Navegando por Autor "SILVA, Maria de Fátima Vilhena da"

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A circulação de ideias sobre biodiversidade por professores de ciências e biologia nas abordagens CTS e patrimonial ambiental
(Universidade Federal do Pará, 2014-02-27) GONÇALVES, Adriane da Costa; SILVA, Maria de Fátima Vilhena da; http://lattes.cnpq.br/0996110060293347
The aim of this research is to analyze how the inter-collective ideas about biodiversity circulate in the pedagogical practices of teachers of Science and Biology based on STS and PEE approaches. It aims at identifying and characterizing the Thinking Styles that these teachers have about biodiversity in light of Fleckism epistemology. The present study, a qualitative approach, similar to the Case Study, was attended by 22 teachers from Elementary and Secondary public schools in the city of Igarapé-Miri/Pa. I utilized the methodology of Focal Group as a tool for the construction of empiricism in two Working Groups accomplished during the I Colloquium on Biodiversity, promoted by the Postgraduate Program in Science and Mathematics and for the Group of Studies and Research in Patrimonial Environmental Education. The analysis of this study is anchored in some analytical devices of Discourse Analysis (Orlandi, 2012), Discourse of Collective Subject (LEFÉVRE; LEFÉVRE, 2005) and the Fleckism categories (Fleck, 2010), as analytical tools. For this analyzes, the data were categorized according to approximations and similarities and commonalities of speeches. For identification and characterization of the Thinking Styles presented in the teachers' speeches, I used four elements that constitute the TS, based on Fleckism referential, which are: 1) how to see, understand and realize; 2) Body of knowledge and practices; 3) Sharing by the collective; 4) stylized language. The results indicate the existence of three Thinking Styles on Biodiversity: Biodiversity in the ecological view, Biodiversity as economic potential and Biodiversity as environmental patrimony, being it considered a style in transition, on the grounds that it begins to be thought and designed from the activities of the Colloquium. The analysis also elucidated the conceptions of teachers about the STS interrelationships. These are based on Salvationist perspective of Science, in education for citizenship and as technological resources. The TS in transition "Biodiversity as environmental patrimony" comprises a thinking and an action more critical, because it incorporates environmental issues, social, economic and political aspects in an interdependent relationship and interrelationships among living beings, once its critical dimension is an important element in the STS and Patrimonial Environmental approaches.
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Estilos de pensamento sobre biodiversidade em pesquisas de educação ambiental Publicadas no EPEA
(Universidade Federal do Pará, 2013-03-21) SILVA, Emlly Hanna Souza da; SILVA, Maria de Fátima Vilhena da; http://lattes.cnpq.br/0996110060293347; https://orcid.org/0000-0002-0800-2444
The objective of this investigation was to analyze the epistemological contributions of Fleck and the theory of social representations in the context of the Environmental Heritage Education published in EPEA about biodiversity. The research was guided by the following question: What styles of thought about biodiversity articles circulating on the Meeting of Research in Education Environmentally EPEA and how they are linked to the Environmental Heritage Education? The research object is the theme biodiversity; the locus of research are 11 approved articles in the six meetings of Research in Education Environmentally EPEA performed in the years 2001, 2003, 2005, 2007, 2009 and 2011 Data analysis strategies are some of the content analysis proposed by Bardin involving the organization of the analysis, coding, categorization and inference. According to Fleck's epistemology results enabled the identification of eleven styles of thought circled in twenty-eight articles on biodiversity published in EPEA, namely: Environmental Equity; Utilitarian; Systemic; Naturalist / ecological / biological; Humanist; Environmental Criticism; Cultural; Conservationist; Scientific; Resolutivo; Sustainable. A collective of 28 researchers who presented papers on biodiversity in the approach of EPEA Environmental Heritage Education has been identified as one of the styles of thought on the topic biodiversity. The continuing education of the authors who had their articles are approved EPEA level of specialization, masters and doctoral degrees. The survey results indicate that some styles circulating in the collective esoteric and exoteric thoughts. The identified representations are noted for traditional ideas agreed by ecologists naturalistic, utilitarian and decisive nature of biodiversity. In this sense, I highlight the need to broaden the discussion of biodiversity research for a context involving economic, social and political issues. Already the most critical styles appeared outnumbered and intermediate styles, ie, are not traditional nor critics also had fewer occurrences. In this context it is necessary that the styles of thinking about biodiversity author of EPEA break with the already established traditional ideas and evolve into the most critical styles.
