Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas - PPGDOC/IEMCI

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/8498

O Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas (PPGDOC) integra o Instituto de Educação Matemática e Científica (IEMCI) da Universidade Federal do Pará (UFPA). O Curso diferencia-se da especialização (Pós-Graduação lato sensu) em áreas de ensino pelo aprofundamento do conhecimento de metodologias de pesquisa e de aprendizagem, efetivo processo de produção do conhecimento sobre e na ação docente, bem como pela obrigatoriedade de desenvolvimento de um produto de ensino.

Navegar

Agora exibindo 1 - 16 de 16

Acesso aberto (Open Access)
Argumentação no ensino de ciências e temas controversos: possibilidades para pensar a embriologia nas aulas da educação básica
(Universidade Federal do Pará, 2017-05-24) SILVA, Rider Moura da; VIEIRA, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/0000-0003-1641-7014
Embryology is a present subject in elementary and high school classes and its possibilities to present and promote discussions related to the development of vertebrates would justify its importance in basic education. The approach, however, can be notoriously boring, both for teachers and students, specially, when the teaching of concepts is mechanically guided. The presence of "embryology" in didactic material usually does not relate issues inherent to the process of knowledge construction or its controversies. In this perspective, we defend the possibility that teachers of science and biology develop with their students, teaching practices based on the argumentation and the discussion of controversial issues associated to embryonic development. The argumentation is particularly important in science education, assuming that scientific research generates and justifies the production of knowledge, as well as allowing articulation with other systems of thought in the understanding of natural phenomena and the social and cultural interactions. The embryonic development, notably that of the human species, enables and supports the understanding of the causes of congenital malformations, also the interactions and care in the process by which the embryo forms and develops, also the possibilities or impossibilities of therapeutic treatments from embryonic cells and goes beyond, creates discussions within the philosophy of the biological sciences, the definers of the beginning and the end of life. We consider relevant the innovation of teaching practices when embryology is approached, widely discussed nowadays and witnessed in the media in aspects that extend from teenage pregnancy to the biotechnological development, such as the pill of the next day, the use of the embryonic stem cells, the surgical methods for sterilization, among others. The teaching of sciences is a rich subject for practices that guarantee, from contextualized actions and far from mere proof of concepts, an intellectual formation allied with contemporaneity and that trains people who have the capacity to deal with socially significant issues. The argumentation in science teaching through controversial subjects is an outlook that should not be neglected in issues such as embryonic development, indeed, it is possible to think in research projects in education that result in the production of didactic materials related to the current demands and that increasingly articulate scientific knowledge, social organization and legislative proposals.
Acesso aberto (Open Access)
Ciência animada: introdução ao estudo da óptica
(Universidade Federal do Pará, 2021-08-23) COSTA, Daniel Marques da Silva; PEREIRA FILHO, Silvio Carlos Ferreira; http://lattes.cnpq.br/9987897593457877; https://orcid.org/ 0000-0002-5696-260X; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793
The use of instructional materials in education, when based on scientific principles of functioning of human cognition, can improve learning. The Cognitive Theory of Multimedia Learning (CTML) is evidence-based and aims to develop principles to guide the development of more efficient instructional materials. This study shows the process of creating educational animations and a textbook, which were prepared based on the principles of CTML, and comprise the educational product Animated Science: an introduction to the study of Optics. Both address the topic of Introduction to Optics, and are aimed at Elementary and High School Science students who do not have expertise in the subject. It is expected that the materials provide a better understanding of the topic addressed to students beginning the study of Physics.
