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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Ações de formação continuada de professores que ensinam matemática nos anos iniciais do ensino fundamental: construção de uma prática para o ensino de geometria
(Universidade Federal do Pará, 2017-09-21) FRADE, Marita de Carvalho; MACHADO JÚNIOR, Arthur Gonçalves; http://lattes.cnpq.br/3148593292236740
The research presents results of an investigation about the process of continuous training of teachers in service who teach mathematics in the initial years of Elementary School in schools of the municipality of Ponta de Pedras, in Marajó, Pará, Brasil. Researches indicate that in the early years of Elementary Education (aiEF), there is still greater emphasis on teaching other blocks that make up the mathematics curriculum, compared to working with Space and Form, more specifically, when compared to studies related to geometry. However, these same research points out the importance of teaching this content in aiEF. Faced with this problem, the question that emerged and which guided this research was how gemetry has been taught by teachers who teach mathematics in the initial years of Elementary School? In these terms, we present as objective, to investigate how the geometry has been taught by teachers who teach mathematics in the initial years in the municipality of Ponta de Pedras. To collect data were used questionnaire, audio recording, documents and logbook. The research was structured in two stages, applying a questionnaire that allowed to draw the profile of the teachers and to detect their experiences and experiences related to the teaching / learning of geometry and the planning and development of five training meetings, with the purpose of reflecting on teaching / learning geometry. In these terms, the research was carried out from March to November 2016 and had as participants a group of teachers and graduates of the Integrated Degree in Science, Mathematics and Language Education offered by the Institute of Mathematical and Scientific Education. As a final product, differential of this modality of masters, a proposal of continuous formation in service on the block Space and Form, in particular, teaching/learning of geometry for the initial years is presented.
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Avaliação formativa e comunicação matemática: um estudo sobre a prática na educação de jovens e adultos
(Universidade Federal do Pará, 2017-10-28) FERREIRA, Joel Silva; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This study aims at characterizing communication in mathematics classes, from the perspective of Formative Assessment based on Semana and Santos (2012) and Fernandes (2008, 2012). It emerged from the need for improvements in teaching practice and assessment of the researcher teacher. In view of this, a sequence of four tasks of the mathematical content of percentage was applied, with the intention of articulating teaching, learning and assessment in a group of youngsters and adults students. The teaching methodology used in the intervention was the exploratory one, in which the students carried out the tasks in groups and later socialized the results in the collective discussion in the whole class. The methodology of the research follows a qualitative according to Bogdan and Biklen (1994), approach in which the interventions of the students and the researcher teacher were analyzed, based on the three dimensions of communication proposals for Semana and Santos (2012): dynamics, focus and meaning. The data collection is based on the audio recording of all the communications that occurred in the groups, in the stage of accomplishment of the tasks, and video-audio recording of the interventions occurred in the collective discussion of the results, with subsequent transcription of the speeches of those involved. The written records made by students during the tasks, the students’ perceptions of classroom experience - obtained through a video-recorded interview - also served as background information for the study. The empirical data were the object of an analysis of content oriented by the dimensions of communication: dynamics, focus and meaning and themes that emerged from the articulation between the research questions and the theoretical framework. The obtained results show that the communication of the students was predominantly destined for another student (dynamics), both in the stage of accomplishment of the tasks and in the phase of collective discussion of the results; In relation to the focus they focused the majority of their attentions to the process of resolution of the tasks; as to meaning they intended to explain in most communications. Regarding to dynamics of the teacher's interventions, in the phase of accomplishment of the tasks most of his communications were destined for the groups of students, while in the phase of the collective discussion the greater part was destined for the class; As to the focus, the teacher focused his attention on the process of solving the tasks; And in relation to the meaning it is evidenced a speech substantially of the type question in which it requested explanation of the students. In this way, the communication developed in the classroom was characterized as social interaction, in which the students appeared as a learning resource for the others, contributing to the practice of formative assessment. It was also concluded that the researching on the his own practice allowed relevant professional learning to the researcher teacher, transforming his conceptions about teaching, learning and assessment.
