Dissertações em Docência em Educação em Ciências e Matemáticas (Mestrado) - PPGDOC/IEMCI
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/8499
O Mestrado Acadêmico em Docência em Educação em Ciências e Matemáticas pertence ao Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas (PPGDOC) do Instituto de Educação Matemática e Científica (IEMCI) da Universidade Federal do Pará (UFPA).
Navegar
Navegando Dissertações em Docência em Educação em Ciências e Matemáticas (Mestrado) - PPGDOC/IEMCI por Linha de Pesquisa "FORMAÇÃO DE PROFESSORES PARA O ENSINO DE CIÊNCIAS E MATEMÁTICA"
Agora exibindo 1 - 2 de 2
- Resultados por página
- Opções de Ordenação
Item Acesso aberto (Open Access) Formação de professores e alfabetização científica na educação de jovens, adultos e idosos(Universidade Federal do Pará, 2022-10-14) SILVEIRA, Ivanessa Solon; SEABRA, Silvaney Fonseca Ferreira; http://lattes.cnpq.br/3618513939276131; : https://orcid.org/0000-0002-3448-9161This study aimed to investigate how a continuing education proposal in a collaborative context contributes to (re)meaning teaching in EJAI in relation to scientific literacy. To do so, it was based on the assumptions of the qualitative approach and collaborative research. The research site was a School of the Municipal Education Network of Belém/PA, which had as collaborators three teachers who teach science in the Education of Young People, Adults and Elderly (EJAI), in the 1st and 2nd totality, in the first years of Basic Education. The continuing education proposal was systematized in three phases: through focus groups, reflective study cycles, and reflection sessions. To build the research corpus, we used a questionnaire, field diary, written record, and audio record that was later transcribed. The methodology of analysis was Textual Discursive Analysis. After successive readings and analyses of field texts, the following analytical categories emerged: i) Teacher training for scientific literacy in EJAI: a perspective of emancipation and autonomy, ii) The (re)signification of the practice of science teaching in EJAI. It is understood that in the scope of conti nuous training in a collaborative context, the teachers were able to experience another training experience and, with that, reflect on important aspects of their training and teaching of sciences, thought from the reality of EJAI, which allowed to put into perspective a scientific literacy process that aims to promote autonomy and emancipation of the subjects, (re)signifying the teaching and production of knowledge about the modality. Allied with the results is the construction of an educational didactic product, entitled "Scientific Literacy in Youth, Adult and Elderly Education - The continuous training of teachers in a collaborative context", which will be made available in e-book format.Item Acesso aberto (Open Access) Saberes geométricos mobilizados na formação continuada de professores dos anos iniciais(Universidade Federal do Pará, 2019-04-02) CARVALHO, Patrícia Raquel Santana de; ALMEIDA, Talita Carvalho Silva de; http://lattes.cnpq.br/6247156526483924; https://orcid.org/0000-0001-5206-4354The present work has as objective to investigate knowledge that needs to be mobilized in a continuous formation in geometry for teachers of the initial years of elementary school. The interest in investigating this teaching is justified, among other factors, by the importance of geometric concepts in the construction of knowledge in several areas of knowledge. The thematic approach was based on the methodology of the bibliographic research, because it allows to know in which level the scientific productions, such as articles, dissertations, books, besides official documents, on the object in question. For this, it was outlined as a guiding question of the research: What knowledge need to be mobilized in a continuing formation in geometry by teachers of the initial years of elementary school? The theoretical reference was established in Pavanello's investigations on the historical abandonment of the teaching of geometry by Imbernón on the conceptions of the continued formation of teachers and with Shulman on teacher knowledge. From this study it was possible to verify that the geometry teaching in the continuous formation of teachers of the initial years, presents / displays lapsed. Considering the insignificant number of researches developed in these aspects, thus contributing, with a high degree of teachers with deficient geometric knowledge, rooted in a fragility practice and full of gaps, from the incomprehension of these concepts to the applicability of their contents in the literacy cycle . Faced with such perception, a set of activities on geometric solids was constructed in order to contribute to the resolution of the lag of this teaching.