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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1963: educação, ciência e redenção econômica em uma capital na periferia da modernidade: a Escola de Chimica Industrial na Belém dos anos 1920
(Universidade Federal do Pará, 2016-03-23) MACHADO, Jorge Ricardo Coutinho; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
In the 1920s, in Belem (a town in Pará-Amazon-Brazil), merchants and scientists to join through negotiations and interest agreements, to the creation of an analytical laboratory with the aim of researching of amazonian natural products capable of being used in the industry and thereby inaugurate a new cycle of economic prosperity after the end of the so-called "latex cycle" (the amazonian belle époque). The laboratory of analysis, almost simultaneously became a laboratory-school for training chemists, according to a training model previously initiated in Europe and that has shaped from then on, all training systems of professionals of chemistry. This laboratory-school (which existed from 1922 to 1930) graduated nine industrial chemists and published a scientific bulletin with the results of research conducted at the institution. This narrative unfolds in the chapters of this study, which are developed more detailed reports about the actors (human and non-human agents) involved in a network, in this history: the Amazon region with its natural products and the city of Belém of Pará capital on the outskirts of modernity; chemistry, a modern science expanding in the world; diplomats, politicians, merchants, chemistry students and scientiststeachers. The analyzes conducted had supported mainly in the Sociology of Translation, theoretical tool that allows to map inseparably the assembled elements in this network, whose tessitura also contribute those derived by nature and those of society, without asymmetries. The conclusions allows verify the fertility of the approach (Social Studies about Science and Technology) in the construction of narratives about objects which, although already studied by traditional historiography, were being treated asymmetrically, without giving voice with equal eloquence to scientists, amazonian natural products, politicians and traders, resulting often in hagiographies or narratives drived by positive arrow of progress and advancing of the "wrong past" to "correct future." It is expected that stories like this, written with support in the Sociology of Translation, can shed new light on the history of the expansion of the natural sciences in the Amazon, by presenting not a story of winners (or occupation of an " epistemological emptiness"), but that one where we can see the science in action, with all negotiations, hesitations, beliefs, setbacks and recalcitrances, typically presents in a open life field, where reason and passion; knowledge and power intertwine inseparably.
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1978: letramento científico e consciência metacognitiva de grupos de professores em formação inicial e continuada: um estudo exploratório
(Universidade Federal do Pará, 2015-04-15) GOMES, Ana Silvia Alves; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This study investigated the scientific literacy skills and metacognitive profile of basic education teachers and students of undergraduate courses, using two newly produced instruments: Test of Scientific Literacy Skills (TOSLS) and the Metacognitive Awareness Inventory (MAI). Specifically they were investigated possible correlations between metacognitive skills and scientific literacy, checking and comparing different types of metacognitive skills and scientific literacy for current and future teachers, and evaluate the psychometric and possible improvements of the instruments qualities. The work is based on contemporary research on scientific literacy and metacognition, in particular, studies that aimed to investigate how these skills are developed by teachers of science and mathematics. The results obtained with the implementation of the instruments on a sample of twenty three undergraduate and twenty practicing teachers, indicate that 74% of the sample does not have an adequate level of scientific literacy, despite declaring that frequently use different metacognivas strategies study and plan lessons. Significant statistical correlations were also found between the scores of TOSLS and MAI, ie. metacognitive skills and scientific literacy skills were not correlated. It shows the rupture of key skills with lower rates of success, arguing about their possible causes and mitigation measures for identified problems and suggests future research possibilities using the instruments.