Acesso aberto (Open Access)
Educação matemática: construindo performances matemático-musicais
(Universidade Federal do Pará, 2017-10-11) OLIVEIRA, Relinaldo Pinho de; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
The work described here reports a qualitative research that was motivated from the observations made in the development of my teaching practice in mathematics, when I could observe that one of the factors of demotivation in mathematics classes is the methodological form the class is conducted, most of the teachers use what ALRO & SKOVSMOSE, 2010 call the "sandwich" pattern: first the teacher presents the content of the day, then the students do exercises, finally the teacher corrects the exercises, which usually bring questions with a single answer. Therefore, our proposal aimed to develop and evaluate an alternative teaching methodology using the elaboration and production of mathematical musical performances (PMMs) for the teaching of Mathematics in an attempt to contribute to the learning of students, especially the Elementary School (6th to 9 years). To do so, we conducted a case study in a private school in Belém - Pará, with 35 students from the 9th grade. In the didactic - methodological proposal I used as a resource the construction of PMMs in order to contribute to the learning of contents: potentiation and equation of the 1st and 2nd degree. We base the research on the propositions of Gadanidis and Borba (2008) on Digital Mathematical Performances, as well as the Multiple Intelligences theory suggested by Gardner (1995). The research took place in two moments: presentation of the contents and the construction of the PMMs using songs of their choice that dealt in the lyrics the contents worked in the classroom. From the results we understand that the students prefer the Mathematics class in the content exhibition and that the construction work of the PMMs left the class more dynamic, interactive and stimulating, that the students do not present difficulties in adapting to ruptures of the conventional methods and that the construction of PMMs promotes improvements in the learning of the contents potentiation and equation.
Acesso aberto (Open Access)
Ensino de astronomia: o lúdico e a experimentação como estratégias pedagógicas no ensino médio
(Universidade Federal do Pará, 2017-08-23) PACHECO, Ronivaldo Castro; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970
The contemplation of the sky and the curiosity to unravel its mysteries has moved man from the beginnings of the civilization to obtain understandings on what surrounds him. Many scientists and philosophers regard astronomy as the first human knowledge organized systematically. Thus, starting from this natural curiosity, the teaching of Astronomy should spark the students that interest, by promoting greater appreciation and approximation of this science that is part of our lives in several aspects that are directly or indirectly supplied and/or explained by information and inspiration coming from Astronomy. The main objective of this research is to understand the potentialities and limitations of the use of playful and experimental activities for the learning of basic concepts of Astronomy by students of the 1st year of High School. We assume the qualitative research, in the participant research modality, as these kinds of research approach aspects of student's reality when promoting collective actions for the benefit of the school community. The results show that the strategy in using ludic activities and experiments in order to facilitate the learning can show factors that favored the teaching and learning of Astronomy. For application of the activities with the students, we used three pedagogical moments by Delizoicov, Angotti and Pernambuco. The students participated actively in the development of playful activities such as play activities and games and in the conduction of the proposed experiments, where we can verify the potential of strategies used in the classroom in a positive way to build students' knowledge. This research also generated a didactic product that appears as an Appendix in this dissertation. It is an orientation to the teacher, with guidelines and suggestions of playful and experimental activities for teaching Astronomy which provide reflections on scientific knowledge, emphasizing the investigative character, enabling students to construct knowledge in a more critical and participative approach in society. In this sense, this research reports the ludic and experimental activities as possibilities to foster the teaching of Astronomy in Basic Education, enabling a closer approximation of teachers and students of this area of knowledge.
Acesso aberto (Open Access)
Ensino de ciências na educação de jovens e adultos: aproximações com a perspectiva freireana
(Universidade Federal do Pará, 2023-05-12) SILVA, Marcelo Eduardo Silva da; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585
This work was guided by the reality of Youth and Adult Education (EJA), where the reproduction of social inequalities is crystallized, where two actors stand out, teacher and student. The question that motivates the research is to know how activities based on the curricular proposal of the Freirean Thematic Approach - ATF can contribute to the teaching and learning of science in this modality. To do so, we used as theoretical reference the contributions of Paulo Freire and Demétrio Delizoicov, called Generative Themes and Freirean Thematic Approach respectively. Both made it possible to achieve the general objective, which was to investigate the contributions of activities based on ATF for science teaching and learning, in the 2nd stage of EJA, in a peasant school in the municipality of S J. de Pirabas / PA. The main results found, pointed out that the aforementioned approach is perfectly feasible, as it proved capable of producing: relevant knowledge, motivated students to continue learning and mitigated evasion. In addition to demonstrating the importance of praxis as a tool that provides not only a progression of year / stage, but the transition from ingenuity to criticality. The aforementioned experience provided the construction of an Educational Product in the form of a Guidance Guide for Developing Activities Based on ATF, aimed at EJA classes. In which a rupture with the conceptions of teaching of traditionalist nature is presented, because it uses social contradictions linked to the knowledge of science contained in BNCC as an increase of the school curriculum.
