Programa de Pós-Graduação em Estudos Antrópicos na Amazônia - PPGEAA/Castanhal
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Item Acesso aberto (Open Access) Ações antrópicas para o uso de analogias na experimentação investigativa em um Clube de Ciências(Universidade Federal do Pará, 2019-12-13) MONTEIRO, Joana Menezes Corrêa; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806This research has for objective analyze types of Analogies manifested on one experimental investigate activity about electrostatic, with a group of children of 6th grade of primary school on a Science club. For that was use as reference base about Typology and Cognitive Analogy of Conceptualization (CAC), Processing Analogy (CPA) and Experimental Analogy (CEA), according with Francisco Junior (2010); as well the Investigative Teach Sequence in Experimental Activities (CARVALHO, 2013; MALHEIRO, 2016). A qualitative approach with characteristics of a participant research was used, had as investigate site the Science Club “Prof. Dr. Cristovam W.P. Diniz”. The participants were 4 teacher-monitor (PM1, …, PM4) and eight students (A1, …, A8). As data-making instruments was used photos, audio-visual records and Field Journal notes, with a transcription of the subjects speeches considering the Content Analyze (BARDIN, 2011). The results point that the use of analogies are recurrent in experimental activities of the Science Club. It is detach initials manifestations of analogy already in student’s previous knowledge, what permit a survey of hypotheses, problematizations and practice articulations of learning. On stage 6 – “Writing and Drawing” – of the SEI major manifestations of conceptual understanding about electrostatic were identified. On stages 2 and 3 that correspond to the solution of the problem and stages 4 and 5 – “Becoming Aware” and “Giving Casual Explanations”, a frequency of three typologies were identified, ACC, ACP and ACE in students speeches. Already in monitors professors the use of ACC was constant on both stages. It is concluded that as enhancer resource of learnings the use of SEI for a knowledge construction can generate significant results in teaching and learning process with the valuation of the use of Analogy in Science Education enlarging its use inside of anthropic and investigative aspects.Item Acesso aberto (Open Access) Aquaponia: uma ferramenta didática de ensino no IFPA-Santarém, Brasil(Universidade Federal do Pará, 2020-04-06) PAULA, Carla da Silva; SILVA, Luiz Rocha da; http://lattes.cnpq.br/0951402055398517; BARBOZA, Roberta Sá Leitão; http://lattes.cnpq.br/9331256487699477; https://orcid.org/0000-0003-2367-553XAquaponics has gained prominence as an important sustainable agrifood technology, this system incorporates both the production of plants and fish in a symbiotic relationship between these two components and the microorganisms present in the environment where the residual nutrients from fish farming are modified by bacteria into substances that can be absorbed by plants favoring their development. Thus, the use of aquaponics during classes incorporates knowledge of a variety of subjects from biology, physics, mathematics, agriculture, sanitation, engineering, technology and nutrition. This work aims to understand how the use of a sustainable aquaponics system can contribute as a teaching tool in the teaching practices of teachers at IFPA - Campus Santarém. To achieve the objectives proposed in this research, we used as methodology a semi-structured questionnaire with open and closed questions, analysis of the subjects' menus, in addition to a bibliographic review on the subject. The target audience of this research were nine professors from the IFPA-Campus Santarém who had some of their theoretical or practical activities using the aquaponics system as a teaching tool. The analysis of the data allowed us to realize that the use of aquaponics provides teachers with a more enriching teaching dynamic, capable of uniting practice and theory in an interdisciplinary way, even if it occurs in a less intense way, teachers pointed out the importance of using sustainable technologies in vocational training, highlighting the use of aquaponics as a positive ally in enriching the training of students in integrated education.Item Acesso aberto (Open Access) Caminhos de um Clube de Ciências na Amazônia em perspectiva decolonial: de suas origens a seus desdobramentos(Universidade Federal do Pará, 2021-09-09) CABRAL, Raimunda Ediane da Silva; RAMOS, João Batista Santiago; http://lattes.cnpq.br/8078757512392983; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806This research presents a study that aims to analyze whether decoloniality is present in the actions carried out at the Science Club Prof. Dr. Cristovam W. P. Diniz, pluralizing the perspectives of knowledge. Its construction emerged from reflections of the researcher's personal and professional life trajectory, that throughout the entire journey, made many ponderations about Mathematics Education and other Sciences, how they are passed on from generation to generation. Therefore, with the purpose to problematize the teaching