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).

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Abordagem CTS no atendimento educacional especializado: práticas de ensino-aprendizagem em ciências para educandos (as) com deficiência intelectual
(Universidade Federal do Pará, 2021-03-04) BARBOSA, Brena Santa Brígida; LEITÃO, Wanderléia Azevedo Medeiros; http://lattes.cnpq.br/9180849418936246; https://orcid.org/0000-0002-7107-6630
This is a qualitative investigation, in the participant research modality. It was developed at the Teacher Lourenço Filho Specialized Educational Assistance Center (pedagogical unit of the Pestalozzi Foundation of Pará), specifically in the Science workshop, with ten learners with intellectual disabilities. It is presents itself as a research question: in what aspects the use of sequences of activities on the theme – trash, according to the approach in Science, Technology and Society (STS) can contribute to the teaching-learning process and inclusion of learners with intellectual disabilities in Specialized Educational Assistance (SEA)? This proposal was developed with a socio-environmental project, which addressed the theme – trash, through studies on the landfill in the municipality of Marituba, with the objective of analyzing the teaching-learning process and inclusion of learners with intellectual disabilities in the context of SEA based on CTS relations, as well as investigating the potentialities and the limitations in the practices developed. The investigative instruments used: Individual Development Plan and Pedagogical Political Project; logbook; SEA plan notebook; audio and video recordings of the learners in the activities; audio recordings of the reports of the responsible and of the collaborators; individual and collective reports. It was decided to develop Laurence Bardin's Content Analysis, through the analysis of four empirical materials (individual activities, interview with a learner, collective poster and letter to the authorities), obtaining four sets of categories a posteriori. The results obtained showed that the sequences of activities developed significantly contributed to the teaching-learning process and the inclusion of learners with intellectual disabilities as some STS elements were present: dialogicity; contextualization; interdisciplinarity; active participation; collaborative learning; critical-reflexive thinking; autonomy and decision making, potentializing both the acquisition of knowledge, the use of skills and the development of values by the learners involved, as the resignification of the teaching practice itself and the attitudinal changes among the participating subjects. As a product, an e-book was prepared, aiming to collaborate with the pedagogical practice of educators who work at SEA, as well as to give didactic subsidies to educators who work in the science teaching in the common classroom, with learners with intellectual disabilities.
Acesso aberto (Open Access)
A abordagem CTSA na matriz referência e em itens do ENEM: um olhar específico para a física
(Universidade Federal do Pará, 2019-01-07) CASTRO, George Anderson Macedo; Brito, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970; https://orcid.org/0000-0001-8363-8971
Conducted in the context of a professional master's degree, this study aimed to analyze and discuss, from the perspective of the STS approach, Enem items and reference matrix skills related to Physics, assuming interdisciplinarity and contextualization as assumptions of the STS approach. The research presents as product a series of four videos produced for Youtube, whose scripts were elaborated with a group of teachers of Physics of the Basic Education, in the context of a continuous formation about the relation between the STS approach and the Enem. For analysis and discussion of the items and skills, seven editions of the exam between 2011 and 2017 were explored. This study considered the unidimensionality of the Enem items, the fact that each one of them proposes to specifically evaluate a skill. of the reference matrix, with the ability information evaluated by each item taken from the Enem microdata, released by Inep after each exam edition, thus establishing for the group of items analyzed a corresponding group of skills. Thus, taking a specific look at Physics, analyzing not only the items, but also the corresponding skills establishing the item / skill relationship, the research seeks to identify approximations between the STS approach and the Enem. The analysis methodology used was Laurence Bardin's Content Analysis, through which it was first identified in the item group those that presented approximations with the STS approach, proceeding in the same way with the skills related to the items in this group. The items and skills that from Content Analysis were related to the STS approach were organized into three categories: Perception Development (DP), Question Development (DQ) and Social Commitment Development (DCS), categories adapted from the Roseline Strieder's doctoral dissertation, which allowed us to understand how the elements analyzed approached the STS approach. Thus, when analyzing 105 items and the 18 skills related to these items, the results indicated that in only 11 items (10.5%) we approached the STS approach, which occurred for a group of 10 skills (55.5%). %). This allows us to infer that, although the STS approach is related to a large number of Enem Reference Matrix skills, it is not observed in a similar proportion to the items related to Physics content present in the exam. Thus, the study indicates that the items analyzed do not jointly privilege interdisciplinarity and contextualization as one might expect, since these two perspectives, according to the official documents, underlie the Enem.
