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

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290

O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).

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Uma agenda de pesquisa para formação docente em educação em ciências: investigando elementos essenciais
(Universidade Federal do Pará, 2017-05-03) MAGNO, Cleide Maria Velasco; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
Based on ideas developed about the role of the teacher and his training, we conducted an investigation on the production of the Graduate Program in Science and Mathematics Education, Institute of Mathematical and Scientific Education, Federal University of Pará (PPGECM / IEMCI / UFPA), With the purpose of knowing, understanding and reflecting on the elaboration of a research agenda for the area of Scientific Education. With this purpose, we produced a panoramic picture of the general production of PPGECM, with the methodological context in which it was constructed, explaining in the works the indicators that delimited the field of research on teacher training; We show the training model (s) and the dimension in which they fit, and we place Science Education with emphasis for the CTS approach. The research was delineated in the qualitative, documentary type approach. The texts were selected by means of the identification of the descriptors "teacher training and conception" in the virtual and printed archives, deposited in the site and in the library of the Institute. For the corpus of analysis, 26 dissertations and one thesis were chosen, distributed in two periods. For the systematization, the data were organized in annual tables, called Integrative Synthesis, from which other analytical matrices were created.To analyze the data, we used the Bardin Content Analysis (2016). The results were presented in two blocks. We conclude, from the first block that there are methodological weaknesses in the productions that need to be worked out, however, the field of research teacher training has shown itself in a process of consolidation in the program. The second block showed that there is an evolutionary continuum referring to the training model, as well as in Education for Citizenship and Science Teaching, used in all productions. As for Education, with a CTS approach, the potentiality of the proposal to change students' conception emerges and self- training of teachers is evident. All these points constitute strong elements for the elaboration of a Research Agenda, however, considering all the aspects necessary for the development of the area, it is important the collaborative participation of all those involved in said program, to make feasible the planning, the development And its implementation of this agenda.
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Alfabetização científica através da experimentação investigativa em um clube de ciências
(Universidade Federal do Pará, 2019-03-21) OLIVEIRA, Luana Cristina Silva; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This research presents a qualitative study, characterizing itself as exploratory descriptive research, which was planned and executed with the purpose of analyzing how the Scientific Literacy is developed among elementary students who participated in the Prof. Dr. Cristovam Wanderley Picanço Diniz, from the Federal University of Pará-Campus Castanhal. This research emerged from the researcher 's questions about how science education was developed among students who participated in non - formal spaces of science teaching. Our main theoretical references are Sasseron (2008), Carvalho et al (2009), Carvalho (2013) and Malheiro (2016). As instruments, we use video recordings, photography, logbook and audio recordings. The participants were four students of the fifth grade and four students of the 6th grade. During the analyzed episodes we can observe how the manifestation of the indicators proposed by Sasseron (2008) occurred. The indicators of Scientific Literacy were evidenced in the students' discourses, being considered important for analysis of this study. We realized that they helped to understand how the process of Scientific Literacy developed, as we set out to analyze how the students dedicated themselves in the construction of their knowledge. We observed that the indicators only develop during the course of the investigative activity. However, we found that other skills may emerge during the course of the activity, which are related to student behavior and what they can do during the investigation. In the face of the investigative sequence, we realize how important it is to encourage students to get along with their content, to have more autonomy, to be creative, to get a dialogue and to expose their ideas about what they are observing. For, we note that this incentive is fundamental for the formation of citizens who know how to understand the phenomena that occur around them, in addition, it allows them intellectual advances.
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A ambiência sentida, vivida e praticada na educação ambiental: um olhar a partir da docência dos professores dos anos iniciais em Curuçá/PA
(Universidade Federal do Pará, 2015-06-15) MELO, Veruschka Silva Santos; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
In this research investigate the understanding of elementary school teachers of environment from kindergarten to 5th grade in the municipality of Curuçá (Para / Brazil), on the place where they live and work and how these reflect on their teaching practices. I chose the narrative research to guide my research, considering that our life stories (personal, educational, etc.) carry a wealth of knowledge that are intertwined in professional stories. Are reports of four teachers for me interviewed, chosen among the two municipal schools, two teachers from each school; these schools are located one in the urban area and the other in a derelict island. Throw hand fictitious names for schools and subjects in order to protect their identities. The research was developed from the narratives that got through the audio recording and later transcription; from this material, I came to the axes of analyzes that were undertaken, based on studies of Moraes and Galiazzi. Three topics were established to respond to questions of this investigation. They are i): environmental context of the middle region of the salt: perceived and expressed ambiance of the space they inhabit teachers; ii) pedagogical practices developed by teachers to work in environmental education; iii) teacher training: form in an environmental context of decontextualized way. From these lines of analysis, I could see how the natural environment and urbanized in which teachers lived / live influence their environmental teaching. However, this influence brings a certain obstacle in their teaching practices. However in some pedagogical practices for methodological transformation of evidence to try to achieve actions that lead to environmental education critical. In this search, I realized the fight with seeking overcome this gap, either through training partners or a self-training.