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1993: formação inicial e subjetividade docente no Centro de Ciências e Planetário do Pará
(Universidade Federal do Pará, 2017-05-05) YANO, Victtor Takeshi Barreiros; CUNHA, André Luiz Rodrigues dos Santos; http://lattes.cnpq.br/9887034270931058; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
The initial training of physics teachers in non-formal education spaces is little known, especially when one seeks to know how the internship in these educational contexts affects the subjectivity of the graduates, thus contributing to their professional development. In the present research, I aimed to interpret the subjective senses about the stage, which were carried out by undergraduates of the Licentiate course in Natural Sciences with qualification in Physics, in the Center of Sciences and Planetarium of Pará. González Rey. Seven graduates of a state public university, ranging in age from 19 to 22, participated in the study. I carried out the qualitative research, starting with the dialogue with the subjects and understanding the study of singular cases as a legitimate instance of the production of scientific knowledge. I used the questionnaire, sentence complement, essay and semi-structured interview as instruments. From the information obtained, I constructed indicators, which enabled me to interpret the subjective senses related to the stage in the CCPP. Although they present different configurations of subjective meanings, future teachers think that the CCPP stage, by facilitating interaction with the counselor, colleagues and different types of public, favors their plans for the future, motivates for teaching practice and for the creation of Methodologies that articulate theory and practice. They also understand that the internship contributes to building their professional identities and prepares the future teacher to establish a collaborative relationship between formal and non-formal education spaces. Thus, I believe that the Center of Sciences and Planetarium of Pará contributes to the initial formation of Physics teachers, providing experiences that facilitate the production of new subjective senses about the knowledge and motivation necessary for the exercise of the profession and the type of professional they want to be.
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Abordagem ciência, tecnologia e sociedade CTS de tema sociocientífico na educação de jovens e adultos privados de liberdade: o caso de Belo Monte
(Universidade Federal do Pará, 2017-05-03) MELO, Semille Pantoja de; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
I present a socioscientific Science, Technology and Society (STS) approach to the education of youth and adults deprived of liberty: the case of Belo Monte. This research was realized with students enrolled in the first stage of the Youth and Adult Secondary Education program (EJA) at the Pará Center for Recuperation (CRPP II) with the intention to address the following questions: What critical positions may students deprived of liberty express in relation to the Belo Monte project when presented with the speeches of different interest groups and the socioenvironmental issues involved? What factors relative to STS interactions and citizenship are contemplated in these positions? In order to respond to these questions, a theme that would push the student to position themselves in the context of their daily life and Amazonian regionality was chosen. Thus, the socioscientific theme Hydroelectric products and the production of energy: the case of Belo Monte emerged. Through a qualitative approach, participatory research was found to be favorable to the research direction. Data collection occurred during three moments: The first was during physics classes in which specific instructional material employing a socioscientific theme, constructed based on the three pedagogical moments of Delizoicov and Angotti (1992), was utilized. The second moment occurred during a showing of videos about the Belo Monte hydroelectric plant with speeches from three different groups: indigenous peoples, riverine communities, and the urban population of Altamira, in which Minayo’s (2008) “projective interview” captured students’ positions in relation to the construction of the hydroelectric plant. The third moment occurred following the showing of the videos, with debates between students as well as the production of texts in which students declared their positions. The results demonstrated that the STS approach with socioscientific themes fosters, beyond education, the participation, debate, and the formation of citizenship, since it permits the construction of critical positions of popular participation. Within this context, the present study indicates that strengthening science education in the classroom based on the premises of a socioscientific STS approach, in the context of prisons, contributed to the construction of the process of social (re)integration of youth and adults deprived of liberty.
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A abordagem CTSA e o espaço não formal: O rio que eu vejo no complexo ver-o-rio
(Universidade Federal do Pará, 2021-09-23) NAHUM, Helen Regina Machado; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This study is oriented to the area of Scientific Teaching and developed through the Science, Technology, Society and Environment Approach (STSE) in a non-formal educational space, the Ver-o-Rio Complex, in the city of Belém, state of Pará, Brazil. It aimed to analyze, in its different dimensions, the decision-making process of 9th grade students of Elementary School, in relation to the problems identified in the Ver-o-Rio Complex non-formal space. This research was carried out in a qualitative approach, from the pedagogical intervention type. For data analysis, it was used the method of Discursive Textual Analysis (ATD), systematizing the results obtained into three categories: Understanding the STS Relations; Consciousness-Making/Decision-Making; and Student Interest and Autonomy. To set the corpus of analysis, we considered researches carried out by the own students on various topics related to the environment, along with texts written by them, the teacher's research diary, notes from conversation circles, photographic records of the visit to the Ver-o-Rio Complex, interviews with the students in a WhatsApp group (created due to the pandemics), which were answered individually by audio or writing; and videos on awareness/decision produced by the students. Among the results found, it was observed that the relationship among Scientific Teaching and the STSE Approach favored the learning of several scientific concepts, brought motivation, argumentation and critical reasoning, in addition to bringing students closer to the teacher. In this sense, it was observed that the activities carried out in the non-formal space, from the perspective of an educational context, were configured as a successful proposal, as it motivated the students, increased their interest in knowledge and presented characteristics related to thinking and freedom of expression.