Acesso aberto (Open Access)
Construção de um portfólio sobre noções de estatística e probabilidade como dispositivo didático
(Universidade Federal do Pará, 2022-01-21) VILHENA, Vera Débora Maciel; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The present research aims to develop praxeology’s (Tasks, Techniques, Technology and Theories) on notions of Statistics and Probability for the construction of a portfolio as a didactic device in the initial training of teachers. Taking as a reference the Anthropological Theory of Didactics (TAD), the guidelines of the National Common Curricular Base, and the proposal of Ladage and Chevallard, which through a Study and Research Path (PEP) of micro dimension, divided into two moments: The Research PEP constituted the Studies of the teaching problem and the Epistemological dimension and a micro - Intervention PEP constituted the Institutional Economic and Ecological Dimensions. A didactic experience of Notions of Statistics and Probability with 25 students in teacher training of the Integrated Degree in Education in Mathematics, Science and Language at the Universidade Federal do Pará, from August to December 2020. The main result obtained with the research indicate to the resourcefulness of future teachers covering the reading, construction and interpretations of tables and graphs. The classes made it possible for future teachers to be able to understand and interpret the construction of tables and graphs and how the information can be treated for the development of activities that composed an educational product called “the didactic portfolio for the teaching of Notions of Statistics and Probability”. The field research was of great help in the learning of the technique and the understanding of the importance of this study not only in the lives of students, but in society in general.
Acesso aberto (Open Access)
Ensino de conceitos elementares de estatística por meio de práticas investigativas
(Universidade Federal do Pará, 2020-11-25) MARTINS, Cleuma Gonçalves de Matos; MACHADO JÚNIOR, Arthur Gonçalves; http://lattes.cnpq.br/3148593292236740; https://orcid.org/0000-0002-9933-2894
In this research, our objective was to investigate how the use of investigative practices can assist teachers, who teach elementary concepts of statistics in the early years of elementary school in public schools in the municipality of Uruará, in the southwestern region of Pará. Thus, the guiding question of the research is configured as being: In what terms can investigative practices assist teachers with the teaching of elementary concepts of statistics in the early years of elementary school? We adopted as its main theoretical support the bridge of ideas among others, to address issues relating to s practice s investigative n. The contents developed, through investigative practices, are related to the basic concepts of statistics. The research presented is qualitativ imprint the an approach of action research . With the information analysis methodology, we chose to analyze the narratives in the perspective of Ponte. The information collected during the development of the training process was organized through a questionnaire consisting of semi-structured interviews, audiovisual recordings, photographic records, and notes in our field diary. With regard to the results, it was possible to identify from the narratives of the subjects participating in the research, weaknesses in the domain of the object of statistical knowledge and evidence of practices that could enable the creation of an enriching and stimulating environment necessary for the learning of that object. We noticed that most of the participants pointed out the gaps in knowledge about the statistical teaching to issues related to its formation initial and continued, because according to their reports did not develop the learning skills needed to ensure a practical teaching of better quality returned to teaching statistics. During the shared formative process, participants indicate a movement to overcome this situation of ignorance of the content covered, as well as demonstrating appropriation of the methodology of investigative practices. The teachers participating in all stages of the training process thought, organized and developed tasks in their classrooms using strategies that enhanced the teaching of elementary concepts in statistics, and favored the students' learning. These teachers demonstrated that participating in training environments that awaken new ways of teaching-learning-evaluating is necessary to meet the demands of students in a society in constant change, in which the practice of investigating is healthy for the development of autonomy, reflection criticism and action. Therefore, we can say that the investigative practices presented and developed in our research, mobilized teachers and students around their learning.
Acesso aberto (Open Access)
O ensino de química na EJA com atividades do tipo P.O.E. e mão na massa
(Universidade Federal do Pará, 2018-09-21) SILVA, Elzeni Oliveira da; Brabo, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
The present work presents a research on the learning and the teaching of the Properties of the matter in a group of Education of Young Adults (EJA) and has as main objective to elaborate and to evaluate a didactic module that proposes the use of diversified strategies of the type P.O.E ande Hands-on for teaching chemistry in the EJA. Initially a research was done on the history of EJA in Brazil and the strategies that can be used in teaching chemistry, discissing chich are the most appropriate or suitable to work with students with so much experience. After this the didactic strategies of the type Predict, Observe and Explain (P.O.E) ande Hands-on. The results showed that the strategies selected, as other studies have shown,are relatively more affective for greater students engagement and learning. These results also pointed out that when students are envolved and challenged en the classroom tasks, they feel an integral part of school, teaching and especially apprenticeship.