Acesso aberto (Open Access)
Um análise dos princípios da aprendizagem significativa no ensino através de temas
(Universidade Federal do Pará, 2015-03-06) MONTEIRO, Rui Guilherme dos Santos; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970; https://orcid.org/0000-0001-8363-8971
The general objective of this dissertation is to investigate how the relationship between Meaningful Learning and the Thematic Approach are established and how they contribute to the science learning-teaching process. The research develops from the thematic approach of Delizoicov et al. and the theory of Meaningful Learning from David Ausubel which central part is the teaching based on the previous knowledge of the learner. A pedagogical physics teaching experience based in the three education moments of Delizoicov was made in a public school of Ananindeua – Pará in which, twenty five students from the Education of Youngs and Adults participated during two months. This qualitative research was based on questionnaires, direct observations, conversations, written reports, generating an empirical material, which enabled the identification of meaningful learning principles in each of the three pedagogical moments. In the Initial Problematization, it was possible to identify two principles from Ausubel’s theory; Progressive Differentiation and Consolidation; in the Organization of Knowledge we found evidence of the Progressive Differentiation, Integrative Differentiation, Integrative Reconciliation, Sequential Organization and the Consolidation; whereas in the Application of Knowledge we highlight the Consolidation. The analysis made in this dissertation provides a theoretical pedagogical foundation for educators and researchers meant to favor meaningful learning in school context.
Acesso aberto (Open Access)
Condições favorecedoras da criatividade no ensino e aprendizagem de professores estagiários no Clube de Ciências da UFPA
(Universidade Federal do Pará, 2018-08-03) SILVA, Denise Souza da; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
Among the different types of learning I emphasize creative learning, as a desirable process in the educational field, but still little understood. Research on the creative learning of teachers in initial formation, on the contribution of individual and / or institutional subjective aspects, as well as on situations in which creative learning emerges in the collective work is rare, being investigations that take place in non- formal. In this sense, I aimed in the present study to contribute to the understanding of the conditions in which creativity emerges in the process of learning of and for teaching, of trainee teachers of the UFPA Science Club, in the context of their pedagogical practices. In this study, I assume a process definition of human individualization in its individual and social strata, in view of a new search for a new original and faithful meaning, anchored in the subjectivity theory of González Rey, Mitjáns Martínez and collaborators, in a historical-cultural perspective. The research was based on Qualitative Epistemology, which characterizes the production of knowledge as a constructive-interpretative, dialogic process and of valuing the singular in the production of knowledge. Four trainee teachers participated in this qualitative research, who worked in a class of 6th and 7th years of Elementary School, in the Science Club of UFPA. For the construction of the information, I used different instruments, including phrases, writing, interviews, informal conversations and observation. As a result of the analysis, I present indicators of the subjective senses that the trainee teachers produced in narrating and reflecting on an experience they had in carrying out a specific teaching activity. Their expressions indicated subjective resources that they developed in the Science Club and in other contexts, guiding their individual and collective actions, thus favoring conditions for the emergence of creativity in the process of learning to and from teaching in their initial formation. They also point out that the social subjectivity of the UFPA Science Club constituted the individual subjectivity of each participant and of the team itself, so as to integrate subjective configurations of the action of the trainee teachers, understanding that they were conditions conducive to the emergence of creativity in the course of the process of the planning, realization and evaluation of said teaching activity.