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A abordagem CTSA no ensino de ciências: um estudo documental do plano estadual de educação no estado do Pará
(Universidade Federal do Pará, 2016-08-19) TAVARES, Cacilene Moura; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
The use of the STSE approach in the teaching of High School Sciences is important for the formation of the human being who lives in contemporary society. This scenario demonstrates the relevance of performing this research, in the context of the State of Pará, by the analysis of pertinent documents to this approach, as the State Education Plan approved in 2015, and the Innovative High School Program (IHSPRO), developed at the federal level since 2009, to verify its approximations to the STSE approach, which is already present in the General National Curricular Guidelines for Basic Education. For the establishment of comparisons from the classical science teaching and the one that uses the STSE approach we use the studies from Zoller and Watson (1974 apud SANTOS, SCHNETZLER, 2010), having as a methodological procedure the content analysis of Bardin (2011). The initial perception from the study shows that the analyzed documents - SEP / PA and IHSPRO -, in it general contextualization, present visions, views related to the STSE approach and the Sciences teaching, in search of improvements in the offering of High School in Paraense public schools, making it possible to affirm that contributions were found in the SEP / PA that approximate the STSE approach in the Innovative High School Teaching (IHSPRO) in Pará. However, it has also been fully demonstrated that, from the six keywords highlighted for analysis, four - "citizenship", "technology", "society" and "values" - are not expressly mentioned in both documents analyzed, leading us to consider that were not properly used all aspects of the STSE approach and the science teaching by the federal and state public authorities in the preparation of the reported public politics, built for the High School level education. Thus, it is clear that the documents analyzed were not built in the perspective of the STSE approach, even if High School Education values science and technology in the student's human formation, in the sociocultural aspects, for the formation of citizenship. It was possible to verify, therefore, that the objective of this research was reached.
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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.
Acesso aberto (Open Access)
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)
Aprender a ensinar com/por pesquisa: um caso sobre as mudanças subjetivas de Diego
(Universidade Federal do Pará, 2021-09-27) LIMA, Murilo Henrique dos Santos; NASCIMENTO, Maridalva Costa; http://lattes.cnpq.br/1704518461436826; https://orcid.org/ 0000-0002-3347-1277; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
This study had the general objective of investigating and understanding how subjective change processes are constituted in the formation of a graduating in chemistry, as they experience processes of learning to teach with/per research. Thus, we sought to understand the constitution of individual subjectivity and processes of subjective changes of the research participant. Thus, we sought to understand the constitution of individual subjectivity and processes of subjective changes of the research participant. In the literature review, in the area of teacher training, it is noted that many authors have invested in research to promote changes in the initial training of chemistry teachers, articulating discursive consensus and training devices, that value them as historical individuals and producers of knowledge. There are tendencies towards reflection on the interaction between theory and practice, on the formation of the researcher teacher and on the creation of learning communities, among others. The theoretical foundation of this study is based on the understanding of teacher training models and on González Rey's Theory of Subjectivity in conjunction with Qualitative Epistemology and Constructive-Interpretative Methodology by the same author. The emergence of theoretical categories allowed for discussions about the subjective changes of the research participant, whose invitation to participate in the study took place in the course “Learning about feeding by models and with research”. Participants in this were from undergraduate courses in chemistry, integrated graduation in science, mathematics and languages, and recent graduates. Diego had previous experiences in the teaching profession at CCIUFPA and was waiting for the completion of the undergraduate course in chemistry, while participating in the course. The social scenario of the research included the involvement of the participant in the course and research activities, with the help of instruments: conversational dynamics, informal moments, sentence completion and moments of synchronous course activities. The interpretations carried out signaled that subjective senses related to responsibility, commitment to activities and to others, and interest in learning constitute Diego's subjectivity. This is closely linked to his experiences at CCIUFPA and which emerged in the current trajectory of the course's activities. Learning to teach science with/per research involved procedural movements of your subjectivity, subjective productions that relate the experienced history and current action, the emergence of subjective resources and the necessary subjective changes that happened in ways that challenged and strained it, under the conditions of culture, modifying beliefs, representations and conceptions about teaching and learning chemistry. These are aspects that are part of the preparation process for the profession of chemistry teacher.
