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).

Navegar

Agora exibindo 1 - 12 de 12

Acesso aberto (Open Access)
Abordagem da bioética em âmbito escolar: proposições constantes de livros didáticos de biologia
(Universidade Federal do Pará, 2011-06-20) CONCEIÇÃO, Luiz Carlos Silva; ARAGÃO, Rosália Maria Ribeiro de; http://lattes.cnpq.br/5651914385447486
This research aimed to clarify whether and how bioethics is treated in textbooks of biology high school, as well as analyzing how to approach the theme in these books helps students to meet him, becoming able to understand and think critically about the subject and issues in the contemporary context. To do this, investigated books offered by the National Textbook for Secondary Schools (PNLEM) in the light of some assumptions of content analysis methodology. Beacon this search on two guiding questions, namely: (i) What is written on bioethics in biology textbooks? (ii) With what frequency and intensity of this theme is presented in these textbooks? In this perspective, for the first question, the propositions of the books that underlie the issue could be framed in two broad categories: holistic medical bioethics and bioethics. These categories of greater amplitude could be divided into subcategories on different topics and issues (cloning, stem cells, etc.) That are part of the theoretical field of bioethics, for which I sought to make some inferences about the manifest content and explicit selected books that express some kind of reflection on the ethics of the issues addressed, analyzing them in light of theoretical frameworks of bioethics. The analysis of the second question in sub-dispensed split because, in general, bioethics is scarce and too superficial in the way it has been presented in textbooks, failing to elicit reflection by the reader. The approach to bioethical issues in basic education is essential, since the impacts caused by techno-scientific development are becoming more pronounced in society and the environment. Thus, it is essential that the biology textbooks undergo an intense reformulation in order to be pedagogically to monitor changes complemented by acclaimed new guidelines and bases for the Brazilian educational system that, at least in theory, recommend actions for Education, especially school education, aimed at an efficient and effective ethical and citizen.
Acesso aberto (Open Access)
Alcances, possibilidades e impactos de metodologias em educação patrimonial ambiental
(Universidade Federal do Pará, 2010-04-27) OLIVEIRA, Rômulo José Fontenele; SILVA, Maria de Fátima Vilhena
The research in question evidences the dialogue between constructivist‟s principles, Environmental Education and Heritage Education taking as source the educative activities of 11 teachers to identify them as proposals of the Environmental Heritage Education. The teachers have as common existential moment the fact to have participated of the Workshop of carried through Heritage Education in March of 2006 the city of Vigia de Nazaré-Pará. The Environment Heritage Education is being constructed in the Group of Environment Heritage Education of the Institute of Mathematical and Scientific Education of the UFPA and considers the environment with its dimensions natural, social and cultural as patrimony that it needs also to be valued as object of study and quarrel in the education in general. The research walks for the plurality and methodological trespass using contribuicions of the qualitative research, phenomenological research, study of case and research-action with the main objective to analyze you reach them, the possibilities and the educative impacts of the methodological proposals in Environment Heritage Education used by teachers of the city de Vigia de Nazaré in its pertaining to school activities with the pupils. The data had been assimilated by means of interviews and accompaniment of the activities of the teachers' schools or other places of Vigia. The results disclose that the methodologies in Environmental Heritage Education had reached the level of infantile education, the initial series of basic education, the inclusive education of deficient appearances and the education of young and adults by means of lessons and small pertaining to school projects. As possibilities it can extend itself in general for the inclusive education, average and superior education and be part of the curricular matrix or the calendar of activities of the schools and the city. The main impact of these methodologies was to promote the identification of professors and pupils as elements of the environment-patrimony and the taking of conscience to carry through the socioambientals combat in defense of natural, historical, social and cultural the inheritance of the community that it needs to be preserved for the future generations.
Acesso aberto (Open Access)
Aprender embriológico e ensino de ciencias: composições de um bestiário dos seres impossíveis.