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Estratégias prevencionistas à doenças causadas em locais de riscos em período chuvoso em Limoeiro do Ajuru – Pará.
(Universidade Federal do Pará, 2019-01-15) OLIVEIRA, Jackline Leite de; SILVA, Maria de Fátima Vilhena da; http://lattes.cnpq.br/0996110060293347
The natural disasters can cause public calamity on the grounds of the flooding areas associated with rainfall indexes, which cause diseases and health problems in a certain population in the city of Limoeiro do Ajuru. The objective of this research is to contribute to the risk management and minimization of diseases prevailing during the rainy season in the city of Limoeiro do Ajuru. The research used the methodology of quantitative and qualitative analysis, rainfall data from 2007 to 2017 of the station Joana Coeli, on the website of the Agência Nacional de Águas (National Water Agency), clinical data of the Municipal Hospital of Limoeiro do Ajuru, data from the Sistema Estadual de Saúde Pública (State Public Health System), in addition to the semistructured interviews that helped to outline the social, economic and acculturation profile of the target public, these data were tabulated in a spreadsheet. The results obtained in the ten years, 2007 to 2017, revealed the pluviometric behavior associated to the prevalence diseases indexes: acute diarrhea and acute respiratory infections, which correlate the research areas with flood spots in the streets: Nova 4, Juscelino Kubitschek, and Umarizal, these being selected by the addresses of the demands affected with the diseases that were attended in the Urgency and Emergency of the city. The research had the following conclusions: It was found a correlation between rainfall indices between acute diarrheal diseases and acute respiratory infections, and floods and the sociodemographic profile of the target population, revealing the need for education and health investments, as well as sanitation in the areas. To partially comprehend this issue, the need to create a booklet that points out preventive measures and that can minimize prevailing diseases emerged in this research. The release of the booklet will be the responsibility of the Conselho Municipal de Saúde (Municipal Health Council) to other social sectors and populations subject to the problem of flooding in the city Limoeiro do Ajuru.
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Fundamentos epistemológicos da educação socioambiental
(Universidade Federal de Mato Grosso, 2022-04) LUZ, Priscyla Cristinny Santiago da; SILVA, Maria de Fátima Vilhena da
This article aims to present the epistemological foundations of Socio-Environmental Education from a theoretical study carried out with a view to the assumptions that guided Environmental Education from the 1970s. This is, in this sense, a bibliographical research carried out in books, documents, articles and periodicals, in which it was questioned: the guidelines that have guided environmental education in recent years indicate which epistemological relationships of socio-environmental education?.Data analysis was performed using the technique of content analysis, with the aim of generating interpretations, inferences and categories that unveiled epistemological elements of socio environmental education. The compiled material was structured in three pillars (categories): a) nature and society relationship; b) environment and heritage relationship; c) environment and citizenship relationship. These categories were mainly supported by the Complexity of Knowledge Theory, from the point of view of Edgar Morin (2007, 2010), Morin, Ciurana and Motta (2009); in the Environmental Complexity proposed by Enrique Leff (2003) and in the discussion about interdisciplinarity based on the conceptions of Silva (2009) and Fazenda (2011). It is concluded, therefore, that the epistemological bases of socio-environmental education evidenced by the research align dialogues and conceptions of knowledge for understanding and acting on socio-environmental issues in a complex, interdisciplinary way and make it possible to design/articulate practices educational transformative.