Acesso aberto (Open Access)
Aprendi no insta! : os studygrams e a educação online de biologia
(Universidade Federal do Pará, 2022-08-30) COELHO, Yuri Cavaleiro de Macêdo; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
Studygrams are profiles on the social network Instagram that share different types of digital content with an educational, informative and instructional bias, such as study routines and materials. The growth of this type of profile highlights the need for contemporary society to learn, teach and obtain information in ways different from traditional ones. Faced with this new movement in the use of social networks on the internet in education, this study aimed to understand the difficulties and possibilities of using Studygrams in the context of teaching Biology learning and training for citizenship, in online education initiatives in higher education. . The research is characterized as qualitative, within the approaches of netnographic research and research-education in cyberculture. The information was recorded in a hypertextual field notebook and submitted to Discursive Textual Analysis. In the netnographic research, we explored ten Studygrams with high engagement that published content related to Biology. The context of research-training in cyberculture was based on an Interactive Didactic Design (IDD) for the creation and management of 17 Studygrams, implemented in a private Higher Education Institution in Belém, capital of the state of Pará, with 154 students from the area of health – Nutrition, Physiotherapy and Pharmacy – who were studying Histology and Embryology. The results reveal that Studygrams represent a new culture of learning and teaching, which can be used in online Biology education as a source of information and a space for carrying out activities. The IDD activities allowed students to approach histological knowledge in an informative, explanatory, critical, interdisciplinary and contextualized way; to elaborate and share (co)authorships and academic experiences; and horizontalize the relationship with the teacher. On the other hand, students reported difficulties in selecting, organizing and presenting in a succinct, logical and creative way the large amount of information available on the internet on the topics covered. Although they emphasize that real-time monitoring of the dynamics and actions of the teams and their Studygrams demands time, planning, organization and increases the workload outside the classroom, the professors-researchers point out that working in online Biology education potentiated co-participation in (co)authorship shared virtually; the exercise of creative capacity of pedagogical intentions for hypertextual, interactive and plural environments; the appropriation of the continuous training path; and the resignification of teaching and training experiences. The experiences with the IDD raised elements with the potential to guide processes of evaluation of the learning of biological contents and the development of values and attitudes towards citizenship, as well as to support the construction of evaluation instruments capable of bringing data on the real impact of the IDD and providing opportunities reflections on students' understanding and performance; the obstacles that prevent them from achieving better performances and developments; and the different skills that can be promoted in online Biology education in higher education.
Acesso aberto (Open Access)
Aprendizagem criativa e suas condições favorecedoras em um espaço de educação não formal: uma pesquisa com monitores de biologia no Centro de Ciências e Planetário do Pará
(Universidade Federal do Pará, 2019-10-17) SILVA, Kharem Cristine dos Santos; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
The present study analyzed moments of creative learning by two Biology monitors from the Science Center and Planetarium of Pará - CCPP and the favorable conditions for such learning. The study was inspired by the Theory of Subjectivity and Qualitative Epistemology proposed by González Rey. In this perspective, one of the desirable forms of learning is creative learning, characterized by the personalization of information, the confrontation with the data and the production of new ideas. For the constructive interpretative analysis of the results of this research, interviews, questionnaires, sentence supplements, informal conversations and observations of the moments of presentation to the public in the biology spaces at the CCPP were used. Motivated to communicate effectively with the public, the monitors creatively learned about the scientific content they needed to communicate (accessing various sources and interacting with colleagues) and to contextualize the content in various ways (with films, themes from the daily lives of visitors, stories from the science, objects available in spaces, subjects from other areas of science). The favorable conditions for the creative learning of the monitors included subjective productions constituted in the social spaces in which they participated, throughout their life trajectories and others produced in the social space of the CCPP, based on institutional values and interaction with visitors, who participated in the subjective (re) configuration of their teaching actions.
