpersonal relationships and characteristics of activities, which motivated them to join the club and Science classes in school. They also pointed out infrastructural problems and circumstances that discouraged such participation. These aspects, some specific of the historical and cultural context, appear in slightly different subjective configurations for each student. The approach taken seemed appropriate to understand the motivation of students in a systemic way.
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Ser ou não ser como nossos professores de ciências: proposição para uma intervenção afetiva no estágio do clube de ciências da UFPA
(Universidade Federal do Pará, 2017-07-07) FERREIRA NETO, João Amaro; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829
Objective of this work for the development and structuring of intervention proposals, which is the knowledge base. For a project, a bibliographical research with an intention to make a "diagnosis" of science teaching, in which there was a non-contemplation of the affective aspects in the curricular proposals, privileging a technical / metological instrumentation of the formation of Teachers that are Shown are not sufficient to change as forms as science teaches, repeating, with a different facade, the same ways of being of the teacher. We understand from the observation, that exists with the need to develop and systematize an instrument with could. Discuss, deliberately, an affective dimension as its main object of work in the initial formation of teachers. Thus, psychoanalysis should be used as a theoretical reference, to analyze how situations experienced by the trainees in the classroom with 8th and 9th grade students; No UFPA Science Club, which is set up in a didactic / pedagogical laboratory; And also to meet their demand for guidance in relation to the undisciplined behavior of students of Basic Education. To that end, a psychoanalytic clinic was used as an inspiration to make affective interventions with trainee teachers. Subsequently, a structuring of the processes occurred during this intervention was carried out, using as inspiration the procedure of the psychoanalytic clinic. We understand that the mediation between the facts lived by the trainee and his subjectivity, based on the instrument of the psychoanalytic clinic, placement in the process of passing from the complaint to assumption of responsibility, thus presenting as a viable resource for affective development. Two new teachers in the Their doing document during the internship, setting themselves up in a possibility of breaking the process of transgenerational transmission, which keeps the teachers in a repetition of ways of being in the classroom.