(Universidade Federal do Pará, 2024-01-19) COSTA, Dhemersson Warly Santos; BRITO, Maria dos Remédios de
Nothing is permanent. Everything is embryological, life is a state of birth. If learning science deals with issues that permeate life, how can we not talk about the embryological flows in which learning itself is inserted? It is in this sense that the thesis argues that learning science goes through a state of embryology, in germinal conditions, in an act of creation, proposing a radicality in the processes of teaching and learning science, making something else flow, deeper than the dermis, o learn embryological sciences. Inspired by the vicissitudes that go through the embryo and the thought of the philosophy of difference by Gilles Deleuze and Félix Guattari, we propose that embryological science learning has three characteristics: i) science as machination; ii) the development of processes and iii) the encounter with signs. To compose this conceptual landscape, we used, in addition to literature, the poetic process “The bestiary of impossible beings” and its consequences in science classes at a municipal school in Altamira/PA. In these lines of writing, learning connects with embryology, in a gesture of praise for the embryo, a way of embracing the vitalities of its ways of existing that can bring a breath of life to Science Teaching.
Acesso aberto (Open Access)
Configurações subjetivas da ação pedagógica de professores, em formação CTSA, na horta escolar.
(Universidade Federal do Pará, 2024-02-27) GOMES, Jeedir Rodrigues de Jesus; ALVES, José Moysés
The school garden, in addition to providing healthy food, can become an excellent teaching and learning laboratory. Research has shown that the school garden is an important learning context for teachers and students. This thesis aims to understand the subjective configurations of the teachers’ pedagogical actions, in continuing education with a CTSA focus, in the context of an HE. The research was based on the Theory of Subjectivity, Qualitative Epistemology and Constructive-interpretative Methodology. A mathematics and a physics teacher, from a fulltime public high school, on the outskirts of the city of Belém in the State of Pará, participated in the investigation. They were accompanied at school during all the process, from the formation of a study group on the new ENEM, in 2017, which also studied Science, Technology, Society and Environmental education when the implementation of a vegetable garden at school was proposed. This research focused on teachers' learning during the planning, task execution and evaluation of teaching activities, in the context of the school garden, between the years 2019 and 2023. Based on the interpretation of information obtained in informal conversations, participant observations, complements of sentences, essays and other material produced by teachers, two case studies were constructed, based on the indicators and hypotheses produced about the subjective meanings related to life history, social subjectivity and those produced during the teachers' pedagogical action. In both case studies, we understand that teachers faced demands generated at different levels of social subjectivity. They were initially done, with the subjective, relational and operational resources which were available, but they felt pressured to produce new subjective meanings and carry out new learning. This learning and new productions of subjective meanings expanded the teachers' possibilities of action and relationships, generated greater involvement in teaching and were organized in a configuration of subjective development, which motivated the production of new subjective meanings and new pedagogical actions, making a difference in the classroom. The school garden project has contributed positively to healthy eating in the school community and enhancing the learning of students and teachers. It has consolidated itself as a permanent project of the institution, which aims to become a self-sustainable school.
Acesso aberto (Open Access)
Desenvolvimento de competências científicas por meio de sequências de ensino investigativas em um clube de ciências na Amazônia paraense.
(Universidade Federal do Pará, 2023-09-01) TABOSA, Clara Elena Souza; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729
In this research, we propose to understand the relationships between Inquiry and the development of Scientific Skills based on the following question: which Scientific Skills can be developed by students during experimental activities proposed in Inquiry’s Teaching Sequences carried out in the Science Club Prof. Dr. Cristovam W. P. Diniz? To do this, we take into account the main historical, social, political and economic aspects that led to the emergence of Competency-Based Education. As a methodological option, we carried out a Bibliographic Analysis of three dissertations produced by teacher-monitors who graduated from the Club. Thus, our research data was constituted from the transcriptions of the dialogues between the teacher-monitors and the Science Club students that we found in the dissertations chose. We used Content Analysis to find, in these dialogues, categories that could be associated with Scientific Skills. From this analysis, five categories emerged that relate to the conceptual, procedural and attitudinal dimensions of Scientific Competences: concept identification and description; causal explanations and logical-deductive reasoning; conceptual learning; description of materials/procedures and elaboration/testing of hypotheses; and teamwork and engagement. In response to the research question, we concluded that the use of Inquiry in Science teaching contributes not only to the teaching and learning of scientific concepts, but also to the development of Scientific Skills of a conceptual nature, such as critical scientific thinking, procedural, such as the elaboration and testing of experimental hypotheses, and attitudinal, such as engagement and teamwork.
Acesso aberto (Open Access)
Engenhos de cana-de-açúcar como ambientes de problematização no ensino de Ciências.