Acesso aberto (Open Access)
Alfabetização cultural Ka’apor: etnomatemática nas práticas de cestarias e grafismo corporal
(Universidade Federal do Pará, 2023-11-06) BARROS, Estelita Araújo; LIMA, Aline da Silva; http://lattes.cnpq.br/0664954001664179; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
This research reports work experiences in indigenous School Education, with teaching practices focused on themes, which, based on the cultural knowledge and actions of Ka’apor students, address how these are related or not to the National Common Curricular Base - BNCC. The aim is to reflect on how to work with these contexts in school spaces, in a way that can serve as a reference for other professionals and provide guidance on an intercultural and interdisciplinary teaching and learning proposal that contributes to the process of teaching and learning mathematics in order to visualize the importance of cultural elements such as: making wasahã (bread pan), ka'apor body graphics, among others culminating in the creation of an educational product entitled “Ka’a ro hehe ukwaha ke” Knowledge Notebook: Ethnomathematic Literacy in the Ka’apor Culture. To this end, the contents of mathematics stand out: geometric figures, counting and length measurement, with the purpose of valuing the knowledge and practices of the community in dialogue with mathematical knowledge, which through methods of ethnographic research, bibliographical research and the experiences lived through participant observation with the Ka'apor students, point us to methodological paths for developing materials aimed at differentiated teaching practices, as possibilities in adding and valuing the forms of subsistence and survival of the Ka'apor people.
Acesso aberto (Open Access)
Alfabetização matemática: comparação e quantificação no 2º ano do Ensino Fundamental.
(Universidade Federal do Pará, 2024-07-10) SILVA, Lenilda de Araujo; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437; https://orcid.org/0000-0002-7185-4009
Acesso aberto (Open Access)
Anomalias da água: uma abordagem para educação básica
(Universidade Federal do Pará, 2024-08-08) SANTOS, Jaqueliane Souza dos; CRISPINO, Luis Carlos Bassalo
This work is part of a line of research aimed at exploring the anomalous behavior of water in Physics and Science Teaching. Anomaly consists of an irregularity or abnormality that can be seen, for example, in the behavior of a particular material. Water, in particular, exhibits various so-called anomalous behaviors, which make it a fluid that is quite different from the rest and has great potential for teaching physics and science. The anomalies of water are associated with some of its physical properties, such as surface tension, specific heat and thermal expansion, which are the subject of this research. The research was carried out in collaboration with the Demonstration Laboratory (LABDEMON) of the Federal University of Pará (UFPA). Our proposal includes the production and publication of videos on the YouTube channel "Demonstration Laboratory - UFPA" and the production of a teaching sequence on the subject of water anomalies, with the aim of contributing to the teaching activities of Physics and Science teachers in Basic Education. Thus, experiments associated with the theme were developed in the classroom, using the Sequences of Teaching by Investigation (SEI) as a theoretical-methodological framework and, together with the videos produced, the effective application of the proposal represented one of the students' first contacts with experimental demonstration activities. The didactic material produced allows teachers and students to reproduce the experiments and also to analyze and discuss the results in different educational contexts, both in basic education and at technical and higher education levels.