Acesso aberto (Open Access)
As configurações subjetivas de docência e suas transformações no decorrer da trajetória profissional de professores de ciências e biologia
(Universidade Federal do Pará, 2017-10-17) SERRÃO RESQUE, Marciléa; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
The professional teaching trajectory is a field of study that corresponds to one of the main thematic of analysis on the professionals of the education, due to the preoccupations with the processes of teacher formation amid the challenges of the contemporary educational scene. In general, this theme has been studied in the scope of research on life cycles, which often highlight the similarities and regularities present in the professional career of teachers. This research, in a different way, seeks to understand the professional trajectory as a singular and subjective process. For this reading, I bring as main theoretical reference the Subjectivity Theory of Fernando González Rey (2003). I use the categories of subjective sense, subjective configurations, individual and social subjectivity to understand the transformations that occur in the configurations of subjective senses of teaching in different moments of the professional career of three professors of science and biology. I defend the thesis that analyzing the professional trajectory of teachers based on this theoretical framework allows the understanding of the rupture movements and the creation of subjective senses about teaching in science and biology that are produced in the different contexts of personal and professional life. To support the study, the research is aligned with the qualitative approach, taking as a methodological approach the Qualitative Epistemology of González Rey, which defends the eminently constructive and interpretive condition of the research. The information was constructed using sentence complement, open questionnaire, individual interviews and informal conversations. I present the constructive-interpretative analysis of the trajectory of three professors of science and biology, in the form of case studies. For this study, I opted for the transversal analysis method, which organized the professional course of teachers in three main moments: 1) The options for teaching; 2) The entry into the teaching career and the initial years and 3) The present moment. The subjective meanings related to each moment were interpreted from indicators constructed from the expressions of the subjects. The results point out that different subjective configurations of teaching are built at different moments of the teachers' professional trajectory and they constitute the basis of motivation for teaching in science and biology. The transformations in the configurations resulted from the ruptures and creations of new subjective meanings engendered from the personal histories of the subjects in permanent dialogue with their current context of action. The research also pointed out that the shared and collaborative exercise of teaching, the construction of forms of resistance to the dominant representations of the profession and emotional experiences during the trajectory, are important for the configuration of subjective senses of valorization of teaching in science and biology.
Acesso aberto (Open Access)
A construção de saberes docentes no desenvolvimento de práticas investigativas
(Universidade Federal do Pará, 2017-03-13) PAIXÃO, Luciana Aguiar Silva; Parente, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
This research was to investigate the teaching knowledge of science teachers, with the objective of answer the following question: Which teaching knowledge are produced in the development of an investigative practice? I take the qualitative research. Four teachers were identified, who developed investigative practices in their teaching. Their actions were carried out in different locations in Brazil State of Para: Abaetetuba, Inhangapi and Islands Region. These subjects were interviewed and explained how the experience. The data produced were analyzed based on the guidelines of textual and discursive analysis. In this way, it was possible to identify the knowledge produced. I organized the analysis process into five axes, to know the subjects in different aspects, in particular their knowledge. The Knowledge produced, from investigative practice, was constituted through the relationship with the students, with school and community, however, moved by a particular history of formation and life history, besides the desire to provide to students that which, in the view of the subjects, was denied them in their schooling process. I demonstrate teacher knowledge built from experiences with the investigative practices experienced in the course of basic schooling, as students, during the initial formation and in the exercise of the profession. These knowledges express understandings about science, subject formation and the teaching and learning process. This study showed that the development of investigative practices potentiates the construction of knowledge, showing itself as an important tool for the training of science teachers.
Acesso aberto (Open Access)
Contos de tradição oral e educação ambiental: uma prática interdisciplinar em aulas de ciências
(Universidade Federal do Pará, 2017-02-15) SANTOS, Diana Gonçalves dos; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
This work was developed with students of 4th year of basic education school Monsignor Azevedo , where these are from the island of Combu. It is specifically didactic interdisciplinary and transdisciplinary character practices, whose claim was to rescue the local culture through tales of oral tradition as well as mobilizing reflexive attitudes about environmental context relating one of the most prominent problems in the medium environment that is lack of water in certain locations. The proposal led us to find several theoretical studies as it relates to the primitive people lived before the Portuguese colonization, amid their beliefs, myths and stories told as well, in studies related to the environment and water resources. It should be noted immersion in field with conversations wheels with the parents of the students to understand the oral narratives that children bring about their local culture in the activities. So the proposal has enabled us to understand that traditional knowledge empower the process of scientific literacy in the various areas of knowledge.
