BDTD - Biblioteca Digital de Teses e Dissertações
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2289
Biblioteca Digital de Teses e Dissertações da UFPA (BDTD). Sistema Eletrônico de Teses e Dissertações (TEDE). Projeto BDTD/UFPA e Instituto Brasileiro de Informação em Ciência e Tecnologia (IBICT).
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Item Acesso aberto (Open Access) Aprendizagens docentes no cciufpa: sentidos e significados das práticas antecipadas assistidas e em parceria na formação inicial de professores de ciências(Universidade Federal do Pará, 2016-06-08) NUNES, João Batista Mendes; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274This is a research that deals with teachers learning in initial training of future teachers of Science and Mathematics, built through real situations of early practice of assisted form of teaching and in partnership. Investigate senses and meanings that future teachers attribute to teaching experiences in the context of such practices. This is a qualitative research, narrative mode, which is research-action-training, contributing to the professional development of individuals. The locus of this research is the Federal University of Pará Science Club, an initial and continuing training opportunities for teachers that over 36 years, develops work with teacher training and the Children and Youth scientific research in the State of Pará. This research came from the fact that when he was in initial formation process, had a spell at CCIUFPA and to participate in teaching in advance, brought me perception of professional development, however, at that time, I could not explain what had happened to me. Motivated by the formative experience I had, I seek to investigate: i) that senses and meanings trainee teachers working in the UFPA Science Club, attribute to teaching experiences in the context of assisted early practices and in partnership? and ii) learning teachers are built by licensees during the academic activities of early practices assisted in partnership carried out in CCIUFPA? These questions I provided during the survey seek as objective to understand senses and meanings that trainee teachers working in UFPA Science Club attribute to teaching experiences in the context of assisted early practices and in partnership, and identify learning built by licensees during activities academic assisted early practices and in partnership carried out in CCIUFPA. Stay in the field UFPA Science Club should last for one year, and during that year, I accompanied the team in forty planning meetings and sixteen classes on Saturday mornings; this team initially participated in eight subjects, four of which were by the end of the research. These guys helped me build data that has been converted into a document handled by Text Analysis Discourse, which is located, epistemologically, between the analysis of discourse and content analysis. Immersion in the field of texts, built four large emerging categories. These categories were organized in the dissertation into four sections and each was guided by one of the four lenses in my view include the work of CCIUFPA, they are: the group work, the research practice in teaching (used for scientific research work infant juvenile), the organizational structure of teams (the dynamics of working with classes on Saturday, followed by planning meetings (debates, discussions, socialization, reflections and buildings provided by the interactions among peers) and the early practice of teaching (experience to plan and teach classes, before training as a teacher). However, I stress that even analyzing under different lens, they converge and complement each other in early practice, assisted and partnership. in these sections, the subjects speak for themselves, and to publish the senses and meanings attributed to the experience and learning teachers developed throughout the year through assisted early practice and partnership.Item Acesso aberto (Open Access) O espaço não formal e o ensino de ciências: um estudo de caso no Centro de Ciências e Planetário do Pará(Universidade Federal do Pará, 2018-12-06) OLIVEIRA, Endell Menezes de; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646At every moment, other ways of doing and thinking about teaching knock at the doors of schools and invite them to rethink their relationship with the community. The non-formal spaces of education, increasingly, have been a field of research in the area of science education. The Science Museums become attractive spaces for the general public and especially the school, where teachers seek other ways to teach and enhance learning in basic education. In this perspective, the objective of this work was to analyze how science teaching occurs in the Center of Sciences and Planetarium of the State of Pará (CCPP). The work has a qualitative approach, using as a strategy the case study (single and holistic), and to describe and analyze the data was used Discursive Textual Analysis (DTA). The research subjects are undergraduates (biology, physics and chemistry) who act as monitors in the CCPP. From the data obtained it is observed that the division between formal/non-formal/informal science education is a tenuous and permeable line that allows characteristics to transcend the hermetic definitions of the literature of the area. It has been found that there are many formal/informal characteristics in non-formal science education. The teaching of hybrid science emerges in the research as a possibility of mixing spaces, public, methodologies, objectives and primary and secondary characteristics. It is considered with the discussion that the field of non-formal science teaching comes without constituting as an area of exponent research and of inevitable encounter for schools, universities and for society as a whole.Item Acesso aberto (Open Access) Interdisciplinaridade e subjetividade: experiências de ensino vivenciadas por professores egressos do Clube de Ciências da UFPA(Universidade Federal do Pará, 2017-05-10) RIBEIRO, Rosineide Almeida; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249Interdisciplinary science education is still uncommon in our schools, and teacher training opportunities with this perspective are also infrequent. At the UFPA Science Club, trainees of different degrees work in multidisciplinary teams and have opportunities to carry out an interdisciplinary teaching. I was interested in knowing the contribution of this stage to the later pedagogical work of the egress in the school. Inspired by González Rey's Theory of Subjectivity, I investigated how the interdisciplinary pedagogical practices are subjectively configured for science teachers, graduates of the CCIUFPA and how they evaluate the contribution of this stage to their current interdisciplinary conceptions and practices. I carried out a qualitative research, based on Qualitative Epistemology, which conceives the construction of knowledge as a constructive-interpretative process, values the dialogue between the researcher and the participants and legitimizes the production of knowledge from singular cases. I present four case studies of trainee teachers, whose information was obtained through complements of sentences, essay and individual interviews. Despite the uniqueness of the experiences of each trainee, CCIUFPA egress, the results showed that the teachers consider that the science club internship taught to face and overcome difficulties to carry out interdisciplinary projects, extended their knowledge about interdisciplinarity, favored to value the planning of activities , The motivation of junior associates, the contextualization of contents and dialogue in the classroom. They evaluate that the experience in the CCIUFPA contributed to several characteristics of their current practice, and three of the teachers reported having to carry out, with difficulties, an interdisciplinary teaching in the school. These results indicate that, despite the marked differences between the educational contexts, the internship experience in CCIUFPA helps teachers to produce subjective meanings, which allow them to perform, in some circumstances, an interdisciplinary teaching in the school.