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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Item Acesso aberto (Open Access) Atividades de divulgação científica em aulas de química orgânica sobre automedicação(Universidade Federal do Pará, 2024-07-29) SANTIAGO, Ellen Sharlise Barbosa; PESSOA, Wilton RabeloScientific Dissemination (DC) works to democratize knowledge and scientific literacy, which is fundamental for forming conscious citizens engaged in discussions and decisions about relevant societal issues. It transfigures scientific and technological information into accessible language, promotes the problematization of socioscientific problems, and contributes to the formation of public opinion. In schools, scientific dissemination activities, including reading Scientific Dissemination Texts, can be used by teachers to contextualize content and promote debates on relevant topics, such as self-medication, the theme of this research. This practice, growing in Brazil due to the lack of qualified professionals and political, economic, and cultural factors, can be discussed in the classroom to develop students' criticality and awareness of its impacts. Scientific literacy is essential for students to understand Chemical concepts related to self-medication and actively participate in discussions on the topic. The research was carried out at the Irmã Laura de Martins Carvalho State High School, in Canaã dos Carajás - PA, and focused on how scientific dissemination activities can promote scientific literacy in Chemistry classes for 3rd-year high school students. The specific objectives were to use scientific dissemination activities to improve the understanding of chemical concepts, identify contributions of these activities to scientific literacy, and evaluate students' perception of self-medication and its impacts on health. The research approach was qualitative and analytical-descriptive, using participant observation and content analysis according to Lawrence Bardin. The educational product developed included a didactic sequence based on the 5E method, which incorporates scientific dissemination activities to address the topic of selfmedication in Chemistry classes.Item Acesso aberto (Open Access) Competências digitais de futuros professores: o papel de intervenções pedagógicas para a alfabetização científica e tecnológica(Universidade Federal do Pará, 2024-05-03) FLORÊNCIO, Felipe Jailson Souza Oliveira; ELIASQUEVECI , Marianne Kogut; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687The present investigation is situated within the context of the need to prepare undergraduate students in initial teacher education as future educators for the early years of basic education or for youth, adult, and elderly education (EJAI). This preparation aims to equip them to address the demands of contemporary education, which require both the use of digital technologies and mastery of scientific and technological concepts. Beyond improving the use of technologies, this preparation should also foster critical thinking and citizenship education. Thus, the objective of this dissertation was to analyze how pedagogical interventions can promote the development of digital competencies among future teachers in an integrated manner with scientific and technological literacy. The research methodology involved a pedagogical intervention carried out in the first semester of 2023 during a teaching practicum with first-year students of the Integrated Teacher Education Program in Science, Mathematics, and Languages at the Federal University of Pará. This intervention was conducted within the scope of the course “Pedagogical Technological Resources I,” a mandatory curricular component of the program. The intervention comprised three stages: 1. Diagnostic Assessment: identified students’ socioeconomic profiles and their habits regarding digital technologies. 2. Self Assessment: allowed students to reflect on their levels of proficiency in digital competencies based on an adapted framework of the European Framework for the Digital Competence of Educators (DigCompEdu). 3. Activity with the educational product "Science in Question" (Guedes, 2021), a card game designed to foster discussions on the relationship between science, technology, and society. Among the main findings, it was observed that the class consisted of students from diverse age groups, with low household income and limited access to digital technologies. The most commonly used device was the smartphone, primarily for entertainment and communication rather than academic purposes. However, there was an expressed interest in developing digital competencies for educational purposes, such as creating presentations, writing scientific papers, and using digital tools in the classroom. The pedagogical intervention contributed to the development of indicators for students’ scientific and technological literacy, based on the integration of the game’s thematic axes with the structural axes of scientific literacy. Furthermore, the primary outcome of the study is the proposal of an integration matrix linking proficiency levels in digital competencies with indicators of scientific and technological literacy. This matrix is intended to assist educators in designing theoretical practical activities when planning pedagogical interventions. The research highlights the importance of considering students’ socioeconomic contexts in the planning of pedagogical interventions and emphasizes that developing digital competencies, integrated with scientific and technological literacy, is essential for the training of future teachers. The dissertation follows a multi-paper format (or multiple-article format), comprising four scientific articles, each focusing on a specific objective of the investigation.Item Acesso aberto (Open Access) Ensino de matemática e língua portuguesa no 1º ano do ensino fundamental: uma experiência interdisciplinar de letramento por meio de cantigas de roda(Universidade Federal do Pará, 2024-05-22) MELO, Deymissa Sousa de; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097This study aimed to analyze the development of an interdisciplinary practice, involving mathematics teaching and Portuguese language teaching in a 1st year elementary school class, with the textual genre cantiga de roda as an integrating axis. This is a research into the practice itself, with qualitative research methodology, although it presents quantitative data with the aim of validating the research observations. Its theoretical framework was studies on literacy and the use of literary texts in mathematics classes. The research took place in 2022, in a 1st year elementary school class at an urban school located in the southeast of Pará, in the city of Parauapebas. The instruments used in the research were the diagnoses carried out by the class: initial, procedural and learning verification diagnosis, the research teacher's field diary, records in students' notebooks, as well as activities, photo records, videos and the transcriptions of the class audios recorded during the observation. The results show that the students were able to develop the Portuguese language and mathematics skills expected for the 1st year of elementary school, as foreseen in the National Common Curricular Base, based on the work developed with the textual genre cantiga de roda. It was found that listening to students and validating their opinions and resolution methods, based on field records, allows for greater interaction in classes and, with this, the development of new methods of solving a problem or challenge presented. It is understood that the teacher needs to develop integrative practices, since students are able to learn multiple knowledge from different teaching areas mutually, facilitating the approximation of the knowledge brought by the school to the knowledge learned outside this context. From the results obtained, the educational product entitled: integrating Portuguese language and mathematics in the 1st cycle of literacy was generated, with the purpose of offering suggestions for literacy practices in Portuguese and mathematics, based on didactic sequences of the textual genre cantigas de wheel.