Acesso aberto (Open Access)
A argumentação e a experimentação investigativa no ensino de matemática: o problema das formas em um clube de ciências
(Universidade Federal do Pará, 2017-05-05) ALMEIDA, Willa Nayana Corrêa; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729
The present study objective to analyze the contributions of the interventions of the teacher-monitor for the emergence and development of the argumentation among students participating in the Science Club "Prof. Dr. Cristovam W. P. Diniz", of the Federal University of Pará - Campus Castanhal, during an investigative experimental activity on the introductory concepts of area and perimeter. It Emerged from the reflections of the researcher during her personal and professional experiences in the classroom, and that contribute to the constitution of our identity as educator of Mathematics. In view of this, we apply a sequence of teaching based on the stages of investigative experimentation, in which we seek to identify, in our interventions as teacher-monitors, the pedagogical and epistemological purposes expressed to favor the argumentation among the students. Regarding the students' statements, we tried to verify in the argumentative process developed, both the elements and the structure according to the of Toulmin’s Pattern (2001), such as the epistemological operations presented by students expressing the relations that occurred during the construction of mathematical knowledge. The research is characterized as qualitative, in which we use as video recording instruments, video recordings, photographs, audio recordings and field notes, with subsequent transcription of the subjects' speeches. For the interpretation of the information collected, we chose to use Content Analysis. The space investigated is considered an alternative environment destined for teaching, research and extension of didactic actions turned to Science and Mathematics. The participants were four students of the fifth year and three of the sixth year, totalizing seven subjects. During the analysis, it was possible to identify, in each of the episodes considered more prominent, that our interventions as teacher-monitor had great relevance, since from the developed epistemological purposes and pedagogical actions it was possible organize and guide the investigative activity so that it helps in the emergence of argumentation and the construction of mathematical knowledge. We verified that emerged argumentative organisms according to the Toulmin pattern, being constituted of data (D), conclusion (C), warranty (W), backing (B), modal qualifier (Q) and refutation (R). In relation to the epistemological operations presented by the students in the development of the argumentation, we perceive that various forms of action and thought have arisen, being mainly explored deduction, induction, causality, definition, classifying, appeal to analogies and attributes, consistency with experience and plausibility. The final product generated by the research consists of a video guidance that explains the stages of investigative experimentation and evidences the attitude of the educator for the emergence and development of argumentation among students.
Acesso aberto (Open Access)
Avaliação formativa e comunicação matemática: um estudo sobre a prática na educação de jovens e adultos
(Universidade Federal do Pará, 2017-10-28) FERREIRA, Joel Silva; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This study aims at characterizing communication in mathematics classes, from the perspective of Formative Assessment based on Semana and Santos (2012) and Fernandes (2008, 2012). It emerged from the need for improvements in teaching practice and assessment of the researcher teacher. In view of this, a sequence of four tasks of the mathematical content of percentage was applied, with the intention of articulating teaching, learning and assessment in a group of youngsters and adults students. The teaching methodology used in the intervention was the exploratory one, in which the students carried out the tasks in groups and later socialized the results in the collective discussion in the whole class. The methodology of the research follows a qualitative according to Bogdan and Biklen (1994), approach in which the interventions of the students and the researcher teacher were analyzed, based on the three dimensions of communication proposals for Semana and Santos (2012): dynamics, focus and meaning. The data collection is based on the audio recording of all the communications that occurred in the groups, in the stage of accomplishment of the tasks, and video-audio recording of the interventions occurred in the collective discussion of the results, with subsequent transcription of the speeches of those involved. The written records made by students during the tasks, the students’ perceptions of classroom experience - obtained through a video-recorded interview - also served as background information for the study. The empirical data were the object of an analysis of content oriented by the dimensions of communication: dynamics, focus and meaning and themes that emerged from the articulation between the research questions and the theoretical framework. The obtained results show that the communication of the students was predominantly destined for another student (dynamics), both in the stage of accomplishment of the tasks and in the phase of collective discussion of the results; In relation to the focus they focused the majority of their attentions to the process of resolution of the tasks; as to meaning they intended to explain in most communications. Regarding to dynamics of the teacher's interventions, in the phase of accomplishment of the tasks most of his communications were destined for the groups of students, while in the phase of the collective discussion the greater part was destined for the class; As to the focus, the teacher focused his attention on the process of solving the tasks; And in relation to the meaning it is evidenced a speech substantially of the type question in which it requested explanation of the students. In this way, the communication developed in the classroom was characterized as social interaction, in which the students appeared as a learning resource for the others, contributing to the practice of formative assessment. It was also concluded that the researching on the his own practice allowed relevant professional learning to the researcher teacher, transforming his conceptions about teaching, learning and assessment.
Acesso aberto (Open Access)
Ciências para crianças: introduzindo a investigação científica por meio da literatura infantil 4º e 5º anos do Ensino Fundamental I
(Universidade Federal do Pará, 2024-02-16) FLECK, Elone; BRABO, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
This research describes and analyzes interdisciplinary didactic interventions and strategies, teaching through investigation, specifically planned based on the reading of the children's story A Minhoca Garibalda. Put into practice in a 4th year class of elementary school, at a school in the urban area of Parauapebas-PA. In order to contribute to research, considering the Principles of the area and the light of Official documents, which indicate the need to learn autonomously, in a contextual way, overcoming mere memorization and at the same time promoting a taste for reading, stimulating imagination and the expansion of knowledge of the world, the research problem was considered: “What are the possible learning benefits of the integrated use of children's literature and research-based teaching in elementary school classes?” An analysis of the quality of the work, indicative of how it is used to promote interdisciplinary research, motivating scientific experimentation, allowing the initiation of scientific research and the acquisition of knowledge, with appreciating significance, encouraging interaction between students, professor and college s and improving the motivation and enthusiasm to arrest. Included in this dissertation, as a didactic product, are interdisciplinary research-based teaching activities, strategies and guidelines, which can be used in teaching activities in early years classes.