Acesso aberto (Open Access)
Controvérsias sociocientíficas no ensino de ciências: usos da argumentação no caso do açaí transgênico na Amazônia
(Universidade Federal do Pará, 2019-03-20) PEREIRA, Gerlany de Fátima dos Santos; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
This study aimed to classify the arguments present in a Debate based on a Controversial Socio-Scientific (CSS) concerning to transgenic foods (TF) according to the Argumentation Theory of Chaїm Perelman and Lucie Olbrechts-Tyteca, and in different argumentative dimensions (scientific, environmental, social and economic). Taking as a methodological support the qualitative approach in the context of an action-research. The research was carried out at the Institute of Mathematical and Scientific Education of the Federal University of Pará, through the implementation of the Extension Course titled “Controversial Socio-scientific in Science Teaching”. Participated in the Course, 25 students of the Biological Sciences Degree from Federal University of Pará, 2009. The sampling was characterized by accessibility, since the students showed interest in the participation of the Course. The methodological strategy of action research was the Extension Course, based on the development of a fictitious case study, precisely “The simulated case of the transgenic açaí in the Amazon”, with the use of a set of activities that elicited discussions and arguments about CSS. For the analysis and interpretation of the data, the “Treatise on argumentation: the new rhetoric” was used as theoretical support in the light of Chaїm Perelman and Lucie Olbrechts-Tyteca. Two perspectives of analysis were the model proposed here. The first is related to the dimensions in which the arguments presented in the Debate were organized, namely: social, environmental, scientific, economic. The second is related to the classification of these arguments, according to Perelman and Olbrechts-Tyteca's theory of argument, into three main classes of argument: quasi-logical arguments, arguments based on the structure of the real and links that underlie the structure of the real. It can be said that the practice of argumentation was instituted, adding and articulating knowledge of diverse nature (scientific, environmental, economic, social, etc.). In general, the students avoided common sense, presenting negative and positive aspects about the TF, especially regarding its introduction in the Amazonian environment.
Acesso aberto (Open Access)
Currículo menor de ciências: atravessamentos por uma escola ribeirinha da Amazônia Tocantina Paraense
(Universidade Federal do Pará, 2019-04-30) CORRÊA, Edilena Maria; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
A curriculum is a way of life, of existence, a space to experiment, to do and to produce. A curriculum is a discourse, it is a production process. A resume is life. In educational practices they inhabit lives, doing movements, a science curriculum as well as a curriculum in other areas of knowledge is always a process of inventiveness. For this process of research-creation the idea comes from the argument that the science curriculum is life, although it is officially in the hard and sedentary meshes. Science is a knowledge also produced in inventiveness like any other. In this way, the science curriculum that is scored in this research comes along the smaller lines, coordinated by living powers of community lives, food production methods and unique processes of these lives that cross the riverside school environment. Understanding the science curriculum crossed by the school knowledge and the usual knowledge of a riverine community of the Tocantina Amazonian Paraense. The invention research was given among residents of the island of Pacuí de Cima, municipality of Cametá-Pa, School Professor Fulgêncio Wanzeler and had as triggering questions: what powers a minor science curriculum offers for the expansion of educational practices? What can the minor practices of a science curriculum do? How is the minor science curriculum produced by singularities? The invention research aims to create, singularly, a minor science curriculum traversed by n'compositions of knowledge that drag science to other visibilities in the space of the school of the Island of Pacuí. The idea is to think of a program of experimentation that offers heterotopian voices. In this way, the research is crossed by the theoretical thought of the Deleuzian Philosophy of difference by modes of conceptual variations and displacements, also promotes an effort of poetic creation of a notebook of teachers / students crossed by the curricular powers of sciences in variation of a riverside school of the Amazon Tocantina Paraense. The poetic process of the notebook is crossed by the creation of a smaller science curriculum in the involvement of school practices in the Amazonian environment. In addition, the thesis agency, poetically, various images, drawings, collages, digressions between water crossings and photographs. The thesis also produces, amateurishly, a notebook of photographic images, daily records of my crossings between the school and the community that give thought to the science curriculum. As a passing-completion bet, the thesis creation understands that a resume is a model to be followed, nor a packet crate if it is finished. The smaller science curriculum that runs through the thesis creation attentive to the lines of uniqueness as a program of experimentation that runs through the vitality of every school, teacher, student. A bet on the openings of curricular science practices.
