Navegando por Autor "SANTANA, Elisangela Barreto"

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Acesso aberto (Open Access)
Abordagem CTS no ensino de astronomia: formação de professores mediada pela situação problema “Centro de Lançamento de Alcântra”
(Universidade Federal do Pará, 2015-01-20) SANTANA, Elisangela Barreto; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468
This work is a result of focused research to understand the contribution and seize the possibilities and restrictions of the Science, Technology and Society (STS) approach, mediated by a situation – problem in continuing education teachers, in order to provide a reflective, critical and independent of science teachers in specific in Astronomy Education. The theoretical constructions around the teacher training are guided in the arguments of reflective teacher, but this very intentional reflective practice from the perspective of reflection to action. The weaknesses and astronomy education challenges are presented in the theoretical frameworks and the construction of a new reference in this context was given by the discussions and buildings around the case "Alcântara Launch Center". The environment that composed this research was a continuing education course, aimed at science teachers in the context of an action research as part of a qualitative research. The study gathered seven professors of federal network, state and municipal school, which through an investigative action, in inverted symmetry format, appropriated the theoretical and practical frameworks of STS teaching approach. The analysis methodology, my choice was the discursive textual analysis by understanding it as a facilitator of the process to seek, express and construct meaning the investigated field. In this respect, I realized the relevance of excerpts related to the constructions of knowledge and training buildings, which led me to organize and present the results in two sections, namely: (1) citizen Education: articulating CTS and scientific knowledge on astronomy: this section includes buildings necessary for the appropriation of scientific knowledge related to the issue and problem Alcantara, (2) Reflective training for professional intentional action: in which converged the prospects of reflex actions in the sense of reflection for action, converging different perspectives of the subjects around personal and professional values, necessary for conscious and intentional professional action. The work showed me the practical value of the STS approach and the possibility of Astronomy teaching be presented in context, and reflective practice. As for teachers, provided the construction of a new framework and the possibility of a differentiated pedagogical practice, focused on civic education.
Acesso aberto (Open Access)
O uso de situações-problema no ensino de ciências: perspectivas diferenciadas sob orientação CTS
(Universidade Federal do Pará, 2019-12-16) SANTANA, Elisangela Barreto; VALENTE, José Alexandre da Silva; http://lattes.cnpq.br/0655992254353831; https://orcid.org/ 0000-0001-9551-3498; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
The Thesis presented here resulted from an action research in collaboration with science teachers of a Assistance School of a Military Command of Belém, Rêgo Barros state of Pará, within the Collective of Study. The characteristics adopted are own the qualitative research. We had previously experienced in teacher training, using problem-situations that mediate the STS teaching approach, allowed us to think the possibility of its insertion in basic education, especially in the final years of elementary school. Thus, we propose to investigate in what terms the use of problem-situations contributes to science education, in the context of the STS approach, notably with regard to didactic and pedagogical aspects, in the context of a study group. involving teachers who teach science? We focus our aim on investigating the contributions that the use of problem-situations, mediated by the STS approach, brings to science education, in the final years of elementary school, with regard to the contributions to problematization, critical scientific literacy and the didactic and pedagogical aspects of the STS approach, namely we were interested in investigating the use of problem-situations as a didactic and pedagogical strategy. The research was conducted at the school, with about 1,200 students from 6th to 9th grade. Through four pedagogical projects, we use problem-situations to initiate and insert STS discussions, stimulating the development of autonomy, scientific literacy and critical thinking for decision making. The activities of the Group of Studies were held during three semesters and later, we follow the activities of teachers with students. During the research period, the teachers publicized their activities in events and periodicals in the area. For data collection we used the training diary, questionnaires, interviews and the audio and video recording of the meetings of the Group of Studies. We appropriated Discursive Textual Analysis as analysis strategy. Finally, from the experience we had, together with the teachers, it was possible to consolidate our hypothesis raised a priori, favoring the delineation of the thesis that “the resignification of the teaching and learning process is plausible in a collaborative context, in a democratic constructions, where teachers' experiences are the starting point, taking into account their demands and criteria as to what is acceptable, feasible and didactic and pedagogically consistent with their reality. Therefore, working with problem- situations has proven fruitful in the STS teaching approach, when it takes into account content needs, student needs and teachers' didactic and pedagogical of teachers”. We believe with this, that Science teachers, from different educational levels, will be able to meet proposals that allow their students an extended education, based on critical scientific literacy, with a view to citizen education. We have an empirical basis to believe in the possibility that a proposal like this can subsidize the practice of other teachers, inspiring and generating transformations in those who are concerned with their teaching practice.