Acesso aberto (Open Access)
Clube de ciências de Cametá: histórias (re)escritas para a educação científica e formação docente
(Universidade Federal do Pará, 2020-10-28) PINA, Eridete Arnaud de; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
In this qualitative research, of narrative approach, i investigate formative experiences lived by the participants of the Clube de Ciências de Cametá (Cametá's Science Club), created on the early 90’s. This epistemological option of research has given me theoretic and methodological conditions to investigate the experience, which history of this educative space, i organize by the rescue of memories of it’s members, the ones which i pass to analyse through the Textual Discursive Analysis, which permits me, by the means of similarity and recurrences to analyse the senses and meanings of the experiences lived by the research collaborators. I seek to investigate to understand in what terms formatives experiences lived in a Science Club, can contribute for a scientific education, to teacher’s formation and boost the (re) nucleation of a educative space with that goals. I analyse the experiences related and their contributions for the scientific education and docent formation , looking for boost the (re) nucleation of a space of juvenile child's scientific initiation and teacher formation in Science. The memorialistic reports provides us too, rebuild/systematize the history of Cametá’s Science Club and discuss analytically five emergent categories: i) New/Another vision of teaching; ii) Movements of Teacher Formation; iii) Continuous formation of basic education to beyond the Club’s wall; iv) Teaching with research: course to scientific initiation; v) Teaching Experiences that can be redefined/rebuilt for the Schools today. By the done analysis, i conclude that of the experiences in the Club can be evidenced as principles of teacher formation principles and for scientific education, turned on the development of critical thinking as facilitator for scientific literacy, and that formative experiences, can serve as base for a (re) nucleation work of a formative space for students and science teachers. Inserted to this dissertation, is the educational product “Once upon a time the Cametá’s Science Club”, a e-book in what i relate briefly about the history of the Cametá’s Science Club, i present examples of developed activities by the Club and by the school which that can serve as model and encourage for making classroom research that can be developed under the school space today and i give forwarding and suggestions for creation of Science Clubs in Schools of Basic Education.
Acesso aberto (Open Access)
Concepções e práticas pedagógicas acerca da construção do número voltados para a educação de alunos com deficiência visual
(Universidade Federal do Pará, 2019-10-30) SILVA, Ana Mara Coelho da; ARAÚJO, Marcelo Marques de; http://lattes.cnpq.br/0186126063457328; https://orcid.org/0000-0002-8251-806X
This study aimed to investigate the conceptions and pedagogical practices concerning the construction of the notion of number implemented by teaches of the Pedagogical Intervention sector of a polo institution, which serves students with visual impairment. To support the investigation of this problem, we support the notes of Piaget epistemological approach. The research is part of the qualitative research, in the action research modality, developed with seven participants, including two teachers directly involved in the work of the Pedagogical Intervention sector, and five students with visual impairment, attending this learning environment. The research consisted of an observation phase of the activities developed within the teaching of mathematics and specifically related to the object of this research, the numbers, with a duration of three months; semi-structured interviews directed to the teachers and legal guardians of the students selected for this study, in order to understand how mathematical teaching and learning relationships were implemented and maintained within the Specialized Educational Unit (UEES) and in the regular educational context. Then, problem situations were selected and elaborated, which Piaget and Szeminska (1975) propose as primordial for the student to construct the notion of number. The results showed that the lack of teacher training has contributed to mistaken educational practices based on empiricism, without the proper foundation of a theoretical approach. In addition to a teaching centered on memorization and repetition, in which the student learns when exercising certain skills, such as counting numbers, with little daily applicability and that does not allow the student to feel part of the learning process. Likewise, we realize that there is a fragmentation, discontinuity and decontextualization of the work carried out between the various sectors of (UEES) and of these with regular education. Through the activities implemented with the students, it was possible to realize that there is a need for a pedagogical action, with didactic-pedagogical planning, which enables the student to develop mathematical logical reasoning actively.