Acesso aberto (Open Access)
Experiências formativas em contexto com professores que ensinam ciências nos anos iniciais do ensino fundamental
(Universidade Federal do Pará, 2018-12-14) ROCHA, Paula Giselle da Costa; MATOS, Maria da Conceição Gemaque de; http://lattes.cnpq.br/9172622259885147; https://orcid.org/0000-0003-3026-5141
The dissertation contemplates the objective of conceptions investigated/ teachers visions about the teaching and practice in the early years of elementary school. These teachers are linked to a primary school in the municipality of Belém/PA. The research focuses on the qualitative delineation, guided by the narrative research approach, are involved in the field of research five teachers and the teacher (trainer). In the analysis of data it was Discourse Analysis, through which two categories emerged: teaching: reports of teachers from the initial years of elementary school; The view of the teachers from of the training workshop. There are signs of an attitude change towards the knowledge involved through the partnership built in the continuing training workshop for science teachers, and the production of the didactic product to give amplitude to future formations. We highlight the relevance of creating in the school itself and to distance itself from the obsolete teaching and learning print approach closer to the reality of the teacher. It is suggested that this be a crepito to advance in research in education, above all, to bring the teacher closer to the reflection of his own practices.
Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
Meio ambiente e lixo eletrônico: uma abordagem CTSA, a partir de uma ilha interdisciplinar de racionalidade, no ensino de ciências
(Universidade Federal do Pará, 2018-10-23) PACHECO, Patrícia Quaresma; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This research is the result of a feeling that emerged from the professional experience of teachers, that is, from the need to transform the practice. It presents as main objective to investigate the contributions of the development of an Interdisciplinary Island of Rationality in the CTSA approach, from the Environment and Electronic Junk topic, for the promotion of scientific, technological and citizen literacy of elementary school students. For that, the methodological strategy of the Interdisciplinary Island of Rationality (IIR) proposed by Gérard Fourez (1997) was elaborated and applied, in a ninth grade class, in a state primary and secondary school in the municipality of Abaetetuba / PA, in the year of 2017. This research is qualitative, of the participant type. The research environment consisted of a mini-course, in which 26 students participated as subjects of the research, in addition to the teacherresearcher. The data were collected through the application of a semistructured questionnaire, with the objective of identifying the students' previous knowledge about the subject, electronic waste; records in the field diary of the subjects investigated and the teacher-researcher; audiovisual records; and elaboration of posters, banner and drawings by the students, which constituted the empirical material of this research. For the treatment of this material, I used Creswell's interpretive analysis (2010), from which emerged two categories: students' "looks" about electronic junk: from prior knowledge to the construction of scientific knowledge and the re-signification of teaching practice author of this study) in Science Teaching. The results show that the students' previous knowledge is in line with the elaboration and opening of the black boxes that composed the project, in a way that met their wishes and curiosities, and gave them the opportunity to construct a "look" that carries important understandings for the decision-making and for the acquisition of positions that are related to the collective, in which tangible rights and duties. The reflections present in the second category show that the action-reflection about the practice when developing the Interdisciplinary Island of Rationality, allowed me to make significant weights, punctuating obstacles and possibilities of my know-how, such as: student autonomy, compromised negotiation, research, available time, among others. Thus, in view of the diversity and complexity of the school space and of the methodological strategy of IIR, I conclude that the Interdisciplinary Island of Rationality, based on the CTSA approach, for dissociating itself from disciplinary teaching and aiming to promote the domain of knowledge, autonomy and communication / expression of the students, reveals with significant potential in the construction of the citizenship education of elementary school students. Finally, from the knowledge that emerged in this research was constructed a book directed to the teachers of the elementary school, in order to offer a material that can subsidize the realization of IIR in the educational spaces.