(Universidade Federal do Pará, 2023-02-28) NAHUM, Herley Machado; SILVA, Carlos Aldemir Farias da
The sugarcane mills are part of the historical, cultural and economic context of the city of Abaetetuba. In this work, the sugarcane mill is problematized as an interdisciplinary theme to study different science curriculum contents in the final years of Elementary School. We assume the path of research that seeks to construct knowledge from the reality of people, considering their knowledge, culture, and trajectory. The hypothesis that supports the thesis is that inserting elements from the social and historical context can make the teaching-learning of science contents more meaningful, due to the relation with the local history of the sugarcane mills. The methodology adopted privileges the qualitative research approach. We aim to contribute to an Education that reactivates the culture and the history of the sugarcane mills through the problematizations that emerge from this theme for the teaching of science, especially in the final years of Elementary School. One of the purposes of this work is to list possibilities of themes and didactic approaches concerning science teaching that can be related to the socio-cultural practices associated with the culture of sugarcane mills. The proposed activities about the sugarcane mills are subsidies to promote teaching that involves the local culture and presents a relationship with the socio-cultural reality of the students. Therefore, using the sugarcane mills as a theme for teaching science constitutes a starting point for more creative classes, allowing a dialogue with the socio-cultural reality of Abaetetuba, encouraging students to value their culture, their history, and to expand their potentialities.
Acesso aberto (Open Access)
Experiências formativas mediadas por filmes: interações reflexivas entre cooperados e professoras de ciências na perspectiva na educação ambiental crítica.
(Universidade Federal do Pará, 2024-03-06) SOUSA, José de Moraes; SOUZA, César Augusto Martins de; GONÇALVES, Terezinha Valim Oliver
This work constitutes a thesis text on the training of science teachers from the perspective of critical environmental education. It is a research-training in narrative mode, aimed to investigate in co-op with science teachers, in interaction with members of the cooperative Mista dos Agricultores Familiares dos Caetés (Mixed Cooperative of Family Farmers of Caetés), sharing their environmental knowledge and experiences in reflexive training meetings mediated by films, with a view to reflecting/reconsidering teaching practices and continuous training of teachers, from the perspective of critical environmental education. The research was guided by an issue configured in the following question: In what aspects can the interaction between Science teachers and members of the Mista dos Agricultores Familiares dos Caetés, in training meetings mediated by films, contribute with their environmental experiences and knowledge to the continuing education of the teachers, from the perspective of critical environmental education? I argue that: Reflective interactions between teachers who teach Science in the early school years and members of the Mista dos Agricultores Familiares dos Caetés, in training meetings mediated by films, where participants share experiences and knowledge about film themes, contribute to teachers reflecting on their science teaching practices and building interdependent relationships between environmental, economic, and social dimensions, expressing pedagogical intentions of changes in teaching practices, from the perspective of critical environmental education, aiming at sustainability. Initially, I construct the environmental, social, economic, and educational context of COOMAC and seek to understand the concepts of environment and environmental education of the teachers and their relationships with their educational practices. As results of the training meetings, I organize three analytical sections, the first focused on reflections regarding capitalism as the main cause of socio-environmental problems and the importance of educating so that individuals understand the need for collective participation in the struggles against environmental degradation. The second addresses the relationship between consumerism and environmental problems, indicating the need for an education that forms citizens who question the dictates of consumerism and opt for a sustainable life, and the third contemplates the relationship between critical environmental education, citizenship, and sustainability, where I discuss the importance of the rights of women and men in rural areas, such as health and education, being respected as requirements for sustainability. The research shows that the environmental knowledge and experiences of the cooperative members, articulated with economic and social aspects, helped to broaden the teachers' view of the environment and environmental education, converging to their formation in terms of critical environmental education.