Acesso aberto (Open Access)
Contação de histórias no ensino-aprendizagem de ciências na perspectiva da inclusão
(Universidade Federal do Pará, 2019-11-19) DIAS, Helen do Socorro Rodrigues; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972; https://orcid.org/0000-0001-5750-5868
The following research is about the process of teaching-learning of science through the ludic strategy of storytelling for people with disabilities (PwD), articulated with the concepts of language, regarding a dialogical context in the education field. Having as an object, the analysis of telling and retelling practice of stories in the dialogical teaching-learning of science, that works with the scientific knowledge for the PwD, in the perspective of educational inclusion. Therefore, this research is based on the studies of Bakhtin (2017, 2018 and 2019) under the enunciative-discursive perspective of language, alterity, responsiveness and emotive-volitional tones that are fundamental concepts for this research; Chassot (2002 and 2018) that works with scientific literacy for the context of science teaching and learning; Vygotsky (2012), who argues about important issues related to the development of PwD; Dohme (2011), Rau (2013) and Huizinga (2008) who discusses about the ludic; Zumthor (1997; 2018), Abramovich (2008) and Sisto (2007) discuss about the performance of storytelling and retelling. The methodology was based on action research (Tripp, 2005), having as a participant a teacher from an institution focused on specialized educational services and four students, one with Down Syndrome, two ID students and one with autism, all between the ages of 06 and 09 years old, with stages of selection of the theme and subtheme of the teaching of science, construction of inedited narrative and pedagogical resources, development of activities with students. The results show that the use of storytelling and retelling stories enhances the dialogical interaction among the individuals, favoring the teaching-learning process of PwD sciences.
Acesso aberto (Open Access)
Da tecitura de uma experiência docente à proposta de formação de professores de química
(Universidade Federal do Pará, 2023-06-28) Souza, Cintia Aliny Silva de; Fraiha-Martins, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
This dissertation on teacher training aims to understand the terms in which learning to teach occurs through the exchange of experiences when the triad Teacher-Trainee is established in a chemistry teacher training environment, with a view to general and specific training aspects for teaching chemistry in Basic Education. Using Discourse Textual Analysis (DTA) and Narrative Research, we sought to answer the following research question: in what terms does learning to teach occur through the exchange of experiences between Teacher TrainerTeacher-Trainee established in a chemistry teacher training environment? The DTA resulted in the analysis category new paths - me, you, him in us, which indicates the learning that emerges in the training context analyzed and which contributes to the development of the training proposal that makes up the Educational Product. The research subjects were chosen intentionally according to the following criteria: i) to agree to take part in the research; ii) to have participated in the same training context and environment; iii) and to be working as chemistry teachers. There are two (2) undergraduates, two (2) high school chemistry teachers (one of them the author herself) and two (2) teacher trainers who work on a degree course. As for the investigative instruments, we chose the embroidery diaries and CAPES reports written by the undergraduates, the researcher's training memorial and semi-structured interviews with the research subjects. The results show that the training environment established is capable of providing chemistry teachers, in any training context, with permanent teaching learning. In addition, this environment promotes the exchange of teaching experiences and knowledge, as well as favoring closer space and time between school and university. It is possible to infer that the participants developed pedagogical knowledge of the specific chemistry content and reflective attitudes about themselves and chemistry teaching, individually and collectively. This research generated the Educational Product entitled “Teaching Workshop: proposal for ambience in the training of chemistry teachers”. The purpose of this product is to propose a model for training chemistry teachers through the exchange of experience between Teacher Trainer-Teacher-Licensed Student in an environment that encourages reflective, permanent and collaborative training.
Acesso aberto (Open Access)
Educação ambiental : uma abordagem crítica e decolonial
(Universidade Federal do Pará, 2024-07-02) GONÇALVES, Mardony Barbosa de Paula; FREITAS, Nádia Magalhães da Silva
The theme of this text is Environmental Education (EE) in its critical and decolonial aspects. This proposition arises from an analysis of the school's Agenda 21, one of the EE projects worked on in the school network of the municipality of Canaã dos Carajás in the state of Pará, in which it was realized follows a pragmatic trend. With the critical education of our students in mind, and with the National Common Core Curriculum (BNCC) as our guiding document, one of whose competencies advocates socio-environmental awareness, responsible consumption and ethical positioning, we thought of a thematic as a didactic product, in order to contribute to the teaching practice of teachers linked to the municipal public network, with the aim of fostering environmental education in the critical macro-trend, in association with decolonial perspectives, in order to understand the environmental problems that afflict today's society. With a qualitative approach, this work is based on a narrative bibliographical review, using Google Scholar as a search platform to gather some articles that discuss the subject. The results of the research led to the creation of an educational product, a thematic text, entitled “Environmental Education: critical and decolonial aspects, which addresses fundamental topics that permeate environmental education, such as the history of Environmental Education, Environmental Education policies, National Curriculum Guidelines for Environmental Education, the environmental crisis, a critical approach to environmental issues, the (de)coloniality of nature and contemporary themes in Environmental Education. We believe that by helping to expand teachers' cognitive repertoire, we can reach the classroom and prepare students to problematize contemporary socioenvironmental challenges.