Acesso aberto (Open Access)
Desenvolvimento profissional docente de mestrandos em perspectivas do ensino por investigação em um clube de ciências da UFPA
(Universidade Federal do Pará, 2019-03-07) ROCHA, Carlos José Trindade da; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
In this research, we sought to investigate the Teacher Professional Development (TPD) from a inquiry perspective by Master's professors of the Graduate Program in Education in Sciences and Mathematics (PPGECM) from the Federal University of Pará (UFPA) who carried out several researches at the Professor Dr. Cristovam Wanderlei Picanço Diniz Science Club, of UFPA/Campus Castanhal.To do so, we seek to analyze their formation experiences in association with their intermediation with their research objects. Methodologically, from a qualitative approach and participant research characteristics, we sought to answer in which way, from the construction of research from the teaching by investigation perspective, the aspects of protagonism, reflections and interventions for the TPD are verified. The empirical field, characterized by the practice communities were the PPGECM/UFPA and the Professor Dr. Cristovam Wanderlei Picanço Diniz Science Club, having two master professors (PMe1 and PMe2) selected for investigation. In order to build up the information, participant observation, questionnaire, interview and checklist were used. In this context, we explore theoretical contributions on teachers' training and TPD in Vaillant and Marcelo (2012), building a socioepistemic topography, based on Fleck (1994), about teaching by investigation throughout the 20th and 21st centuries in Brazil, based on the Theory of Activity thesis, conceived by Leontiev (2004) and Engeström (2001). From the contents analysis, five categories and thirteen subcategories of analysis emerged, in which we evidenced a TPD with significant learning occurred by Master's teachers' engagement, marked by motivational factors, interventions as investigative subjects and the impediment and parsimony during the research construction process, with reflections and reality intervention, conceiving the PPGECM and the Science Club as investigative practice communities and of self-education, linked with the training process of Doing and Being investigative. The difficulties, needs and future perspectives of PMe1 and PMe2, who sought TPD through mastery, may be qualified in the process of transforming teachers into adaptive specialist instructors, referred to the need for willingness to change their learning, with investigative actions planning, more support to scientific writing and the dissemination of results that come to the fore opportunities to experience, from the inside, the academic experience to be lived in deep and articulated research between teaching by investigation and the professional practices, provoked by the desire to develop with professionalization, professionality and professionalism.
Acesso aberto (Open Access)
Ensino com abordagem ciência, tecnologia, sociedade e ambiente em uma escola de origem agrotécnica
(Universidade Federal do Pará, 2018-03-28) SANTOS, Deusivaldo Aguiar; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970; https://orcid.org/0000-0001-8363-8971
This research aims to analyze pedagogical practices in the context of Science, Technology, Society and Environment (STSE) approach in a school of agrotechnical origin that was constituted in the model of a school-farm, under technicists principles eminently, localized in the city of Codó, State of Maranhão. Admitting the hypothesis that there are indications of the STSE approach in this school, this investigation is ruled by the question: What are the factors which potentiate the teaching focused in Science, Technology, Society and Environment in a agrotechnical school? The research has qualitative nature and adopts quantitative informations to give support, if necessary. The methodology utilized in the investigation was based in the analisyis of Laurence Bardin’s contents, using keywords in search of indicative elements of the STSE approach as the first level of analysis and depth reading of the text when there were indicative aspects of the STSE context, but that do not have characteristic terms of STSE field. On these terms, the analysis of the investigations are based on three axes: (a) STSE in the orientations and in the everyday of IFMA Codó, (b) the bibliography STSE by authors in the documents that were reserched; (c) The context of STSE in didactics textbooks of Physics adopted. The results achieved confirms the research thesis that there are elements of the Science, Technology, Society and Enviroment in the pedagogical practices and in the everyday of the researched institution, and the aspects that potentiates the STSE teaching are found in the Teaching Plans, Practical interdisciplinary classes, events and researching projects. Finally, I understand that this research can give base to the curriculum of the disciplines with initiatives in the STSE context, proper to the new educational orientations and thereby cause deep changes in the pedagogical actions in a technicist school.
Acesso aberto (Open Access)
Ensino de ciências e práticas teatrais: formação de professores para os anos escolares iniciais
(Universidade Federal do Pará, 2017-05-09) FREITAS, Nívia Magalhães da Silva; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
The productions of science and art represent extensions of our experiences, and thus constitute forms of knowledge. The interlocution between Science and Art, especially through the mediation of the theater, constitutes a potential perspective of science education. Theater, in addition to entertainment and fun, enables reflective, formative and educational actions. In this context, the thesis presented here aims to answer the following research question: in what terms the formative experiences of future teachers of the early school years, mediated by theatrical practices, contribute to the learning of socially relevant knowledge, notably in the sense of critical and reflective understanding, in the context of science education? Qualitative approach, represented by narrative research, in the form of research-training, constituted the methodological option of this thesis. The data gathered in this work were analyzed by Discursive Textual Analysis. The immersion in the field texts allowed me to identify three axes of analysis: (1) learning to be and to live together, (2) learning socially relevant knowledge through theatrical practices and (3) ideas about the possibilities of theater mediation to teach Sciences. The formative experience was developed in two classes at Licenciatura Integrada em Educação em Ciências, Matemática e Linguagens, of Instituto de Educação Matemática e Científica, of Universidade Federal do Pará. The instruments used in the research were: individual and group textual productions, diaries and audio and video record. I believe that theatrical practices contributed to the constitution of spaces of (re) creation, aesthetic experiences, ethical considerations, recovered the way how learns (and how teaches), in a dialectical process that favored the understanding of reality, in a movement of appropriation of art by science and art as a way to expand the understanding of science in the world. Thus, as one of the artistic languages, theater enhances the possibilities of dialogue between science and art, inserting itself in the field of a sensitive education, in the consideration of ethics, aesthetics, perceptions, emotions, motivations and interpersonal relationships, in the fruition of new/other meaning conferred to objects of study/teaching; it constitutes mediator materiality of constant recreation of the classroom scene – a privileged place of experimentation, transformation, renewal and (re) thinking about teaching and do teaching.