Acesso aberto (Open Access)
Aprendizagem de licenciandos como produção subjetiva em práticas de modelagem no ensino de química
(Universidade Federal do Pará, 2021-11-26) CHELALA, Joseph Cavalcante; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
The modeling teaching perspective encourages the student learning process in the context of model production by students. This teaching aims to facilitate the understanding of chemical science considering its theoretical, imaginative and creative nature. However, research in the context of teaching by modeling gives exclusive importance to methodology as a determining factor in learning. This work understands that the processes involving learning develop in a more complex way, in the subjective dimension of student learning, in which the methodology is only one of the factors that influence it. Based on the Theory of Subjectivity, this work aims to investigate how Laura, a research participant, learns subjectively, personalizing the model production process. For this, we investigate Laura's learning in the action of learning in the dynamic relationship of individual and social subjectivity, using Qualitative Epistemology as a reference. We interpreted the manifestations of Laura, a participant in the course: “Learning about food with models and through research” considering observations, conversational systems, sentence complementation and transcription of dialogues that took place during the course. The theoretical model built indicates that Laura's interest in providing a better life for her family, her experiences in basic education, and undergraduate participation, and in the course itself, in which she plays a leading role in the production of a model to explain the issue, participate in the subjective configuration of Laura's learning. detachment of the aroma of a food, resorting to subjective resources configured subjectively in their personal history and during the course itself.
Acesso aberto (Open Access)
A aprendizagem inventiva no ensino de ciências: composições, traçados nômades e outros encontros
(Universidade Federal do Pará, 2017-08-24) RAMOS, Maria Neide Carneiro; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
The teaching of science, when influenced by modern scientism, leads to its educational and scholastic practices a dogmatic modeling, taken by a regal science / state science. The idea is to problematize a learning that happens in a heterogeneous field, marked by multiplicities, that put students and teachers in a science class in experiential encounters with what is problematic in science teaching. Faced with this, one asks: what meetings can one be prone to in a science class? As a student and teacher move a science class by the contingency of events and signs in science teaching? What leads teaching and learning to a challenging field that triggers inventive ways in science classes? How do these events, meetings, and signs mark cracks in standardization, methods, norms, theories that tend to tell you how to teach and how to learn in science teaching? The research aims to: Map the lines on which science teaching moves in science class by means of heterogeneous variations and compositions; Mapping the affections, the games of forces, the fissures, the cuts, the openings, that go through science classes and place learning as an inventive process; To problematize under what circumstances an experimentation with a problematic field can produce elements for an inventive learning in sciences. The study is mobilized by the bibliographic reference of the Philosophy of Difference of Gilles Deleuze and Félix Guattari, as well as connection and agency with commentators, authors of the area of science teaching and education. In the ways of the concept of Event he ventures into an inventive-experimental game of a research-thesis, taking some philosophical reflections as interpretive tools to compose a kind of scenario, taking off philosophical concepts from the authors mentioned above, to think about education in sciences. The research also presents an empirical work, carried out in the Science Club, in the Institute of Scientific Education and Mathematics of the Federal University of Pará, presented in the form of thematic cuts. Faced with theoretical and empirical work, it can be said that learning in science education is traversed by aberrant forms that foster a strange variation in teaching and learning, which, not being model, runs through a problematic field produced by the signs in which the student it is prone, signs of a triggering learning of sensations, producer of affects in science teaching - Here called inventive learning, upon which the body, thought finds its own lines when mobilized by encounters, arranges its own (of) compositions of learn, although they are not always harmonious or at least in accordance with the way knowledge is instituted.