Acesso aberto (Open Access)
A educação das relações étnico-raciais: uma experiência formativa com professores de ciências do ensino fundamental
(Universidade Federal do Pará, 2018-12-06) OLIVEIRA JÚNIOR, Waldemar Borges de; MATOS, Maria da Conceição Gemaque de; http://lattes.cnpq.br/3811282366596635
This is an action research, of a qualitative nature and in which it was discussed through the phenomena that involve narrative research. The purpose of this research is to understand if the training process proposed for the teachers of Basic Sciences collaborated in the expansion of knowledge pertinent to the theme of ethnic-racial relations. In addition to bibliographical researches and academic visits at the Municipal School of Ribeirão das Neves (EMEFRN), located in the Municipality of Oeiras do Pará - PA, the research was divided into three stages, in order to obtain empirical data. After this moment, an analysis of the Political Educational Project (PPP) and the Institution's Annual Education Plan (PEAC) were carried out, and in the third stage, four formative meetings were held with the institution's science teachers. The results show that there are no directions on the subject of ethnic-racial relations in the PPP and PEAC, that is, there is a total absence in the curriculum of the Institution on the treatment of diversity in school. In addition, through the training, it was noticed that the science teachers were unaware of the legislation in force, mentioning that they were not provided with formative bases during their initial and continued training. However, the continuous training with the teachers, corroborated to broaden the knowledge of the teachers on the subject, as well as the possible links in the classes of Nature Sciences, through the reports were perceptible, how much it was opportune for the teachers, to have access to knowledge about Law 10.639 / 2003. With this dissertation, there is a video that briefly presents the four formative moments and a mini-book about the diversity of African animal species. The idea of this construction started from the formative moments realized with the teachers of the EMEFRN.
Acesso aberto (Open Access)
A educação do olhar para as questões socioambientais na formação inicial de professores
(Universidade Federal do Pará, 2024-09-13) COSTA, Adriana Silva Carvalho da; RAPOSO, Elinete Oliveira; http://lattes.cnpq.br/6737474841439654
In order to include socio-environmental issues in the initial training of teachers on Pedagogy degree courses and to discuss the education of the gaze, we used photography as a didactic and awareness-raising tool in this research. Photography acted as a means by which students had the opportunity to ponder, analyze and broaden their view of the urgency of socio-environmental debates in school contexts. To help expand and make these discussions more effective, we introduce an e-book as educational product, which is meant to be a pedagogical tool for teachers in addressing socio-environmental issues to be applied in schools. The participants in this investigation are Pedagogy undergraduate students at a private college located in Benevides, in the state of Pará, Brazil. The present study has a qualitative approach and is based on action research. Data was analyzed using Textual Discourse Analysis (TDA). Its theoretical framework consists of a literature review on socio-environmental issues related to teacher training and the importance of educating the gaze. A questionnaire resulting from the training process was used to compile the research data. The intention of this work is to contribute to initial teacher training focused on educating the gaze towards socio-environmental issues.