Acesso aberto (Open Access)
Entre cientistas, pesquisadores, professores e experimentos: compreendendo compreensões de experiências formativas no ensino de ciências
(Universidade Federal do Pará, 2017-04-25) CAJUEIRO, Dayanne Dailla Da Silva; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This research emerges from a question raised by me about what is Science in a formative process that still extends. I do not intend to answer what is Science in this work, but understand understandings of the formative aspects that elucidate the formation of teachers who make Science while teaching Sciences. Therefore, I adopt qualitative research in an action-research process by which, when forming it, I form, by making them reflect I also reflect, by making them signify I (re) signify. This research process took place at the UFPA Science Club (CCIUFPA), a non-formal teaching space with a "pedagogical laboratory" profile. It was in this pedagogical laboratory that I tested hypotheses, experimented experiences, and assumed roles of researcher, teacher, and scientist in a movement of (re) signification of experiences through other new experiences. To develop the research, I followed a group of future chemistry and biology teachers who work at CCIUFPA as trainee teachers in 8th and 9th year of elementary school. The follow-up took place in the process of assisted pre-emptive practice and in partnership, in which I assume the role of teacher-mentor in lessons planning. That way I encourage the process of reflection-action on the experiences lived at CCIUFPA, at the same time, in which I reflect on the formative process through students when building data that guide me in this perspective. In this direction, I also evidence the process of signification of deformed visions of Science to the detriment of its propagation. To this end, I adopt techniques that make possible the reflexive process of participants, I use theorists of the area who make notes about devices that enable the understanding of such experiences. To analyze such data I use the discursive textual analysis. The results show that trainee teachers (re) signify their formative experiences in teaching science in an investigative process that excludes deformed and naive visions propagated by the formal school and the media. In experiencing such a process I also (re) signify my vision of Science and my formation in a movement to understand such understandings. They touch me, modify me, move me, make me who I am, which makes me reflect that such analyzes about understandings can contribute to the formation of teachers enabling them to do Science by teaching Science to their students.
Acesso aberto (Open Access)
Entre salvação e perdição: a sexualidade do bom cristão
(Universidade Federal do Pará, 2019-05-09) RODRIGUES, Luciane de Assunção; CHAVES, Sílvia Nogueira,; http://lattes.cnpq.br/9353964127402937; https://orcid.org/0000-0002-9771-4610
What are the subjectivities constructed in discourses about sexuality? What are the existing conditions from discourses that proliferate this sexuality? Such questions emerged and constructed the basis of this research, whose tension and transgression lines are the connecting threads that integrate a drama related to the sexuality of the "good christian". To exposure the sexuality in the confessional schools, we focus on a dynamic inventive character that moves the analysis of empirical materials selected to integrate the corpus of this research. Inspired and nuanced with the keen senses by Michel Foucault's thought, these materials speak and describe what they had seen, heard and felt in a Confessional School spaces. Based on distinct personalities, these characters are proficient in demonstrates the processes of subjectivation of the "good christian", being it a teacher or student, as well as the incidents lived within a space in which the sexuality is situated between the obedience and transgression. Among the characters, the Schizophrenic School begins a discussion with its madness, alternating between lucidity moments and hallucination, without being able to perceive when it is in another mode. In this context, the schizophrenic school decides to put the other characters on their divan, especially in confession way. Therefore, each character tells how it was crossed/affected by the sexuality that used to circulate there. It mobilizes a central question on this investigation, which is: How works the sexuality device in a Confessional School? We support the following idea based on the confessions analysis: The production of subjectivity on the "good christian” is tied to the control and management of sexuality. On this line, sexuality opens up possibilities paths for an invention and creation to live new ways. This is how the characters who inhabit the Confessional School dared to create a space "in between" on the middle. Furthermore, they resisted, invented and lived their sexuality, thus breaking the inertia and paralysis to remaining on "good christian" position. They chose to live their sexuality in a resistance way, instead of rehearsing obedience to the regulatory norms established on this Confessional School. Then, between is where everything escapes, in which sexuality transgression has not been formatted, sighing for freedom in life that experiences.