Acesso aberto (Open Access)
Ensino de ciências por investigação: interações sociais e autonomia moral na construção do conhecimento científico em um clube de ciências
(Universidade Federal do Pará, 2018-11-23) SIQUEIRA, Hadriane Cristina Carvalho; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This research aims to analyze the social interactions of the students participating in the Prof. Dr. Cristovam W. P. Diniz Science Club in order to identify the principles of their moral autonomy presented during a research activity on the phenomenon of capillarity in plants. The space investigated is considered an alternative environment destined to the teaching, research and extension of didactic actions directed to Sciences and Mathematics of UFPA Castanhal Campus. The theme arose from the researcher’s reflections during her personal and professional experiences that contributed to the constitution of her identity as a science teacher. Thinking about that, a Sequence of Investigative Teaching was planned and applied based on the stages of the investigative experimentation of Carvalho et al (2009), through which we verified the purposes and the pedagogical actions that favored the interactions between the students during the interventions carried out as monitoring teacher in the Science Club. The research was characterized as participatory (FLICK, 2009; RICHARDSON, 2014). The subjects participants were eight students in the sixth grade of elementary school. The following instruments were used to collect data: audio and video recordings, photographs and field notes, with subsequent transcription of the subjects' speeches. For the interpretation of the collected information, we chose to use Bardin's Content Analysis method (2011). During the analysis, we identified that our interventions as monitoring teacher were subjacent to develop the pedagogical purposes and, thus, to organize and conduct the investigative activity in a way that could promote the emergence of interpersonal relationships. We observed in the students' speeches and attitudes the principles of moral autonomy enhanced by the interpersonal relationships that were stimulated by the monitoring teacher’s actions. Then, based on Piaget (1994) and Kohlberg (1992) theoretical framework, it was possible to analyze the students’ moral development during the construction of scientific knowledge. It was evident the intense participation of the students, as well as the cooperation between them. Conflicts have emerged that have helped us to understand decentration and the important role of mediation in collective work. The experience resulted in the elaboration of a product that consists of a pedagogical book and a video that demonstrate the stages of the investigative experimentation and evidences the attitude of the educator to the emergence of the interactions aiming to contribute with the teaching work in the development of practical activities that stimulate the environment research in science classes.
Acesso aberto (Open Access)
Ensino de ciências por meio da produção de uma mídia pedagógica: o vivido e o concebido por estudantes surdos durante aulas sobre as angiospermas
(Universidade Federal do Pará, 2017-09-27) CONTENTE, Márcia Pantoja; LEITÃO, Wanderleia Azevedo Medeiros; http://lattes.cnpq.br/9180849418936246
This is a qualitative research, in modality of research-action, developed with deaf students of elementary school, a deaf dominie and a sign language spokesman, at the multifunctional resources room of one municipal school of regular network education in the municipality of Igarapé-Miri - Pará. It is presented as a search question: which are the contributions of a pedagogical media, created by deaf participants, mediated by professional listeners, in a bilingual approach (Libras/Portuguese) in the process of knowledge acquirement about angiosperms? This educational proposal developed with the objective to build a bilingual pedagogical media from deaf participants perception and contribute with the discussions of teaching and learning of death students. As investigative instruments, a questionnaire was used as way to probe about connection of participants with technology use and the subject in study. Further the questionnaire, was used interviews, with purpose to better know the participants of the research and based on produced data, make their profile. As well as was made video recordings of the developed activities. As a way to obtain new comprehensions about the investigate phenomena, it was adopted the Content Analysis. After reading and rereading of empirical material it was obtained two big categories: media production from (re)building of knowledge and the attributed value by deaf participants to signal use, as essential elements of learning. The results point that developed activities meaningly contributed to learning acquisition by deaf students. The lived experience made possible to the participants a new understanding about studied content, relating this with their experiences, giving wide and new meaning to them. Through activities, the participants could take consciousness that an effective learning is build together, giving time and voice to everybody, recognizing, giving value and respect to each subject diversity, making them responsible for their own learning process. It was perceived that the most important on this relationship was not just the media production and the construction of new signal language, as strategy to facilitate a content teaching (that presents comprehension complexity) and give subsides to new students to overcome their learning limitations. The most relevant and significant factor was the evolvement of deaf participants on this resource building process. This way, this investigation brings as contribution to school community a Pedagogical Medial in bilingual interactive DVD format, built from deaf participants perception about angiosperms study, aiming to collaborate with pedagogical practice of science teachers and the teaching and learning process of deaf students.
