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.
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Item Acesso aberto (Open Access) O Ensino de botânica na prática de professores de ciências do ensino fundamental II no município de Salvaterra, Pará: uma proposta de intervenção utilizando trekking como estratégia metodológica para formação docente(Universidade Federal do Pará, 2023-08-18) SOARES, Ana Deuza da Silva; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690This study proposed to understand the difficulties that the teachers of Sciences are facing in the teaching of Botanics in elementary education II, having as a starting point a study directed to the municipality of Salvaterra (PA). The teaching of botany since the basic education has been marked by traditional courses, as they are still shown to be impacted by a technical teaching and that in a certain way still has its starting point occurring from the initial formation, having its culmination in the shortage of continued training to the teachers of Sciences and especially in the area of Botanics. The aim of this work was to investigate the difficulties that teachers of Sciences have in teaching the content correlated with the object-oriented learning within the thematic axes that involve knowledge on Botanics. Discussing the difficulties, however, without forgetting the importance of the use of alternative methods to promote a scientific education that aims at promoting an educational process in which the non-formal spaces are pointed out as a way of this teaching action learning can continue to develop from experience and experience in different locations, such as using the ecological trails, enabling a new walk within the teaching of Botanics. Semi-structured questionnaires were used to obtain data from individuals involved in the survey questions, made available online. The results show that the difficulties observed in teaching may be related to methods that need to be improved, in the areas of contextualization. This study aims to meet, at least in part, the need to investigate and based on the reflections arranged by the research and propose alternatives of elements that can serve as auxiliaries in the construction of methodologies that contribute to the improvement in the work carried out in the classroom for the teaching of Botanics for the final series of elementary education.Item Acesso aberto (Open Access) Experiências vividas em um Clube de Ciências em Canaã dos Carajás-PA: iniciativas coletivas de alfabetização científica(Universidade Federal do Pará, 2024-05-02) MONTEIRO, Leidilene de Souza; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274Among their singularities, Science Clubs seek to develop investigative practices that make it possible to strengthen the student's relationship with socio-scientific themes. But, in a plural form, these spaces have diverse didactic-methodological and philosophical configurations, whether in interface with formal education or not. Understanding the dynamics of a Science Club allows you to broaden horizons to various possibilities of enhancing Science Teaching in a more democratic, participatory and interdisciplinary way, mainly within the school environment, as is the case of the EMEB Ronilton Aridal da Silva Science Club -Grilo, a full-time school 770 kilometers from Belém, in the southeast of Pará. Experiencing successful experiences that occur in the interior regions of the State of Pará and making these realities known is a way not only of sharing experiences, but of valuing the educational potential that these environments carry in promoting a more critical, plural and transformative teaching. This research moves towards finding the answer to the following question: What training movements has the EMEB Ronilton Aridal da Silva–Grilo Science Club undertaken that could suggest the development of scientific literacy and enhance the teaching of Science in the school environment? My objectives are to highlight the educational objectives that constitute the training movement of the Science Club and to systematize training principles evidenced or underlying the reports of collaborators and activities carried out in the researched educational space, aiming at the scientific dissemination of the modus operandi of this training space and its probable contribution to other public schools. For the theoretical contributions on scientific literacy, I adopt Chassot (2018), as the main theoretical reference and, as a research modality, narrative research (Clandinni and Connelly, 2011), as it is an investigation of life experiences, observations of materials and spaces of experience of teaching and learning Science, as well as experiences and memories that built and build Science teaching based on the scientific literacy of its participants. Narrative research is qualitative in nature, and the analysis of the information collected occurred through semi-structured interviews that were recorded and transcribed, as well as questionnaires with open and closed questions. Thus, the treatment of the analyzed material was carried out using Discursive Textual Analysis (Moraes and Galiazzi, 2007). The categories emerged from the analysis: a) The blossoming of a Science Club: engagement, overcoming and achievements through teaching science for citizenship; b) Moving high flights: public policies to encourage the implementations of Science Clubs. As a product of this research, I created the “Clubist’s Diary: formative experiences of a Science Club”. The proposed material seeks to present some successful experiences at the Canaã dos Carajás Science Club, as well as other Brazilian clubs. The teaching resource seeks to contribute, encourage and envision meaningful activities for these spaces. Therefore, I consider that the Science Club under study is a space for problematization, an incubator of projects and actions that aim to transform and strengthen, based on socio-scientific knowledge, both thought and the environment in which it is inserted, provoking construction processes unique identity of this educational space, such as tutoring activities of the Science Club, an action that reflects the school's need and proves to be a unique proposal, to date, in the State of Pará.