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Estratégias metacognitivas no ensino de ciências no 3º ano do ensino fundamental
(Universidade Federal do Pará, 2021-07-15) Santos, Gláucia Amaral dos; Brabo, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
This dissertation analyzes how metacognition is to be used by teachers in the early years of Elementary School, mainly as a strategy towards learning-teaching processes, in order to investigate how the use of metacognitive activities may ease teaching about Life and Evolution in 3rd grade of Elementary School. The main research objective is to produce and analyze a set of strategies and activities of metacognitive nature regarding Life and Evolution, which are to be used in Science classes in 3rd grade of Elementary School. Not only a brief literature review about the relationship between metacognition and education is presented, as it is discussed how the scholarship on metacognition may contribute to an improvement of Science teaching in the early years, and how it may be a theoretical frame of reference for composing educational strategies and activities able to stimulate acquisition and development of metacognitive skills in school-aged children. The analysis of the proposed activities, of a qualitative nature, was carried out through elaboration and application of an analysis protocol of educational products, which was answered by ten teachers with large experience regarding classes in Elementary School early years. All teachers evaluated general aspects and all six proposed activities in the product. Through the set of analyses results showed that, even though it still might be perfected, different aspects of the didactical product were well evaluated, and considered to be innovative by the teachers who analyzed it, which leads to it showing a great potential and facticity for being used in Science classes for which the product was initially thought.
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Um estudo sobre a política de ação afirmativa: a implementação da Lei n.º 12.711/2012 nos IFETS (2014-2019)
(Universidade Federal do Pará, 2020-03-19) FERREIRA, Anne de Matos Souza; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088; https://orcid.org/0000-0001-8679-809X
This study aimed to analyze the affirmative action policy of racial quotas implemented in 12 Brazilian Federal Institutes of Education, Science and Technology (Ifets) and the relationship of such policy with the Law 12.711/2012. In order to this so, we assume that, with the approval of this law, also known in Brazil as the “Lei de Cotas” (“Quota Law”), a greater access of black students to the Ifets was promoted. In this context, the implementation of racial quotas guaranteed consubstantial changes in the practices of these institutions. Based on this proposition, we support, in this study, the thesis that the habitus incorporated by the agents responsible for the implementation of the mentioned law determine the way they conceive the legislation and the implementation of this affirmative action in the Ifets. This is justified since the agents responsible for elaborating, with the participation of the other actors, proposals for the implementation of this law, impose, on the debates held in the educational field, ways of perceiving the legislation to be implemented. These different modes, internalized in the form of habitus, engender institutional practices in relation to the affirmative action policy of racial quotas implemented in these social spaces. In order to support this thesis, we used the methodological approach proposed by Laurence Bardin (2016), the technique of content analysis, for the systematization and categorization of data. In addition to that, we used specialized literature and legislation to discuss affirmative action policy and Pierre Bourdieu's (1996; 2004; 2009) conceptual notions of field and habitus. Such notions supported our analysis of the habitus incorporated in institutional practices by agents during the implementation processes of Law 12.711/2012 in the educational field of the 12 Ifets surveyed. The results obtained with the present study demonstrated that such habitus, in the period before the implementation of the law, do not differ from those used by public universities in the first initiatives to adopt modalities of affirmative actions. There is also a predominance of the use of social and economic criteria for the selection of students who will benefit from this affirmative action policy. In relation to the incorporation of the provisions of Law 12.711/2012 to the Institutional Development Plan (PDI), the guiding document for institutional actions, we identified that the mentions incorporated into this document by the agents signal a predominance of social and economic criteria, when these agents refer to the affirmative action policy implemented in the educational field.