Acesso aberto (Open Access)
O ensino e aprendizagem de matrizes no contexto da resolução de problemas e da plataforma whatsapp
(Universidade Federal do Pará, 2017-09-28) REIS, Michel Silva dos; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
This research work was developed with the students of Youth and Adult Education - EJA of High School. The pedagogical organization in classes of this modality of acceleration of schooling can not have characteristic of common class, so I propose to develop with these students studies about the Matrices in two environments: the classroom for face meetings and the platform whatsapp for virtual meetings . The choice of the mathematic concept of matrices is justified by the fact that the students themselves show interest and relevance in their study, since the whatsapp application due to the fact of its popularization and familiarization among the researched students. In the face-to-face classes, the problem solving method was used to organize teaching. At the second moment, the students worked dialogically in the virtual group, seeking the development of the pedagogical activities presented, functioning as a discussion forum, guided by the teacher. The students interact by exchanging messages, sending answers to the questions raised, as well as doing researches and discussing the Matrix theme. In the quest to promote the teaching of mathematics from the use of media resources, we raise our research question: how to use whatsapp to promote learning autonomy, concept construction and student interaction with the mathematical concept from the media? To answer this question, I focus on the purpose of the research: to discuss the study of Matrices from Problem Solving, using whatsapp as the medium. The dialogues in the virtual group extend the students' time of study, through small comments and the theme flows to a conclusion, in addition to the student having in hand the record of the conversations and explanations of the teacher, in this sense the application whatsapp has direct impact in the proposal of this dissertation bringing an environment of revision and registration. In order to substantiate our proposal we dialogue with the authors who deal with: Matrizes, Guelli, Iezzi and Dolce ([198-?]); Problem Solving, Polya (2006); on the media, Lévy (1999), (2004), (2007), besides other researchers who collaborate in the discussions of the mentioned proposal. Reviewing the postings and the accumulation of information generated in the whatsapp environment in the Matrix study promotes a constant flow of information so that the student is not passive in front of them and develop their conclusions about the proposal presented by the teacher. The dynamic activities and tests with objective and discursive questions, worked in the classroom and in the virtual environment, will be part of the final product of this study, which aim to contribute to the improvement of students' performance in the learning activities of Mathematics.
Acesso aberto (Open Access)
Feira do ver-o-peso: um espaço não formal e interdisciplinar de educação
(Universidade Federal do Pará, 2016-09-05) LISBOA, Gleyce Thamirys Chagas; FREITAS, Nadia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468
This dissertation aimed to capture the multiple aspects the fair of Ver-o-Peso, a non-formal and not institutionalized space of education, for the constitution of the teaching guide, based on the perspective of interdisciplinarity. The local has a historical, cultural and economic importance to the city of Belém, in Pará state. We emphasize in the construction of this text, theoretical aspects related to formal, non-formal and informal as well as the meaning of interdisciplinary attitude. The participatory research, itself, was organized through the development, evaluation and validation of the Didactic Guide in a collaborative process between teachers and students of basic education and also to the researcher. The choice of the construction of this product is justified by the lack of teaching materials that allows basic education teachers use non-formal spaces non-institutionalized, in this case the fair of Ver-o-Peso, in their educational practice. In the Guide, was emphasized only four didactic potential, due to the complexity and variety of issues that can be worked, which are: Ver-o-Peso history, location, economy and territorialization of the Ver-o-Peso fair, pharmacology and Ver-o-Peso "enchantments" and the marajoara art present in Ver-o-Peso. In general, the Didactic Guide achieved its objectives, in order to be a resource for teaching.