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Impacto da educação patrimonial na formação de professores do município de Vigia de Nazaré
(Universidade Federal do Pará, 2007-03-23) SILVA, Luiz Rocha da; SILVA, Maria de Fátima Vilhena da; http://lattes.cnpq.br/0996110060293347
The focus of this project of Heritage Education is based on dialy elements and local culture in the city of Vigia de Nazaré, in the state of Pará, Brazil. The main objective of this investigation was to intervene in the pedagogical practice of the teachers in Vigia, with the proposal to give to them methodological subsidies to work with Heritage Education. Also verifying, from the point of view of environmental evaluation and recovering the memory of cultural identity, the content and the possibilities that can be pedagogically worked in the classroom using Heritage Education. To reach this objective, among the priorities used were the formation workshops with 31 teachers who provided individual and collective registers, observations, lessons outings, museum goings and making of script. The results showed that the subjects of the workshops could realize the cultural and social implications of Heritage Education in formal and non-formal educational field. Teachers, students and community were influenced by the collective commitment to preserve and to conserve the local social environment and heritage culture. Even with the levels of destruction of the heritage environment and the feeling of losing the cultural identity in the city, the work had its positive results in the sense that the participants became concerned with the formulation of new planning that includes the Heritage Education in school curriculums. The incentive to use Heritage Education had a good repercussion from the teachers understanding, since they demonstrated a viable practice to take to the schools a consistent reflection on how to articulate the role of the school, social justice, public space and the teacher’s collective knowledge. Heritage Education is a way to form an educational consciousness to experiment a transversal approach and use heritage resources as objects of a cultural, historical and scientific investigation.
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Interdisciplinaridade: características e possibilidades para o ensino de física e química
(Universidade Federal de Mato Grosso, 2021-04) CATANHEDE, Severina Coelho da Silva; SILVA, André Flávio Gonçalves; SILVA, Francisco Hermes Santos da; SILVA, Maria de Fátima Vilhena da
This work seeks to list the number of articles published in some national journals that treat Physics and Chemistry in an interdisciplinary way.To further delimit the sample space, we limit ourselves to making notes only in relation to works focusing on Basic Education. The search was carried out from the word interdisciplinary in journals in the area of Science Education with Qualis/CAPES A1, A2, B1 and B2, between the years 2009 to 2019. The focus was on articles that addressed Physics and Chemistry in a way interdisciplinary as well as contributions from reading selected texts. The discussion will be made in light of the official education documents regarding interdisciplinarity. As a result, we can see that most of the papers dealing with Physics and Chemistry in an interdisciplinary way are concentrated in Higher Education, just as in the second five years it was possible to verify a substantial increase in the number of papers published in the journals analyzed. It was also possible to verify that the journals that contribute about 80% of all publications collected in our research are: Brazilian Journal of Science and Technology Teaching, Areté Journal/Amazonian Journal of Science Teaching and Brazilian Journal of Physics Teaching. Lastly, it alone has an impact of about half of the articles published for our analysis.
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Matemática e cultura amazônica: representações do brinquedo de miriti
(Universidade Federal do Pará, 2012-08-30) SANTOS, Ivamilton Nonato Lobato dos; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008; SILVA, Maria de Fátima Vilhena da; http://lattes.cnpq.br/0996110060293347
In the city of Abaetetuba-Pará there is a socio-economic practice of producing a local craft that has been consolidated as more a culture of Amazonian peoples. The 'toys miriti' as they are commonly known, are produced from a palm tree native to the Amazon, the miritizeiro (Mauritia flexuosa). Parts manufactured craft had its origin lost in time, but have maintained their tradition over the years by artisans who produce and market this craft, whose peak sales occur, first in June then in October, on the occasion of the Festival Miriti, in Abaetetuba, and the Candle of Nazareth, the capital Belém, respectively. These artisans, and reproduce in the toy scene in which Amazon daily living, demonstrate intent, invent and reinvent knowledge here understood as social representations. Thus, this study aims to analyze mathematical representations and heritage of craftsmanship present in miriti Abaetetuba; analyze parts, identifying school and non-school knowledge; analyze elements of cultural and environmental context that contemplate the environmental heritage education from the point of view of ethnographic , approaching the social, cultural and environmental aspects of mathematical relationships present in the toy miriti. The theoretical and methodological approach of this research is based on the Theory of Social Representations with ethnographic characteristics. Data were analyzed based on the discourse of artisans toy miriti. From Representations and conviviality with two groups of artisans - and ASAMAB MIRITONG-was perceived concern and respect for the environment by craftspeople in all stages of the production of handicrafts, missing a few tweaks to make this sustainable practice. The know-how of artisans is filled with culture and knowledge passed on informally and peculiar characteristic of the Environmental Heritage Education. Mathematical elements identified in parts, procedures and representations, are in some cases consistent with discusses in ethnomathematics.