Acesso aberto (Open Access)
Aprendizagens conceituais, procedimentais, atitudinais e o ensino por investigação em um clube de ciências
(Universidade Federal do Pará, 2024-02-29) RODRIGUES, Breno Dias; Malheiro, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This investigation addressed the teaching and learning of conceptual content, procedural and attitudinal issues at the Prof. Science Club. Dr. Cristovam W. P. Diniz – which develops pedagogical practices with an Inquiry Teaching approach for Basic Education students – and we sought to analyze the learning expressions of the content in its three-dimensionality in the graphic records (writings and drawings) produced by club students during the Writing and Drawing stage in an Investigative Teaching Sequence entitled the “problem with the hydracor marker”. This didactic proposal addressed the Paper Chromatography experiment and the concepts of substances, mixtures and pigments, based on the problem “How to identify whether each marker has one or more colors in its ink?”. The process was conducted in two meetings with four stages. The participants were 25 club students from the 5º, 6º and 7º years of Elementary School, and 13 volunteer teacher-monitors, including the researcher. It was an applied and interventional research of an exploratory-explanatory nature, with a qualitative approach, characterized in two types: a) participant research – for planning and conducting an educational process at first; and b) documentary, since the 25 graphic records (corpus) treated by Content Analysis were analyzed, with the interpretation being based on the analytical model of Rodrigues and Malheiro (2023a). The analytical movement constitutes the categories that represent the procedural of students and learning: Manipulative descriptiveness and investigative fidelity in learning (a priori); conceptual, phenomenological and creative learning; and Subjective and socio-emotional aspects in investigative learning (both a posteriori). Some records were covered in full as representative, with 5, 3 and 2 corresponding to the categories. The results showed that the writings and drawings have particularities that are close to the characteristics of each dimension of the content, but that, in general, articulately contemplate all, whose tendency of the present aspects were the description of the experimental investigative stage, the manipulative and conceptual aspect, the indication of results and, in some cases, the expression of feelings and emotions in a collaborative process. As for the relationship between graphic records, the three-dimensionality of the content and teaching through investigation in the context of this science club, there is the (self)evaluative nature of these knowledge systematization instruments for procedural, creative, autonomous and evaluative learning for club members.
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Aprendizagens docentes no cciufpa: sentidos e significados das práticas antecipadas assistidas e em parceria na formação inicial de professores de ciências
(Universidade Federal do Pará, 2016-06-08) NUNES, João Batista Mendes; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
This is a research that deals with teachers learning in initial training of future teachers of Science and Mathematics, built through real situations of early practice of assisted form of teaching and in partnership. Investigate senses and meanings that future teachers attribute to teaching experiences in the context of such practices. This is a qualitative research, narrative mode, which is research-action-training, contributing to the professional development of individuals. The locus of this research is the Federal University of Pará Science Club, an initial and continuing training opportunities for teachers that over 36 years, develops work with teacher training and the Children and Youth scientific research in the State of Pará. This research came from the fact that when he was in initial formation process, had a spell at CCIUFPA and to participate in teaching in advance, brought me perception of professional development, however, at that time, I could not explain what had happened to me. Motivated by the formative experience I had, I seek to investigate: i) that senses and meanings trainee teachers working in the UFPA Science Club, attribute to teaching experiences in the context of assisted early practices and in partnership? and ii) learning teachers are built by licensees during the academic activities of early practices assisted in partnership carried out in CCIUFPA? These questions I provided during the survey seek as objective to understand senses and meanings that trainee teachers working in UFPA Science Club attribute to teaching experiences in the context of assisted early practices and in partnership, and identify learning built by licensees during activities academic assisted early practices and in partnership carried out in CCIUFPA. Stay in the field UFPA Science Club should last for one year, and during that year, I accompanied the team in forty planning meetings and sixteen classes on Saturday mornings; this team initially participated in eight subjects, four of which were by the end of the research. These guys helped me build data that has been converted into a document handled by Text Analysis Discourse, which is located, epistemologically, between the analysis of discourse and content analysis. Immersion in the field of texts, built four large emerging categories. These categories were organized in the dissertation into four sections and each was guided by one of the four lenses in my view include the work of CCIUFPA, they are: the group work, the research practice in teaching (used for scientific research work infant juvenile), the organizational structure of teams (the dynamics of working with classes on Saturday, followed by planning meetings (debates, discussions, socialization, reflections and buildings provided by the interactions among peers) and the early practice of teaching (experience to plan and teach classes, before training as a teacher). However, I stress that even analyzing under different lens, they converge and complement each other in early practice, assisted and partnership. in these sections, the subjects speak for themselves, and to publish the senses and meanings attributed to the experience and learning teachers developed throughout the year through assisted early practice and partnership.