Acesso aberto (Open Access)
Práticas experimentais em física: iniciação à pesquisa numa perspectiva da aprendizagem significativa
(Universidade Federal do Pará, 2018-09-24) SILVA, Aline Costa da; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437; https://orcid.org/0000-0002-7185-4009
This study presents a qualitative research with an action research approach in which I search analyze the process of the scientific knowledge construction around the physics concepts in the prospect of meaningful learning, by the educating through the researching, during the construction of the experiments of low costing from the school physics laboratory. To do this, I developed a project of initiation to the research called ‘’young scientists in action”, where the students developed researching activities, experimentation and monitoring during the fourth bimester from the school year of 2016. The objects of research are the students from 9th year of the Elementary School and 1st High School from a private school located at Capanema-PA city, where I work as teacher of Physics. The analysis is result of a descriptive procedure with elaborated categories from the speeches and writing of the students. The present work showed that: the educating by the research provides to the educator the function of mediator and to students the function of participative person of his learning, providing motivation and predisposition to learn, providing ways to the significative learning during the process; it is relevant to the teacher knows the learning necessities of students to a reflection about his actions in the classroom; the results also indicate that the research objects see the physics laboratory at the school as a place that provides learning, helping in the comprehension of the concepts studied and that promotes a scientific learning divulgation. To divulgate the work developed, I present as product of my research a portfolio entitled Young Scientists in Action: implementation of the laboratory with experiment of low cost. The referred portfolio has the synthesis of the theoretical fundamentation adopted, the methodological procedures of the actions developed and images of the developed experiments. I hope, through this research and product contributing to the teaching practice of my profession colleagues, showing that it is possible develop a project whereby the student is the active object of all action.
Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
Reflexões sobre a própria prática em experiências de letramento e letramento matemático
(Universidade Federal do Pará, 2021-06-14) UBAGAI, Rute Baia da Silva; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The investigation was a survey of the practice itself, carried out during 2019, with a class from the Elementary School from a public school in the city of Belém-PA. In the study, I assume the roles of teacher and researcher, and fulfill the objective of analyzing teaching experiences in the teaching practice itself, reflecting on literacy and mathematical literacy activities. The qualitative approach of investigation of the practice itself was added to the perspectives of literacies defended to reach the proposed objective. Twenty-eight students from an Elementary class under my responsibility in 2019 participated in the research. The methodological procedures included studies of basic research references; class records in a field diary with audio recording, photographic records and document analysis, which were articulated in a reflective report of the actions developed that included diagnoses of knowledge about mathematics and written language at the beginning of the school year and the proposal of organization of the classes through Didactic Sequences (DS) of which I highlighted one involving the poem genre “Balada para uma rima personalizada” and that made possible the analysis and reflections. The results point to the power of narratives that give rise to and enhance my role as a literacy teacher-researcher in the mediation of knowledge in the classroom and demonstrate the understanding of the complex and contradictory act of teaching and learning mathematics and mother tongue, from the perspective of literacy with appreciation of the mathematical and linguistic strategies in the written records of the students, which reveal representations about this knowledge. This led me to rethink ways of relating to mathematics and of conducting teaching in my didactic proposals, with the creation of strategies in which students, in groups, were led to dialogue, debate among themselves and create their own means of learning, understanding mathematics in a perspective of knowledge constructed through meanings and representations attributed to concepts, in order to organize, understand and act in the world around them, especially when challenged to solve problem situations. In the same way, this problematization and actions during the DS were important to stimulate the desirable advances in reading and writing, given the interaction with the written material and perceptions of the functions of the approached textual genre. These findings denote the promotion of the constitution of students' autonomy, with emphasis on the integrative role sought in the teaching-learning process of the language and mathematical notions. In conclusion, it is worth saying that the research experiences and the reflections that took place in it allowed me to rethink a paradigm of disciplinary teaching of curricular components, through a mobilizing proposal for the integration of this knowledge in the process of literacy and literacy as a social construction that could have repercussions in the school life of the participating students, who will continue their literacy journeys during schooling and life in society.