Acesso aberto (Open Access)
Educação em ciências na escola: em busca de caminhos para a sustentabilidade
(Universidade Federal do Pará, 2024-07-05) MARQUES, César Augusto Trindade; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
Environmental education is related to the training process of individuals, as it provokes reflections and criticism regarding socio-environmental issues, seeking to develop new personal and collective meanings for socio-environmental sustainability. This is a narrative research that aims to analyze experiences lived by students in the first year of high school, when developing activities aimed at education for sustainability and contributing to stimulating a critical look at socio-environmental issues, with a view to building values and practices of appropriate socio-environmental behavior, through activities that contribute to the formation of argumentative discourse regarding socio-environmental issues present in the context in which students live. By taking on a subject called SUSTAINABILITY, in a private school, in the municipality of Canaã dos Carajás, with a class of 1st year high school students, I decided to investigate the teaching and learning process, which I present and discuss, narratively. The activities carried out, which constituted the field texts, were called pedagogical events by me, entitled: mock jury: the reasons for the use (or not) of pesticides; workshop: the science behind paper recycling; and news clothesline: the dimensions of sustainability in the municipality of Canaã dos Carajás. I undertake narrative research, as it analyzes the experiences lived by students during the study. For data analysis, I use Discursive Textual Analysis (DTA). Through it, I developed the stages of unitarization, categorization and, finally, elaboration of metatexts, which helped me in resolving the research question: in what terms can carrying out activities aimed at critical reflective perception promote manifestations in elementary school students? raising awareness about sustainability? Through the data constructed, based on the pedagogical events developed, the results reveal the students' understanding of sustainability, such as: in the simulated jury, which saw the greatest elaboration of the argumentative speech, due to the debates developed; in the recycling of papers, presenting a dynamic of construction and action on the part of students and an extensive relationship with science teaching; and on the news line, offering experiences and perceptions of sustainability as something global. In addition to corroborating and directing students' investigation into environmental education and sustainability. I emphasize that the results will be disseminated to the population and the school community, through the preparation of the educational product, in the form of digital media e-book, entitled: Proposals for activities on Sustainability in Science teaching, which is composed of six proposals for activities for teaching and learning topics about environmental education and science teaching with the purpose of producing new meanings for sustainability.
Acesso aberto (Open Access)
Educação financeira na perspectiva do letramento matemático: uma proposta de formação continuada para professores do 2º ciclo do ensino fundamental.
(Universidade Federal do Pará, 2024-01-08) PARAENSE, Cleomara Batista; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The purpose of this study is to analyze Mathematical Literacy practices in School Financial Education in Elementary Education. The study was qualitative in nature, and adopted participant research as its modality, seen as the most appropriate for this study, since the context of the research was to propose a Financial Education course for teachers, based on Literacy practices. Mathematician, resulting in the construction of educational product material on this topic, collaborating with teaching practice. The teacher training course was developed in four moments: presentation, basic foundations of the course, teaching and learning practices, and results. Mathematical Literacy practices in Financial Education were exposed through activities that addressed mathematical and non-mathematical content, which indicates a transversal and integrated approach to teaching Financial Education with other areas of knowledge. It is worth highlighting that the suggested activities sought to promote reflections and discussions, in order to guide and propose pedagogical practices exploring concrete situations experienced by the participants, which promotes reflective critical thinking in the context of Financial Education. The construction of the results was based on the initial and final questionnaires, field diary, with the purpose of recording and analyzing the teachers' perception of their knowledge regarding the subject, the experiences acquired in the training course, in addition to the teaching knowledge mobilized with teacher training, based on specific content knowledge, pedagogical knowledge and curriculum knowledge, from the research activities carried out during the course aimed at the fourteen research participants, from the public and private Basic Education network, in the municipality of Belém – PA. Based on the results of this study, the importance of addressing the theme of Financial Education from the perspective of Mathematical Literacy in teacher training courses in Basic Education and, consequently, the activities that address the theme, so that they can transform and generate reflections on teaching practice for teaching this theme in Basic Education, is defended.
Acesso aberto (Open Access)
Educação financeira na sala de aula: desenvolvendo o letramento financeiro.