Acesso aberto (Open Access)
Iniciação científica no clube de ciência da UFPA: interligando a cultura científica e a humanística
(Universidade Federal do Pará, 2023-09-05) ABREU, Maria Milena de Oliveira; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
In this research, I investigate the Scientific Initiation of Basic Education students over four decades at the Science Club of the Federal University of Pará (CCIUFPA), with a view to answering the following research question: In what terms is the Scientific Initiation of students configured of Basic Education at the UFPA Science Club? My main objective is to understand the Scientific Initiation of Basic Education students through analyzes of institutional documents and scientific productions in the time frame from 1979 to 2019, to explain the educational principles developed at CCIUFPA, with a view to characterizing, historically, this educational space and contribute to science education in other educational spaces. From this perspective, I defend the thesis that the Scientific Initiation of Basic Education students, at CCIUFPA, is configured through interactive, interdisciplinary and reflective investigative work, based on everyday situations, interconnecting scientific and humanistic culture, with a view to critical citizenship training. I undertake qualitative research in the narrative modality, considering Discursive Textual Analysis (ATD) as an analytical methodology with technical support from the IRAMUTEQ software for processing information contained in the documentation that constitutes the research corpus, such as projects, reports, dissertations, theses and articles published in event annals and journals. From this process, two analytical categories emerged: i) Scientific Initiation connected to everyday situations of Basic Education students and ii) CCIUFPA Scientific Dissemination: disseminating educational principles. In this way, elements such as creativity, affectivity, protagonism and scientific dissemination of Scientific Initiation made it possible to unveil the educational principles of CCIUFPA: teaching science with investigation, interactive, interdisciplinary and reflective work that favor the teaching and learning process for scientific literacy and critical citizen. Therefore, I understand that CCIUFPA is a relevant educational space for scientific education in the State of Pará, which has been consolidating and disseminating its educational principles over time, starting from Scientific Initiation activities that, in addition to research methodology, it considers essential for the integral development of Basic Education students a humanistic culture in favor of the construction of citizenship.
Acesso aberto (Open Access)
Narrativas e discursos que "movem o mundo" um modelo interdisciplinar para o ensino de ciências nos anos iniciais
(Universidade Federal do Pará, 2023-11-17) ANDRADE, Wagner Muniz de; GONÇALVES, Terezinha Valim Oliver
In this research, I investigate possible relationships between Science teaching, Literary Language and its interdisciplinary potential, through the materiality of the relationship between Language, Science and Education. This work is in line with research from a narrative perspective, of a qualitative nature, which investigates teacher training, encompassing Science teaching, language learning and the relationship between Science and Literature, and is based on Bakhtin's Philosophy of Language, in Training Research in Josso and in Narrative Research, in Clandinin and Connelly. The empirical field was made up of a group of teachers from the initial years of elementary school and graduates of the Integrated Degree in Sciences, Mathematics and Languages for the Initial Years of Elementary Education, from the Federal University of Pará, in a space for continued teacher training. The investment of the Training Research was to analyze more than autobiographical narratives, but to build a narrative about the professional development of the participants, permeated with professional knowledge that can be shared with other teachers in initial or continuing training. The relationship between professional teaching discourse and scientific discourse is put into discussion, understanding that doing and saying are relevant issues in the analysis, since teachers bring their professional experiences, narrating their work and teachers in training present their perspectives on teaching (saying), having as a principle that teachers are producers of knowledge and need to have a space that guarantees their speech about their teaching action. In this sense, the research questions that guide this thesis work are: in what terms do teachers from the initial years of elementary education and students from the Integrated Degree, participants in an extension course, as a research-training context, aimed at a proposal of teaching Science through different languages, appropriate and use scientific language? What views on Science teaching do these teachers and students have? What model of teacher training in the initial years is possible to result from interaction with collaborators, with a view to interdisciplinary teacher training? I defend the thesis that, by exploring the various texts in the aforementioned course, materialized in multiple languages, teachers and students, in the process of initial and continued training, build professional knowledge about interdisciplinary Science teaching and manifest paths for teacher training for the teaching of Science, integrated with the teaching of the mother tongue in the initial years of Elementary School. The methodological procedures included researchtraining, in training meetings, audio and video recordings, analysis of oral and written narratives produced by the participants. The analyzes made it possible to produce a conception of training based on a narrative perspective, understanding training as a process of encounter and displacement based on the relationships between Science and Literature, which constitute the professional-teacher discourse. The narratives that circulated during the training were taken up by the course participants, showing a movement in understanding about the concepts covered in the meaning production course, in relation to pedagogical practices in Science teaching. As for working with language in Science teaching, the expansion of experiences with different forms of language prevailed, especially in the sense of engendering a pedagogical practice. I conclude that teaching strategies that privilege the relationships of Science teaching through Literature can strengthen the development of the production of an interdisciplinary praxis in higher and elementary education.