Acesso aberto (Open Access)
Rotação por estação na educação básica: uma proposta para o ensino de botânica
(Universidade Federal do Pará, 2021-08-13) CARVALHO, Mirta Cecília Pinheiro de; FRAIHA-MARTINS, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
This is a qualitative research, in the narrative modality, which is based on my teaching experiences with students from the 7th year of basic education, in a municipal public school in Thailand-PA, developed in the classroom, with the aim of investigating how a teaching proposal based on hybrid teaching, in the modality rotation by station, can contribute to the teaching of botany in basic education. There were 4 subjects analyzed in this research, who were chosen based on significant information regarding the research question and the outlined objectives, according to the following criteria: i) manifestations about the potential of the teaching proposal regarding the use of technology for learning of botanical concepts; ii) manifestations about the potential of the proposal for the development of student protagonism and iii) manifestations that evidence student learning about botany. As investigative instruments, I used a questionnaire to obtain information about the students' knowledge of the topic under study, I used a diary where my reflections and perceptions throughout the research were recorded, student diaries containing the learning records on the subject, semi-structured written and audio interviews and photographic records. In order to produce new understandings about the phenomenon investigated, I use Discursive Textual Analysis as a methodology for analyzing the empirical material. After a process of immersion in the empirical material, I systematized two thematic axes of analysis: i) Hybrid teaching in basic education: technologies and student protagonism; ii) Rotation by stations: enabling learning about botanical concepts. In the first analytical axis, I discuss the potential of using digital technologies in the classroom, especially the practice of hybrid teaching through rotation by station, in order to contribute to the development of student and teacher protagonism with a view to learning botany. In the second axis, I seek to highlight the students' learning about botanical groups-resulting from the rotational process and discuss, through reflection on their own practice, the teaching learning on the subject. The analyzes reveal that the inclusion of digital technologies in the classroom enabled student engagement based on stimuli to the processes of collaboration, autonomy and authorship. Furthermore, in practice, it was possible to infer about the need for change in the teaching action, especially in an adverse technological scenario that requires the assumption of the teaching protagonism, which needs to be the author of its own practice, becoming a mediator of student learning. Regarding the learning about botanical groups, the analyzes reveal an appropriation of scientific concepts that allowed students to identify the general characteristics that define such groups from an evolutionary perspective. Furthermore, when reflecting on their own practice, the teacher realizes that, when performing differentiated teaching practices, they must be attentive to seek approximation between school scientific knowledge and the reality of students, creating conditions for the social and critical use of the knowledge learned. Thus, it is possible to consider that the investigated teaching proposal can constitute an efficient practice by providing learning processes that create conditions for authorship, in addition to allowing discussions and reflections about the roles of the teacher and the student in these processes, in particular, regarding the use of digital technologies. As a result of this study for society, an book will be made available in digital format, which presents the contribution of the emerging paradigm in education, in particular the use of technology, the foundations of the hybrid teaching proposal and the path of construction of stations involving teacher planning and student activity itineraries, in order to introduce teachers and students to new ways of teaching and learning botany.
Acesso aberto (Open Access)
Sentidos e significados de eletromagnetismo: a relação entre eletricidade e magnetismo situados em uma perspectiva histórica compreendida no período de 1820 a 1831
(Universidade Federal do Pará, 2017-05-24) VAZ, Rodrigo Pinheiro; Parente, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
Acesso aberto (Open Access)
Transformações químicas: uma proposta de ensino híbrido para os primeiros anos escolares
(Universidade Federal do Pará, 2021-12-13) SOUSA, Angerley de Jesus; FRAIHA-MARTINS, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
Highlights the importance of hybrid teaching using the rotation by stations model to teach the content of reversible and irreversible transformations of the material axis and energy of the science content according to the BNCC (National Common Curriculum Base) for the fourth year of elementary school. Aiming to understand in what terms this teaching proposal contributes to teach this content, investigating the use of the hybrid teaching approach using the rotational model by seasons, to teach transformations in the initial years. The context of the research took place in a public school with a class of 4° year, where I elected seven subjects for analysis within the qualitative research, where I opted for a narrative modality, that is developed considering the narratives of the participants involved in the phenomenon investigated. The pedagogical mediation carried out by the teacher is pointed out as a driver of new reworkings according to the theme of study, another relevant point in the results was about collaborative work that proved to be a motivational factor for learning within the proposal of hybrid teaching using the rotational model by seasons, as well as the exemption of digital technologies, developing a digital literacy, consequently motivating students within the knowledge building process. Libâ-neo (2011), Prensky (2010), Roldão (2007), Santos and Schnetzler (1996), Zanon and Palharini (1995), Fontana and Cruz (1997) and Bacich, Tanzi Neto and Trevisani (2015). The analyses show that the station rotation model built and investigated shows that students participate, work in groups, build knowledge, develop different types of ac-tivities and explore various forms of learning, noting that each group and student learns at their own pace the content of transformation. Understanding the dimension of multiple learning processes, the fickle search for improvement of teaching, an understanding of their skills and the strengthening of each student’s progress.