and learning processes established in this non-formal science education environment, we applied a semi-structured interview, through the Google Meet platform, in which we seek to interpret the process of emergence and functioning of the Science Club, from a decolonial perspective. As a data decomposition tool, we used video recordings of the interviews, and then the transcription of the participants' speeches. The research methodological proposal consists of a qualitative approach, in which we use content analysis to analyze qualitative data and interpret information. The research environment is a differentiated educational space, that allows the teacher monitor to act in a different way as well. The research participants were the coordinating teacher, three monitor teachers and two students, totaling six (06) social subjects. During the analysis, we observed, in the participants' speeches the plurality of knowledge dialogues presents in the activities developed, the role of student and teacher monitors during the foundation and functioning of the Club and the involvement of subjects in the educational process. It was concluded that the Science Club Prof. Dr. Cristovam WP Diniz keep decolonial practices in his pedagogical activities, valuing students' prior knowledge, as also need to improve on issues involving the student's social environment, understanding that they are ties that go beyond the classroom and need to be questioned, that is, thinking from the reality of the other.Item Acesso aberto (Open Access) A educação escolar e a formação da identidade: um estudo em uma escola multisseriada do município de Igarapé-Açu/PA(Universidade Federal do Pará, 2020-06-25) SILVA, Wanessa Nogueira; CRUZ, Carlos Renilton Freitas; http://lattes.cnpq.br/7656601356595473; RAMOS, João Batista Santiago; http://lattes.cnpq.br/8078757512392983This work aims to understand how the school impacts the formation of the peasant identity of the community of “São Luizinho”, thus analyzing the pedagogical practices of teachers in the community and verifying in what sense they impact on the construction and/or enhancing the identity of the subjects in the field. The starting point was the following question: What has been the role of the school in the formation of peasant identity in the “São Luizinho” community, in Igarapé-Açu/Pa? The need for valuing and encouraging the formation of the identity of the subjects in the field is emphasized, considering that the field has a past of denial and silencing, being strongly marked by the assiduous struggle for the conquest and enforcement of their rights. Methodologically, the research is carried out in the qualitative paradigm, using the method, the case study and data collection techniques, the semi structured interview and the focus group. For data treatment and analysis, content analysis is used. The locus of the research is a multi-grade rural school in the municipality of Igarapé- Açu / Pa. The results indicate the importance of the teacher in the formation of the students' identity and, equally, in the valorization of the field and their way of life. It is noteworthy that the curricular proposal of rural schools does not differ from urban schools. Therefore, it is observed that, following a path contrary to the demands of the peasant movements, there is no Education in the Countryside, but only Education in the Countryside, since every effort to value the countryside and foster a peasant identity is part of the professionals involved in this process, there is no institutional project.Item Acesso aberto (Open Access) Entre números e narrativas, um estudo sobre o fechamento de escolas em localidades rurais na Amazônia paraense(Universidade Federal do Pará, 2019-08-08) SILVA, Josiane Nascimento da; RAMOS, João Batista Santiago; http://lattes.cnpq.br/8078757512392983Item Acesso aberto (Open Access) Estudo sobre persistência e evasão escolar em EJA no nordeste, Castanhal-PA: análise e proposições(Universidade Federal do Pará, 2019-06-27) XAVIER, Maria do Perpétuo Socorro Ramos; PIRES, Yomara Pinheiro; http://lattes.cnpq.br/5304797342599931; SERUFFO, Marcos César da Rocha; http://lattes.cnpq.br/3794198610723464; https://orcid.org/0000-0002-8106-0560Youth and adult education is a specific genre in the basic education, which is aimed to the inclusion of a group of people who were away from the educational process during their childhood or adolescence. Thinking about this thematic a study was designed and named “Persistency and school dropout in the EJA (Youth and Adult Education) in the northeast, Castanhal-PA: analysis and propositions”. With it, it was tried to identify factors which contribute for persistency and dropout of these social actors enrolled in the basic teaching in the EJA modality, in the northeast of Pará, in three municipal schools situated in far neighborhoods, which are formed by student from rural areas. The research was made with students, teachers, principals and specialists in education. We started from the hypothesis that the use of the DTICs (Digital Technologies of Information and Communication) and varied methodologies in context at school which