Acesso aberto (Open Access)
Argumentação no ensino de ciências: padrões argumentativos de estudantes do ensino médio sobre fisiologia animal
(Universidade Federal do Pará, 2018-08-13) TAVARES, Erivandro do Carmo; VIEIRA, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/ 0000-0003-1641-7014
The objective of the present study is to analyze the argumentative construction of high school students during an experimental course of sciences on animal physiology. We selected an event organized methodologically by Problem Based Learning (PBL) to analyze group interactions. In our theoretical, methodological and creation inspirations, we find the appropriation of elements from the perspective of Qualitative Research in Education and assumptions of the Interactionist Argumentation Theory. In fact, and purposely, this work brings a kind of hybrid analysis of the interaction frames of the students' propositions, since we chose to combine theoretical perspectives for the analysis of the interpretation of the research points. The results indicate that the students' argumentative patterns were established around two aspects: the first one identifies the constitution of basic arguments, of simple structure, composed by minimum number of elements. The second, points out that the students established the argumentation during the course, being verified the reach of three phases of the argumentative development. To this end, we engaged in a dialogue with other research on argumentation in the context of science teaching and pointed out contributions to teaching activity and research in education.
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Art(e)biologia na/com a natureza
(Universidade Federal do Pará, 2018-03-03) SILVA, Carlos Augusto Silva e; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
The dissertation causes a between art(and)biology in an attempt to cause friction in science as a way of knowledge based on their specific standards. For the research production was exposed links between images, writing and body trials. Route that instigates a biologist, that runs through your life and guide yourself through waterfalls, creeks, caves and residents affected by a hydroelectric plant that shattered lives and environments. The friction of the Rhizome text is nature. The composition plan comes with lines of experimentations that are open to infinite inputs, outputs and means, which were carried out in the Xingu region, in and near the city of Altamira-PA. The theoretical effort was inspired by the philosophy of Gilles Deleuze and Félix Guattari, as well as a few others who organized this meeting as artists and biologists of education and science teaching who wander / think through these connections. A dissertation in which its constructive body comes through experimentation, in a process in which the exercise of the nonlinear is an invitation to the opening of thought and sensations. The possible friction/dissertation seeks to permeate velocities, slowness and rests. Its results can be composed for those who want the utilities/uselessness, because the text does not want to be interpreted, but machined. Idealize in ways, as you wish.
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Aspectos e características próprias do processo de desenvolvimento de práticas investigativas realizadas por professores da educação básica
(Universidade Federal do Pará, 2016-12-05) TELES, Lilian Valente; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
O main objective was to investigate what aspects / characteristics are present in the research practices of primary education teachers, with a view to understanding and discussing these aspects / characteristics in the planning, implementation and development of these practices. This investigation is developed in the case study, triangulating given documentary, reports and interviews. We delimit a case, when analyzing teachers of basic education who had their plans approved in the PIBICJR, in public no 007/2009 of FAPESPA, in 2009, in the State of Pará. After criteria established in the research process and the lattes curriculum consultation of 68 Teachers who had their plans approved, 19 teachers who worked in basic education formed the universe of this study. With analysis in the reports of each subject and in the interviews, we constructed categories, so that, in this research, we had 5 research subjects and it was possible to analyze 11 reports and 5 interviews, from which we found similarities and differences between subjects and aspects Characteristics of the practices they have developed. The analysis of the edict, technical reports and interviews allowed the construction of a text for each subject, in which we can enter into the development of the plans and the teaching experiences of each of them. These aspects / characteristics are directed to teacher training, what the teacher wants the student and what strategies of knowledge production in research practices are used, given the need to research more about the aspects / characteristics and to encourage the development of practices The initial and continuing training of graduates and graduates.