Acesso aberto (Open Access)
O trânsito e o ambiente educacional na concepção ciência, tecnologia e sociedade (CTS)
(Universidade Federal do Pará, 2018-09-14) SANTOS, Alessandra Oliveira dos; MATOS, Maria da Conceição Gemaque de; http://lattes.cnpq.br/3811282366596635; https://orcid.org/0000-0003-3026-5141
The influence of the Science and Technology in the contemporary world is notorious, making itself part of many human activities. However the scientific technologic development has been causing significant changes in social, economic, political and cultural conditions, this influence doesn‘t ask only for reflections about development and social life, but also for acts of conscience and changes of attitudes about the environmental, social and quality of life problems related to this advances, putting itself in the goals of the approach STS (Science, Technology and Society). The traffic is presented as a global problem experienced daily by many Brazilian cities, in which accidents and disrespect to the laws are frequent. Working the teaching of Physic by a social scientific theme, as the traffic, in the school contributes to that this subject be broadcasted favoring the build of the citizenship and the re-signification of Physic, starting from real situations of the student‘s social context and accidents simulations in a miriti prototype built to this goal, involving them actively in search of solutions and constructions of new knowledge throughout the diversified activities. The researcher teacher and eight students from a public school in Abaetetuba-Pará make up the research subjects. This city was chosen because of its chaotic traffic and whom the subjects of this research are protagonist. The narrative research was the chosen methodology option in this research for the data collect, which were analyzed by the Discursive Textual Analysis – DTA of Moraes and Galiazzi (2016). The collected data shows the worked theme contributes to the upgrading of the subject‘s citizenship and reaffirms the teaching of Physic in efficient and noticeable form, making possible reflections and possible changes of attitudes in favor of more humanized traffic in any context. As regards the researcher teacher of this practice, there was a notorious trans (formation) in herself and in her teaching practice as from the realization of activity that contributed for her reflexive practice. As for the didactic product of this research, the didactic sequence, which has the prototype as protagonist and one more didactic methodologic resource, which able traffic accidents simulations, I consider that this work contributes to the process of teaching and learning, and it can be utilized in Physic classes and be adequate to new contexts, to new classrooms.
Acesso aberto (Open Access)
Trilha interpretativa como proposta de sequência de ensino para promoção da Educação Ambiental em Quatipuru/PA
(Universidade Federal do Pará, 2021-05-14) LIMA, Jurandy das Chagas; BRABO, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
Garbage and solid waste cause several environmental and social problems, thus they should be utilized by schools in order to promote an Educational/Environmental criticism and create conscious and sensitized citizens as we face man-made the environmental impacts. In that sense, it‟s necessary the utilization of an educational sequence both inside and outside the academic spaces, such as interpretive trails, in order to promote the students perception regarding the disregard towards the environment; developing their sensitizing regarding the impacts caused by the human being, as well as the development of criticism. Educational sequences are able to bring us different perceptions and sharpen the comprehension of every individual‟s role regarding the production of waste. The general goal of this study is to promote the environmental sensitization of 7th grade students of a public school in the city of Quatipuru (Pará State), through an educational sequence that utilizes an interpretive trail. This research aims to perceive the main challenges faced by teachers regarding Environmental Education, while dealing with students from disciplines related to Natural Sciences. It intends to increase the environmental sensitization, building up an educational sequence, analyzing the perceptions about waste disposal before and after the activities, as wells as evaluating the pros and cons of utilizing this type of approach to model both sensible and critical citizens regarding environmental impact. We conducted several activities involving evaluation quizzes; library activities; utilization of internet through cellphones; utilization of ambient temperature sensors; interpretive trails; seminars and group discussions. At the end of the process, we elaborated an educational product containing a guide aimed at educators for this activity both in academic and non-academic spaces, through an educational sequence that includes pre- field, in-field and post-field activities. The educational sequence proposed, created both thought-provoking and sensitizing moments about the serious socio-environmental issues caused by human action. We noticed a broader interest and sensitization of the students at the end of the activities, therefore evidencing a reflection about better habits regarding waste production and disposal, as well as the role of each individual while facing the situation of its own neighborhood, around school and around.

Navegar

Navegando Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas - PPGDOC/IEMCI por CNPq "CNPQ::CIÊNCIAS EXATAS E DA TERRA::MATEMÁTICA"