offers the EJA tend to decrease school evasion. The theoretical contribution of this study anchored in authors like Arroyo, Bordieu, Freire, Patto and Fazenda, who talk about the actors inserted in various social contexts which are fundamental to resignify human relations, fair and solidary, and Fernandes, Pires, Ramos and Seruffo, who have “designed” a pedagogical practice in the amazon context of the EJA social actors, emphasizing student’s otherness glimpsing social and teaching work in the dynamics of the institutions. The data were acquired by means of quantitative and qualitative research, selected and analyzed, displaying which school presents the highest evasion and/or school persistency indexes. Rede Bayesiana was used while computer intelligence strategy, by which variables are verified which can be taken into consideration to identify successfully the reasons of evasion and/or school persistency of the EJA students in Castanhal-PA. The reached results show factors, which most contribute for the dropout of these actors of EJA at school, like “low grades”, “lack of interest”, “disease” or “work” matters, like the distribution of frequency of the profile of evaluated students, among others. It was noted, also, that the use of different methodologies in an interdisciplinary perspective and the use of the DTICs in the classrooms tend to decrease school dropout, increasing the persistency of students, enabling the conclusion of the studies in the basic education and, thereby, providing them reading and writing development, the ability to solve problem situation and the search for professional qualification and social insertion.Item Acesso aberto (Open Access) Experimentação investigativa com a música corporal: ensino e aprendizagem interdisciplinar no Clube de Ciências Prof. Dr. Cristovam W. P. Diniz(Universidade Federal do Pará, 2022-06-29) GUEDES, Marina Donza; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806This study aimed to analyze the possibility of using Body Music in the stages of the Investigative Teaching Sequence (SEI), based on the work of Carvalho et al. (2009), with theoretical support in Ausubel's meaningful learning. The research participants were 6 professors from the Science Club Prof. Dr. Cristovam W. P. Diniz, located at UFPA – Campus Castanhal. The research was developed from a Body Music workshop given by the author to stimulate the teachers' perception of the sounds of their bodies, as well as to identify the limits and possibilities of investigative experimentation with Body Music in the interdisciplinary teaching formation of the Science Club. Prof. Dr. Cristovam W. P. Diniz. For that, a case study was used as a qualitative method for the constitution of information, supported by the theoretical and methodological assumptions of the participant research. The workshop was carried out through Google Meet, lasting four hours, organized in two synchronous meetings on alternate days and one hour of asynchronous experimental activities sent by WhatsApp. In the asynchronous meetings, questionnaires with open and closed questions were made available to survey the impressions and possibilities of implementing Body Music in the Science Club. From the technique of data collection by indirect observation called primary source, it was possible to observe the importance of Body Music for teacher training as a stimulus to creativity, expression, perception of oneself and the other. The sounds extracted from the bodies by touch, beats, chants and whistles led to highlight the approach and accessibility of music for science teaching. As it is a device common to everyday life, it can contribute in an interdisciplinary way by allowing the approximation between science and art in the Science Club. Through the study carried out and the pedagogical suggestions presented by the participating teachers, it was possible to understand that Body Music can help and foster the educational process in the Science Club as an integral part in the construction of the individual, in stimulating investigative experimentation with their body. in the creation of improvised music, spontaneity and in the discovery of artistic skills. The interdisciplinarity that is present in SEI's pedagogical proposal is fundamental for the interaction between science and art and music and science.Item Acesso aberto (Open Access) Jornada ao centro da COHAB: pesquisa-ação e ecopedagogia em escolas e conjuntos habitacionais: (experiências no Cerrado e na Amazônia)(Universidade Federal do Pará, 2019-07-31) COELHO FILHO, Nereu Cavalcanti; BARBOZA, Roberta Sá Leitão; http://lattes.cnpq.br/9331256487699477This academic work is a journey to the center of the COHAB program (housing estate). In this journey, popular culture and science tools are used in theory and practice. Urban peripheral landscapes are spaces that reflect the urban geography of popular housing, supported by statistical housing data and the residents' view of their homes. Bibliographical research was carried out on the urban and housing issue in Brazil, focusing on two states: Pará and Minas Gerais, where field surveys were carried out in the housing