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A prática pedagógica e a construção de saberes do biólogo no ensino de física na 8ª série
(Universidade Federal do Pará, 2007-10-08) MELO, Luiz Arlindo Ramos de; SILVA, Maria de Fátima Vilhena da; http://lattes.cnpq.br/0996110060293347
The work in focus was accomplished with licensed teachers in Biology that teach Physics in the discipline Natural Sciences. It presents some questions around the pedagogic work developed by these professionals of the education to overcome the difficulties found when they teach that discipline. To subsidize this study, I analyzed the curriculum of Biology graduation of two university, the conceptual mistakes in the didactic books and the relationships that settle down among these instruments, the National Curriculum Parameters and the knowledge educational of the teacher of Sciences. The theoretical subsidies that guide the investigation is centered in Paulo Freire's thoughts and his freedom practices of educating, in Isabel Alarcão's reflexive school, in the competences of Perrenoud, among other authors that make reflections about the pedagogic practice, and Orlandi, which discuss about the analyses of the Speech. To understand better the educational work developed by the teachers subject of this research, I analyze using observations, interviews and questionnaires how they built the educational knowledge in this professional's performance, although that they are not formed to the pedagogic exercise in Physics discipline. The data found in those teachers' voices show in this research model how much it is important to know to hear, to feel and to evaluate the hopes, the anguishes and other problems that interfere or aid in the educational practice. The study reveals some elements that are good to analyze how the teachers build and structure their pedagogic practices, be them reflexive or not, how they structure their thoughts about the teaching of Sciences, and what is the possible alternatives for an improvement in the quality of this practice. They also reveal that the didactic books are instruments that sustain the teachers' practice, above the ones that insist to be arrested to the curriculum established by the educational system, or to the curriculum of the initial formation. To conclude, finally, that a lot needs to be done to improve the scientific educational of the teachers, but in spite of that, we found teachers committed with the own professional formation. The construction of the educational knowledge are not just centered in the curriculum of professional formation, or in the reading of the didactic books, nor either in the pedagogic strategies, also the experienced and lived knowledge must be included in the built of this educational knowledge, to the knowledge built in the real society which the teachers are involved, of the reality of the school system, of the knowledge of the experience, so the construction is made with all the " arrangements " that the society exposes the teachers fallowed by one critical-analytic reflections.
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Representações de meio ambiente por crianças da educação infantil
(Universidade Federal do Pará, 2009-06-17) FREITAS, Maria do Socorro Sousa de; SILVA, Maria de Fátima Vilhena da; http://lattes.cnpq.br/0996110060293347
This study had as a goal to investigate the representations of children in the child education (EI) about the environment together with the environmental education, as a way to understand the relations that the child has about him/herself in the environment having as a main goal the ideas and images that they make about the environment. The research shows a qualitative approach with emphasis on the methodology of social representative theory of Serge Moscovici (1978); Jodelet et al, 2001) associated with the work of environmental perception, based on Del-Rio (1996); Tuan (1980, 1983) To the intervention process, it was used perception strategie, done in a exploratory ride and interpretative of the space in the classroom, and the “Jogo das Evocações”, whose illustrations were inspired in ambient typologies according to Sauvé et al. (2000) and Sato (2004) called as the inductive word environment. All activities were based by the oral expressions and pictorial of the children, and the data were analyzed by a graphical content and speeches contained in the social constructions of environment, in a child interpretation. The subjects of this research were 20 children of six years old, students of infant education of a public school in the Montese district in the city of Belém (PA). In this analysis of data, it became evident the geographical value in the ambient relationships, specially the ones of the scholar and familiar association of the children, expressed by the affectivity, fundamental element in the formation of personal identity and of the inter relations with the environment. According to the callings, the results showed that the children conceived the environment as a first calling problem, as biosphere as a second one and at last the nature. In the representational structure ass the environment as a problem it showed to b the Central Nucleus of social representations, that confirmed by the drawings and child talks, indicate the power of the spread of the media around its conceptions, these based in the necessity of preserving the environment, to guarantee the life of the planet.