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A física nos anos iniciais: obstáculos verbais em livros didáticos em uma perspectiva bachelardiana
(Universidade Federal do Pará, 2017-06-08) PEREIRA, Jefferson Rodrigues; Vieira, Eduardo de Paiva Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/0000-0003-1641-7014
The epistemological obstacles listed by Gaston Bachelard are configured as obstacles to scientific knowledge and are necessary to overcome such obstacles to the formation of the scientific spirit. Thus, this research aims to analyze energy concepts in textbooks from the early years of elementary school through the idealization of verbal obstacle in the perceptual bachelardiana. For this, we use elements of the content analysis, directed to the empirical material constituted by didactic books of sciences produced for the initial years. The analytical questions are confined to the didactic book because this is an important pedagogical instrument, pertaining to the daily life of the classroom, that can to some extent be considered a historical product; Thus producing idealizations and meanings. In this perspective, didactic books present situations in which words and the manner in which they are posed allow for the emergence of verbal epistemological obstacles. Among the various subjects that the textbooks discuss, the discussions related to energy are among the most significant to science education, mainly because of its unifying character. The tendency to use the term energy in different areas makes it difficult to distinguish "everyday energy" and "scientific concept of energy" because scientific conceptualization is treated after the use of the word, so it is not surprising that the scientific concept Is so complex. In this way, the difficulty with what is energy sustains the verbal obstacle that the term expresses, specifically, with justified reasons in the analysis of textbooks that demonstrate words or schemes that send energy to work, consumption, generation, transportation, which Substantializes or materializes energy and can be considered as idealizations of the verbal epistemological obstacle.
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Histórias de vida de professores formadores de professores de ciências em Angola
(Universidade Federal do Pará, 2018-05-11) BUZA, Ruth Gabriel Canga; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
In this thesis, I approach questions related to the teaching of Science and the qualification of teachers who educate Science teachers in Angola, using as a main research strategy the personal and professional life stories of the researched subjects, all of whom are educators of teachers. My general objective is to research the stories of teacher education in Angola, searching for accounts that express the way these teachers were formed and how these stories contribute towards the qualification of Science teachers in the country. For specific objectives, I investigate the relation between the history of the country and the constitution of education in Angola; I characterize the challenges, the adventures, the misfortunes and the personal and professional overcoming that contributed to its formation, reverberating in the practice inside the classrooms; I investigate the ambitions/utopias of the qualifying teachers, in pursuit of solutions to perfect the qualification of Science teachers in Angola. This search for information was carried out in two steps: the first moment was the application of questionnaires, to the teachers who were distributed in different provinces, totaling 58 questionnaires. From this group, I received back 21 questionnaires, of which 6 were used in the research. In a second moment, I added 3 teachers who had not filled in the questionnaire, but who were willing to collaborate, and so were interviewed. I assume the qualitative research in the narrative approach, where the reports by the subjects are the central empirical material. However, I also made use of historical information about the country and its education, as well as official documentation. This research possesses 3 sections of analysis, denominated: “Nothing but the ABCs,” which presents the history of education for teachers in the colonial period; “Teaching and learning to teach,” section constituted by the memories of formation in the transition period (end of colonization and beginning of independence); and “From chaos to peace,” a section constituted by the memories of formation from the period of civil war till the present days. As a conclusion, I consider that the speech of the teachers who form teachers bring non-official information that may become of use for organizational purposes in preparing Science teachers in the country, providing an essential framework for building new paths in educational organization in Angola.
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A introdução da Escola Superior do Pará: “Escola de Pharmácia do Pará” e ensino científico (1897-1914)
(Universidade Federal do Pará, 2017-03-22) NASCIMENTO, Sulenir Candida da Silva; Alves, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The objective of this research is to analyze the contributions of the Escola de Pharmácia do Pará to the process of introducing science in higher education in Pará. We chose the year 1897, as the initial mark of the research, due to the creation of the Sociedade Médico-Pharmacêutica do Pará, analyzed in the first chapter as a condition for the creation of the Escola de Pharmácia do Pará. The first years of operation of the Escola de Pharmácia do Pará and coincides with changes brought about by the Rivadavia Correa Law, which reformed and gave new guidelines to higher education in Brazil. We devoted the second chapter to analyzing the social context that influenced the creation of the Escola de Pharmácia, more specifically those related to health issues, where we emphasize the dialogue between elements of modern culture, sometimes represented in policies and institutions linked to sciences, such as Diretoria do Serviço Sanitário do Pará, with elements of traditional culture, represented in the actions of shamans, healers and practitioners. Finally, in the third chapter we examined the presence of the sciences in the Escola de Pharmácia do Pará throughout its first decade of operation, ie, from 1904 to 1914, not in isolation, but as part of a process that was accentuated by the Advance of modernity. We conclude that this institution continued the teaching of science, becoming the pioneer of the introduction of scientific education at the upper level of Para. The sciences, which from the beginning predominated in the curriculum, were expanded during this decade, mainly through the number of disciplines.