Acesso aberto (Open Access)
Geometria ribeirinha: aspectos matemáticos da comunidade do Urubuéua Fátima em Abaetetuba-PA
(Universidade Federal do Pará, 2017-10-29) SILVA, Odirley Ferreira da; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
In school mathematics, Euclidean geometry maybe it’s not always correspond to the learning needs of ribeirinhos students, because, some cases not present a satisfactory solution to some of the daily problems experienced by these students. The resource main used by teachers in these regions is the textbook distributed by the PNLD, but it has a echoing natural in its structure, so it is up to the teacher to devise means to develop methodologies that behold a cross-cultural education. This dissertation to examine and analyzes practices carried out by a ribeirinho on the island Urubuéus, Fatima belongs to the municipality of Abaetetuba - Pará; the objective is the compocation of a paradidático material that takes into consideration the diversity and the identity of the ribeirinhos of the Tocantins Amazon. The general objective of this study is the production of a book that will be the product of the dissertation, by promoting a teaching in a cross-cultural perspective, whose theme is the everyday ribeirinha, to add a repertoire of a mathematical know/ make with typical geometric characteristics, in which the objective is to contribute in the search for solutions to the daily problems of these individuals, watching that school geometry of Euclidean origin, cannot always propose an acceptable result, in the conditions in which the ribeirinhos people dispose of the problem, this caused an analysis of the methodological limitations of Euclidean geometry, to coined the term ribeirinha geometry. Made analyzes of the six activities that according to Bishop (1998) are fundamental for the individual to develop mathematical knowledge, are exemplified in the light of typical ribeirinhas activities. The purpose of the study is to understand the relationships between formal mathematics and the mathematical knowledge practiced by these culturally differentiated groups, which we call ribeirinha geometry. These relations were materialized in the construction of a book containing questions contextualized in the practices that consider, in fact, the daily life of the students of the ribeirinhas regions, thus contemplating the teaching based on the culture of the students. The work was developed based on the epistemological assumptions of the ethnomathematical education proposed by Vergani (2000); Ubiratan D 'Ambrósio (1986,1993,1996,1997,2001,2005); Bishop (1988,1997,1999,2006) and Paulo Freire's (1973) conceptions about the need for learning to reinvent what is learned. At the end of this paper I present my considerations regarding the possible connections, so that informal mathematics contribute to the teaching of formal mathematics, noting that the relations between science, culture and school is strengthened from a multicultural education.
Acesso aberto (Open Access)
Medida de comprimento: uma sequência didática na perspectiva da grandeza e medida
(Universidade Federal do Pará, 2017-09-15) SILVA, Nazaré do Socorro Moraes da; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798
This research about greatness and measures, in particular measure of length, aimed to legitimize a didactic sequence that favored the teaching of measure of length from the notion of magnitude and measure. The research was developed based on Guy Brousseau's Theory of Didactic Situations, inspired by the didactic model of Régine Douady and Marie Jeanne Perrin-Glorian, among other fundamental references for the elaboration of the didactic sequence. The approach of this research was qualitative in a methodological conception supported in the aspects of Didactic Engineering. The sequence was applied in a public school of elementary and middle, located in the metropolitan area of Belém do Pará, in a class of 25 students, from the 6th year of elementary school. The analyzes of the activities indicated that, proposing a didactic sequence that explores length in the domains of greatness and measure favors the comprehension of notions of concepts linked to greatness and measure, such as measuring, measuring need, measure, length and quantification (measure). As well as the understanding on the part of the students regarding the conversions of units of measurement and the constitution of the metric system decimal. From these results, this research generated an educational product called, didactic sequence for the teaching of length measurement.
Acesso aberto (Open Access)
Números primos e a constituição do MMC e MDC
(Universidade Federal do Pará, 2017-08-30) NUNES, Roberto da Silva; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798
In this research we aim to elaborate a Didactic Sequence based on Rickenmann and always resorting to previous knowledge that favors the understanding of the notions of Minimum Common Multiple (CMM) and Maximum Common Divisor (MDC) inspired by the Sieve of Eratosthenes. In order to reach the objective, we will assume as theoretical support the Theory of Didactic Situations making use of Didactic Engineering aspects as research methodology. For the elaboration of the Sequence we carry out a historical study with epistemological bias covering the mathematical definitions in the light of Number Theory, as well as the extension of the same ones, the knowledge of the origins and how the objects have been researched and presented in didactic books.