estates of two municipalities (Bragança-PA and Patos de Minas-MG), in two biomes (Amazônia and Cerrado). In interviews and exchange of sustainable ideas with the residents, knowledge was woven into intercultural collaborations. When researching the housing deficit and the housing program Minha Casa Minha Vida, it was sought to understand how this program was developed in order to remedy homelessness in the country. It was developed action research and ecopedagogy practices, both as means of research, as well as a teaching laboratory for the development of materials and pedagogical methods. Subsequent to the bibliographic study and field research, some possible sustainable solutions for COHAB housing are proposed. Sustainable techniques of Permaculture are presented, which provide a more ecological management in human occupation. There was a practical study of some of these techniques in school space, and with these experiences it was possible to verify that there are many possibilities for creative actions in ecopedagogical education, where different age groups in different spaces (classrooms, squares or streets) can think together about topics related to housing and ecology. All these research processes led to the creation of pedagogical materials and methods, which stimulated ecological literacy and the valorization of ethnobiodiversity. In this journey, it was possible to cooperate and disseminate sustainable techniques, in an academic and popular laboratory that united knowledge in thinking about the "house" and its geographic dimensions (philosophical, environmental and social), exercising collective thinking from scale models and games built and reflected in the COHAB housing study. The journey is a decolonial turn in the dwelling field, space that it is territory and place to educate.Item Acesso aberto (Open Access) Livro infantil multiformato em sistema pictográfico: lançando a semente da inclusão pela via literária, em estudo com professores e seus alunos com TEA(Universidade Federal do Pará, 2023-12-05) LAGO, Mara Rita Araújo; PIRES, Yomara Pinheiro; http://lattes.cnpq.br/5304797342599931; https://orcid.org/0000-0001-7724-6082; TRUSEN, Sylvia Maria; http://lattes.cnpq.br/1704721088122823Children with autism, for the most part, need specific mediation and adaptations that can contribute to their learning, among them the following stand out: the multiformat children's book, studied in this research. Thus, the following research question was addressed: how is the adapted book an important tool to contribute to communication, as observed by the researcher and the professors? This study aims to describe the interaction between children and the multiformat children's book, based on the observations made explicit by the teachers in the research questionnaire. The methodology employed consists of a qualitative approach, the data collection occurred through documentary and bibliographic research and online and face-to-face questionnaires, carried out in a school, in early childhood education, in the municipality of Castanhal Pará, involving as subjects, teachers and their autistic students. The results of this work showed how multiformat children's books can help teachers in the methodological aspects in relation to storytelling for their students with autism, stimulating them in communication, understanding the plot of the narrative that permeates the story, having a positive scope, contributing to broaden their development and learning.Item Acesso aberto (Open Access) Manifestações de incidentes metacognitivos através do discurso do professor em sequência de ensino investigativa de matemática(Universidade Federal do Pará, 2021-12-09) SILVA, Luciana Evangelista da; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806The present study aims to analyze how the monitor teachers speeches allow dialogic interactions for manifestations of students' metacognitive incidents in a mathematics Investigative Teaching sequence (ITS) in the Science Club. The work presents characteristics of participatory research with a quantitative-qualitative approach, and the place of investigation was the Science Club Prof. Dr. Cristovam Diniz located at UFPA- Castanhal. It was developed with eight sixth graders aged between 10 and 11 years old and had the collaboration of four monitor teachers. As methodological procedures, an investigative teaching sequence of geometry was applied, in which audio and video recording was adopted with transcripts of selected episodes for each stage considering the content analysis. For data analysis, we were guided by the transcription, description and interpretation of the dialogic interactions produced during the ITS, which had as a proposition the construction of a castle with modeling clay and a toothpick for the discussion of geometry issues. The results show that the dialogic interactions present between teacher monitors and students allow the emergence of rhetorical and dialogic speeches, of which the providing clues, instigation, re-mirroring and opposition are the characteristics that most appear and have strong influence on the emergence of metacognitive incidents. For