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Representações sociais do ambiente, Igarapé da Rocinha, como patrimônio por crianças das séries iniciais
(Universidade Federal do Pará, 2008) BARROS, Jeusadete Vieira; SILVA, Maria de Fátima Vilhena da; http://lattes.cnpq.br/0996110060293347
This work investigates Social Representations related to the Igarapé da Rocinha (Rocinha Forest Stream), as a research site for students in the 4th Grade, Elementary Level, who are subjects of this research activity, from a school in the city of Vigia. The municipality of Vigia de Nazaré, the oldest city in the Amazon has a considerable historic and cultural heritage. Geographical characteristics in the Atlantic coastal town favor the fisheries sector, which is the municipality’s economic mainstay. In this work we observe the environmental patrimony in the city of Vigia de Nazaré, with emphasis on the Igarapé da Rocinha. This stream is now at an advanced stage of silting, mainly due to disorganized occupation along its banks. The theory that grounds this research is that of Social Representations, which has the objective of studying popular knowledge and the commonplace that is established in daily relations and practices of individuals and groups, serving as a reference for reading and interpreting reality. As instruments for collecting data for analyses we used: a) reflexive conversations (dialogues) with the studies leading to a discussion of the concept of Environmental Patrimony Education with a focus on the current state of the Igarapé da Rocinha; b) class outing for the students, monitored by teachers and researchers along a stretch of the Forest Stream; c) Seminar on Memories of the Igarapé da Rocinha told to the students by three residents of the city, ages 75 years, 50 years and 37 years; d) social representation of the Igarapé da Rocinha in drawings. The results obtained through productions by students showed an understanding and critical knowledge of the problem studied and a raising of awareness of themselves as capable of transforming their surroundings. The drawings and paintings by students showed their perception of the Igarapé da Rocinha as an asset to be preserved, as well as strengthening feelings of cultural identity and citizenship. The perspective of environmental patrimony education in the early years of schooling is important in forming an ecological consciousness, and can be broadly disseminated in educational circles with the expectation of dealing with the environmental dilemma.
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A transversalidade no processo de formação do educador patrimonial ambiental
(Universidade Federal do Pará, 2010-04-13) LUZ, Priscyla Cristinny Santiago da; SILVA, Maria de Fátima Vilhena da; http://lattes.cnpq.br/0996110060293347
This investigation aims to analyze the environmental educators‘ representations about environment questions which are considered relevant. It aims to understand the Environmental Patrimonic Education as education to the awareness formation about the ecological subject on the perspective that environmet is hentage. The investigation data were obtained during the Environmental Education Formation Course in Vigia de Nazaré/Pará, through a semi structured questionnaire with six questions and the interviewees‘ manifestations during this course. The individuals who made part of this investigation are High and Elementary School teachers, NGO representatives and high school students. The preliminar discussions are according to Orlandi‘s analyses (2007) of the discourse, and Lefèvre and Lefèvre‘s Collective Subject discourse (2005). To the analysis, data were organized into categories based on approaches and similarities discussed and on common questions about the discourse. The partial conclusions highlights a critical tendency in the majority of the Environmental Education conceptions, and the main themes that are developed in the educational works are related to the human subject‘s actions in the society, and its interventions on the environment. The educators on this research understand the environment is considered a humanity patrimone and their conceptions are close to the Critical Environmental Education theory, adopted by Loureiro (2006) and Carvalho (2006).