(Universidade Federal do Pará, 2024-07-22) SILVA, Alaíde Leandro da; ALMEIDA, Talita Carvalho Silva de; http://lattes.cnpq.br/6247156526483924
This dissertation aims to discuss the importance of developing financial literacy in the classroom, specifically in a 5th-grade class, which plays a crucial role in the students' development by equipping them with essential skills and knowledge to deal with financial issues throughout life. This is achieved through activities involving financial situations, sparking curiosity in the student to learn. Such literacy supports sociocultural organizational arrangements, such as daily expenses and savings, which help students handle these matters more consciously and dynamically, maturing their understanding of the economic, mathematical, and social processes in which they are routinely involved. Therefore, it is necessary to include financial education in schools at the basic education level, through studies, discussions, research, and action plans that mobilize this knowledge and make it available to students in a clear and objective way, with the goal of contributing to a more economically balanced society, prepared for conscious consumption, understanding the importance of financial approaches in the classroom. The proposal for this research is based on the National Common Curricular Base (2017), D’Aquino and Tereza Maldonato (2012), Elcy, Mogan Housel (2022), Flávio Lemos (2020), Robert T. Kiyosaki (2017), OECD - Organization for Economic Cooperation and Development (1961), Nathalia Arcuri (2018), Walter Andal (2016), George S. Clason (2023), Nath Finanças (2021), and Jesse Mecham (2020). Thus, the bibliographic research conducted discusses ways to acquire financial knowledge through activities that develop useful skills, making financial literacy possible in a 5th-grade class at the Municipal Elementary School Sebastião Agripino da Silva, as a proposal to be implemented. The research resulted in an Educational Product called "Discovering the Financial World: Activity for Conscious Consumption," which contains activities aimed at developing financial literacy.
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Educação financeira: olhar sobre a prática do professor que ensina matemática nos anos iniciais do ensino fundamental
(Universidade Federal do Pará, 2019-09-20) SOUZA, Sílvia Helena da Silva e; MACHADO JÚNIOR, Arthur Gonçalves; http://lattes.cnpq.br/3148593292236740; https://orcid.org/0000-0002-9933-2894
This qualitative research investigated the practice of financial education in the 3rd year of lower primary education. We chose the methods of action research in the sense that the investigative process of the pedagogical practice could help in the systematization and planning of the didactic activities developed in the course of the investigative process. For this, the didactic sequence was used as systematizing procedure of the unsympathetic process of financial education, which was already developed by the teacher before the continuous formation. The use of the didactic sequence facilitated the confrontation and/or the conciliation of the results of the sequence with the work that the subject teacher of the research was carrying out, considering two moments: a) the continued formation: project " Educação Financeira nos Anos Iniciais do Ensino Fundamental Financial " (Education in the Initial Years of Elementary Education) which happened in the school locus; b) the collaboration of the researcher teacher for the elaboration and execution of the didactic sequence. The activities designed to compose the sequence on financial education were based on the general competencies of the National Common Curricular Base such as empathy and cooperation, scientific, critical and creative thinking, research, focusing on content learning objectives such as the four operations mathematics; in everyday situations; in arguing to negotiate a product or to solve a problem. In the sense of integrally forming children, a citizen with competence to administer his money and with capacity to consume consciously, knowing the time to say no to the seductions of the advertisements. The experience with the research shows that the approach of financial education in the initial years of elementary education is justified, and financial education is a valid and fruitful debate in the classroom. The experience of the teacher investigated showed that the teacher who teaches mathematics already works in financial education, but for the practice of financial education to become more meaningful for the students, it is necessary for the teacher to undergo a literacy process in financial education, learning to study on the subject, also investigating the practice itself, in order to promote reflection in action.
Acesso aberto (Open Access)
Elaboração de um livro paradidático sobre mercúrio para uso em cursos de formação de professores de química
(Universidade Federal do Pará, 2023-03-17) FERREIRA, Gabriel Lucas dos Anjos; BRABO, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
For students in elementary school to be effectively linguistically, mathematically, and scientifically literate, it is still necessary to overcome numerous problems, ranging from precarious school infrastructure, better salaries, and initial and continual education of professionals in the educational field. Producing and evaluating teaching materials for teacher training courses can contribute to improving the skills of these professionals. Such materials should be in tune with recent research results on the teaching-learning-evaluation process of science, technological innovations, social aspects of the use of technologies, exploration of natural resources, curriculum changes, among other aspects that are essential to understand and act upon the contemporary natural and social world, and to fully exercise one’s rights as a citizen in current and future democratic societies. To offer a small contribution to the improvement of undergraduate Chemistry teacher training courses, a accompany educational book about Mercury was produced and submitted to an analysis of possible learning effects of its use in initial training courses for Chemistry teachers. The books content and proposed activities were carried out during a mini course, attended voluntarily by twelve students from an undergraduate Chemistry course, who responded to a KWL (Know, Want to Know, and Learning) form. The content analysis undertaken in the responses and comments of the group of participants of the minicourse provided some evidence that the proposed material can contribute to the training of future Chemistry teachers, by presenting methodological alternatives for the teaching-learning process of certain chemical knowledge in a contextualized manner and in greater harmony with the current Common Core State Standards (BNCC).