the occurrences of metacognitive incidents, it was observed that in a total of 255 turns of the students, 83 of these were classified as metacognitive incidents (33%), also found when analyzing each step separately also found when analyzing each stage separately in which we had the following percentages of evidence of metacognitive speech, stage 1: 10% (1/10), stage 2: 37% (21/57) and stage 3: 32% (61/188). For writing and drawing, it can be said that more than half appears metacognitive incidents 54% (13/24) all confirmation (100%). As for nature of the manifestation of Metacognition, it was observed that the metacognitive incident can help in the construction of knowledge in different ways, such as confirmation of reasoning, monitoring (questions), the change of opinions that can be positive or negative. In view of the above, this research moves towards contributing to the investigative experimentation of mathematics and considers the monitor teacher's speeches as prone to the appearance of metacognitive incidents, which indicates that there is still much field to be researched in alternative environments of Investigative Teaching, in particular in the discipline of mathematics, being possible and necessary for the debate in future researches and thus, the great importance of investments in this area of knowledge is reaffirmed.Item Acesso aberto (Open Access) O raciocínio hipotético-dedutivo e a experimentação investigativa no Clube de Ciências Prof. Dr. Cristovam W. P. Diniz(Universidade Federal do Pará, 2021-09-17) MOREIRA, Amanda Sylmara da Rocha; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806The present study aims to analyze how Science Club participants develop the Steps and the Reasoning Pattern if / and / then / and or but / therefore proposed by Lawson, based on the Investigative Teaching Sequence on geometry with a group of children from 6th year of Elementary School in a Science Club. For this, we used the theoretical framework of Hypothetical-Deductive Reasoning and the Sequence of Investigative Teaching in Experimental Activities as a basis. This study has characteristics of Participant Research with a qualitative approach, the research locus was the Science Club Prof. Dr. Cristovam W. P. Diniz, the execution of the Experimental Activity took place between September 14 and 21, 2019, with the collaboration of three Teachers-Monitors and eight students. We used video recording, photography, audios and field notes as data constitution instruments, with subsequent transcriptions of the subjects' speeches, the aforementioned Pattern of Reasoning and the Steps that guide scientific research. In the results, we noticed that the groups developed the Steps and the Reasoning Pattern in their speeches, starting with the intriguing observations and ending with the conclusion of the problem, therefore. Thus, the results demonstrate the presence of Steps and the Reasoning Pattern in the students' speeches during the Investigative Teaching Sequence, pointing to the development of Hypothetical-Deductive Reasoning. Therefore, we conclude that the Reasoning Pattern proposed by Lawson is of great relevance to encourage students to produce their own knowledge from a problem to be solved.Item Acesso aberto (Open Access) As representações a partir de enunciados dos alunos em um Clube de Ciências(Universidade Federal do Pará, 2020-08-26) ARAÚJO, Marinalva Soares de; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806This study aimed to analyze the characterization of the representations in statements produced during the investigative activity on the Science Club in the construction of meanings found by the students. The methodology of this research is the qualitative approach with the constitution of the data made from elements of the participant observation, material of video recordings, audio recordings and texts produced by the students during SEI. It was realized at the Science Club Prof. Dr. Cristovam W. Diniz space and the participants were students who attended the 5º or 6º years of the Middle School, with the ages between 11 and 12 years old. For the procedures of data analysis, we rely on the transcription, description and interpretation of students' statements during the proposed investigative activity, which had the proposition that insects were separated into groups and differentiated from other animals. The theoretical support used was an interface between Jean Piaget's studies on cognitive representations, the work with discursive statements based on Michael Foucault and institutional analysis of Marlene Guirado's discourse. The results showed that their statements were linked to the SEI steps, in the way they solved the proposed problem, they made relationships between activity and daily life through the use of explanations and inferences and a language of referencing and negotiation of meanings. Inside that meaning, the Science Club was not constituted only as cognitive operations, but it maintained a relationship with the statements in the assimilation and accommodation processes for the construction of meanings, in this anthropic space of construction of knowledge.