Acesso aberto (Open Access)
As perguntas construídas pelos estudantes e a (auto)formação do professor por meio de uma sequência de ensino investigativa sobre doença de Chagas
(Universidade Federal do Pará, 2017-10-06) MACHADO, Carla Regina da Silva; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831
The investigative practice are shown as alternative to education that do not give value to participation of students, their questionings and interests. From this theoretical orientation and from a planned strategy in a teaching sequence about Chagas Disease in the county of Abaetetuba, this research aims to understand how students build/identify questions/hypothesis in activities of investigative nature. The activity was used as an instrument to build data about the research and was developed in a public school of state education network, located in the county of Abaetetuba-PA, with primary school students. It is about a qualitative research in a participant modality. The interaction between researcher and students was recorded in audio and video and the comprehension of the empirical material evidenced three elements of analysis: 1) built questionings by students in investigative context; 2) students manifestation that indicates development of scientifical primary school; 3) recognizing moments of teacher (self)training. The students presented implied questions and related to scientific literature questions, activities of this nature propitiate the (self)training of the teacher; the students presented in their speeches indicators of scientific literacy. The results provided information to a product proposal, through a teaching sequence developed with students that contemplate the built/identified questions by themselves and answered by me during this research with conduct and questioning proposal, allowing a brand new look to this type of approaching.
Acesso aberto (Open Access)
Práticas avaliativas no contexto dos anos iniciais: acontecimentos, circunstâncias e significados para refletir sobre a própria prática
(Universidade Federal do Pará, 2016-11-07) SANTOS, Noemia das Graças Rodrigues dos; DIAS, Josete Leal; http://lattes.cnpq.br/742141315853380; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This research refers to my personal experience and practical evaluation developed through my work as Pedagogic Coordinator acting as Teacher’s Tutor and Assessor for students on a set of private schools. This research was conceived from memory episodes with the theme evaluation, which has been building me up as a professional. I make use, by saying such, of my own life story, seeking to analyze my path of professional development as Formation Teacher and the lived experiences on the different moments of this path. Those which are organized on eight distinct narrative episodes, each one related with all the others, hence all of them has as main theme the Diagnostic Evaluation made on the students. These episodes clarify their meaningful contributions to my acting as Students Evaluator because each one of those made it possible to come up with unique learnings, that are connected and also foresee the lived past with a view of the present that is contemplative and solidified by the nowadays theorist epistemological experiences. It helped me to understand how my professional development took place. Two moments constitute as investigational systematics where things started to take shape: 1) Important memories of themed history that occurred on my professional walk on Pedagogical Coordination; 2) How we describe those moments and how we would explain in theory its influence on our professional development? This investigation is established as a qualitative research, on the case study modality for considering that it consists on going deeper on an individual subject. It states to answer questions whether the researcher has or not control over the studied phenomena. I take as empirical material the written records of real situations, on a narrative form, occurred on my professional acting that has the theme evaluation. The analysis is structured by content analysis of the spoken reports of teachers that lived those episodes with me, producing new meanings, if compared to situations from the present date. The results of this investigation reveals researching about the very own practical shape in a reflexive matter gives us back positive results for a practical study form. The theory foundation for this research has authors that studied the evaluation on the different aspects but above all on the formation. However, I do understand that research doesn’t portrays only the moments I have lived but also on the doings that got shaped through this extended living formation.