Acesso aberto (Open Access)
Por entre saberes ambientais e cultura ribeirinha: elementos da abordagem CTS na prática de professores de Ciências
(Universidade Federal do Pará, 2023-06-05) SILVA, Cliciane Magalhães da; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
In this text, the result of the research is highlighted, whose problem was to verify how the elements of the Science-Technology-Society (STS) approach are constituted and characterized in narratives and practices of teachers who teach Science in the final years of elementary education in a riverside school. It is noteworthy that teaching with a STS approach is mediated from socio-scientific themes, leading the student to critical decision-making with a scientific basis, with the school being responsible for encouraging this type of attitude. In practice, the proposal of environmental knowledge is effective through diversified actions of a critical and reflective environmental education that walks towards the construction of a possible future. As for the methodology, the empirical material collected was treated in the light of the theoretical proposition of content analysis, proposed by Bardin (2016) and Gibbs (2009). An educational product entitled “Solid Waste: Use of LAPBOOK in Science Teaching” was created, with a CTS perspective, being a teaching guide as a theoretical and methodological contribution as an alternative to lapbook production, using various teaching strategies and different teaching resources. The analysis of the result points to the identification of elements of the STS approach dialoguing with environmental knowledge taking effect in the educational field through environmental education. Considering the clear importance of an education that contributes to the formation of active agents in society, it is believed that for there to be progress, it is necessary that practices in STS be developed from the initial stage of education and that there be the application of investments in teacher training in STS, enabling the effective discussion of this approach in schools.
Acesso aberto (Open Access)
Sentidos subjetivos da docência: subjetividade e identidade docente de uma professora de ciências.
(Universidade Federal do Pará, 2019-04-29) OLIVEIRA, Bruna Lívia da Silva; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831
In general, research in the area of science education has been more concerned with the intellectual dimension of the subjects, without considering the affective dimension of the relationships. The Subjectivity Theory of González Rey has been guiding different studies within the psychology of education and, more recently, has guided research in the area of science education, which has allowed discussions of a new idea of formation and learning, related to a subjective dimension of human development. This study is part of research in the area of science education that makes use of theory and, in this way, aims to investigate what conditions produce changes in the subjectivity of a science teacher in the direction of the constitution of a teacher identity in the perspective of the Subjectivity Theory of González Rey. The methodological course is based on Qualitative Epistemology, which considers the production of knowledge as a process that must be at the same time constructive-interpretative, singular, communicative and dialogical. For the accomplishment of this research, a professor of Sciences came from the course of Degree in Natural Sciences with Qualification in Biology, of the State University of Pará. For the construction of the information were used sentence complement, interview and writing. In the case studied, I investigate the subjectivity of the teacher Jessica who even after completing her undergraduate course did not have the desire to be a teacher, but entering the classroom context ends up identifying with the profession and recognizing herself as a teacher. The relationship that I made with the study and analysis of the theoretical reference of the area of formation of science teachers, with the study and analysis of the theory of subjectivity, and also with the empirical context during the development of the research, allowed me to elaborate a theoretical model , which I did in an attempt to promote a greater understanding of the constitution of the teacher identity of the science teacher from the perspective of Subjectivity Theory. This theoretical model was elaborated in three axes: valorization of the profession by the subject, valuation of the subject in the formation process, significant and diverse experiences. Based on this research, I consider that the constitution of the teaching identity of the undergraduate student should be a priority of the training courses, so that the student still in his initial training course can begin to recognize himself as a teacher.
Acesso aberto (Open Access)
As sistemáticas em livros didáticos do ensino médio: considerações epistemológicas sobre os conteúdos escolares de biologia
(Universidade Federal do Pará, 2023-06-22) MENDES, Robson Corrêa; VIEIRA, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/0000-0003-1641-7014
The classification system of living beings has shown changes in its criteria throughout history. This research is a qualitative analysis of the content of the systematics of living beings in biology textbooks. This work aims to analyze in what terms the contents of systematics of living beings are present in the didactic material of biology that is being disseminated in public schools in Brazil, since these books were selected by the PNLD 2021 according to the new BNCC, which proposes the replacement from curricular fragmentation by the interdisciplinary approach by Area of Knowledge, aiming at the development of competences. Seven books from four publishers approved by PNLD 2021 valid from 2022 to 2025 were selected. The content analysis was based on some aspects of Bardin (2016), aiming to recognize aspects of the presence of this content. For this analysis, five categories were created, which will be assigned three classifications, depending on the content presented in each collection, these categories are: Historical approach to evolution; Presentation of phylogenetic and cladistic systematics; Presence of Taxonomy; Coherence between classification and evolution; Importance of knowing and preserving biodiversity. It was understood that the BNCC presents few proposals for these contents and the way in which these contents are presented portray the same failures of PNLD's from previous years.

Navegar

Navegando Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI por CNPq "CNPQ::CIENCIAS BIOLOGICAS"