Acesso aberto (Open Access)
Práticas investigativas com professores de ciências: contribuições para a formação e para o ensino
(Universidade Federal do Pará, 2016-09-05) NASCIMENTO, Maridalva Costa; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831
Investigative teaching practices have been considered by several authors as an approach that can contribute to the improvement of science teaching. But, to do this at school it is necessary to consider, among other factors, the teachers training. While this training includes theoretical and practical knowledge of the investigative approach, cannot fail to consider the teacher's knowledge and the contributions that he has to offer to the construction of a practice that enhances this guidance. Thus, with the purpose to research the formative process aspects of science teachers in the context of such practices, we seek to investigate: "what do teachers bring from their formative process that enables the investigative practice in the interaction with their peers, and what do they learn in the context of investigative practices that can contribute to science teaching? To develop the study, we invite teachers from the municipal education network of the city of Castanhal-Pará. To mediate the dialogue with the individuals, we have created a teaching sequence, which concerned about the pigmentation changes from a flower of the Hibiscus mutabilis species. This species has been previously structured once it has already been an object of teaching and and research with students from the basic education, but it has also been subject to reformulations as a result of the process of interaction with the teachers. The question that guided the construction of the practice was: why do the flowers of the plant known as “amor –de-homem” (man-love) change their color? From the assumptions made, the following tasks were performed:-1 Observation of flower on the plant; 2-Study of flower life span; 3-Plant Identification; 4-Study of the light effect -5 Study of the temperature effect on flower pigmentation. The development of this sequence has been filmed and empirical data of the study have been established from the dialogues occurred between the teachers involved. The footage was transcribed and selected from the dialogues episodes related to the QUESTION, PLANNING, EXECUTION and ANSWERS, according to the model to study investigative practices, proposed by Parente (2012). The episodes analysis considered the nature of each element in the process of investigation, the relevant discussions to the process and training of science teachers. The construction of the activity with teachers allowed us to identify through the individuals’ speech training aspects that signaled to execution of such practices, such as: the ability to design experiments and the searching spirit. Also signaled aspects that demonstrate the necessity of this approach in training courses for science teachers, such as: the non-usage of writing to record the implemented experiments and the theoretical emptiness. As a product of this study we have produced a video using scenes originated within the scope of this work to present the results of this research and encourage teachers to their achievement.
Acesso aberto (Open Access)
Produção de audiovisual sobre a aprendizagem baseada em problemas: passos de sua constituição em um curso de férias em Mãe do Rio (PA)
(Universidade Federal do Pará, 2017-07-01) ARNAUD, Orlando Temistocles Cruz; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729
In the last three decades, didactic audiovisual has been consolidating as an important pedagogical instrument for teaching science, being potentialized when combined with new methodologies such as Problem-Based Learning (PBL). This research aims to identify the characteristics of the PBL manifested in the dynamics of the Vacation Course and produce an audiovisual. For the constituting of the video, the videotapes of the interactions between a Teacher-coordinator, two monitors and six students of the basic education participants of a Vacation Course occurred in Mãe do Rio (PA) were used. The research presents a qualitative approach, with participant observer. The audiovisual was evaluated by six teachers and two specialists through questionnaires, which are presented in Appendices A and B, in which they present seven questions, six of which are subjective and one of multiple choice. The answers were based on the reference of Malheiro (2005) to the PBL, while the categories and indicators were based on the works of Cabero (2001) and Gomes (2008). The interpretations from the questionnaires indicate that the stages of the PBL are evident in the video and that its content contributes to educators to develop the methodology in the classroom. In addition, the audiovisual is appropriate to begin the study of the subject on group of fish. The tutorials make clear how to develop the PBL present in the audiovisual, which, in turn, pedagogically promotes improvements in teachers' classes. The categories and indicators analyzed were evaluated, for the most part, as positive and satisfactory, they are: sufficiency of the amount of information; size of the graphic elements: photos, subtitles, etc; technical and aesthetic quality of the visual elements; dialogues; technical and aesthetic quality of ambient sound, vignettes and audio/locution; inclusion of elements to highlight important elements; adequate and sufficient video duration; allows complementary activities at the same time of class; valuation of exposure, discussion, criticism or practice/application; creation of learning situations is facilitated; pedagogical proposal appropriate to the target audience.
Acesso aberto (Open Access)
Produção e avaliação de um módulo de estudo de aspectos históricos e epistemológicos sobre a evolução de modelos atômicos
(Universidade Federal do Pará, 2016-11-14) OLIVEIRA, Maria Eduarda da Silva; BRABO, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140
The present work presents a research on the learning and teaching of atomic models and aims to elaborate and evaluate a module of study of historical and epistemological aspects about atomic models in the formation of chemistry teachers. Initially, it describes and discusses the results of a survey of alternative conceptions of university students of chemistry on the subject and, based on this analysis, presents a didactic text on historical and epistemological aspects of the atomic models, as a way of minimizing the learning problems detected in the sample Investigated and literature on the subject. The results of the survey showed that subjects, like other similar studies, do not adequately understand the nature, history and context of application of the different atomic models. In the case of the sample investigated, as it is about future chemistry teachers, this is a very worrying fact. On the other hand, the results of a small sample of university students, who willingly read the text and answered questionnaires, indicate that the reading of historical and epistemological information presented in the text did not help to found in the conceptions of these future professors of chemistry.

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