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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Agora exibindo 1 - 8 de 8

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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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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)
O conhecimento tecnológico pedagógico de conteúdos (TPACK) na prática docente em ciências naturais: a projeção do TPACK dos formadores nas intenções de ensino dos professores em formação na UFPA-Belém
(Universidade Federal do Pará, 2022-09-30) VILLA-GARCÍA, Leidy Yurani; ZAMBRANO, Alfonso Claret; https://orcid.org/0000-0003-4795-6037; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This thesis proposes to advance the knowledge about the development of the Technological Pedagogical Content Knowledge (TPACK) in the training of bachelors, identifying the influence of the TPACK of the teacher educators who guide the disciplines of the teaching practice, in the teaching intentions of the teachers in training. on this specific case, the study addresses three central aspects: (i) Identification of the theoretical-methodological contributions evidenced by the state of the art (national and international) on the TPACK built before year 2020, (ii) Identification and analysis of the theoretical-methodological contributions that are evidenced in the TPACK of the mentor professors in the Natural Sciences Bachelor's program at UFPA, and the (iii) identification and analysis of the theoretical-methodological contributions of the TPACK of the mentor professors that are evidenced in the teaching intentions of the professors in training in the UFPA Bachelor's degree. The research used a qualitative methodology with an interpretive approach, as an instrumental case study, with which it was possible: characterize theoretical-methodological contributions that support the elements of TPACK in teaching practice and the indicators for their identification; identify the theoretical-methodological contributions in the practice of the mentor teacher through the analysis of the decisions and actions of the teachers who guide the disciplines of teaching practice during planning and teaching; and, finally, the theoretical-methodological contributions in the teaching intentions of the future teachers were identified. With this, the analysis leads us to verify that there is a projection of the TPACK of the mentor teachers in the teaching intentions of the teachers in training. Thus, the research offers a point of view on the inclusion of reflection in the dynamics of teaching practice in a specific context, in order to enhance the construction of the TPACK and contribute to improve the processes in which we learn to teach science from the experience. Among the relevant results, we can identify the theoreticalmethodological contributions that expanded the conceptual framework of the TPACK and allow us to analyze the TPACK that is being built through teaching practice in the Bachelor's degree. These results can be used by teacher trainers in postgraduate, undergraduate and basic education programs, as well as in open programs and courses with the intention that teachers in training and in service can identify their TPACK and develop it.
Acesso aberto (Open Access)
O corpo e a experiência de si: experimentações com o ensino de ciências
(Universidade Federal do Pará, 2021-04-13) SILVA, Nadson Fernando Nunes da; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/ 0000-0002-0478-5285
This writing process brings the body as a mechanism of forces which pass through the research and the researcher by a writing of itself, delineating the pathways which they take from the difference and multiplicity that compose their exits to expatiate on other forms of understanding what may be a body. Along these lines, we share the thoughts of Deleuze and Guattari going to the Philosophy of Difference, making the thought goes in the possibility of achieving other places where memory, body, science and education meet themselves, thus they create together comings where the research obtains power. The writing, in this context, emerges as a fragmented breaking point between poetic lines, collage, photographs, drawings and scribbles, which collide with the text causing openings to experience the diversity of a gay body that transits the education as a science teacher and occupies the Amazon territory as a place of experience. From these experiences, the education is brought as a space which consumes the existence by social markers that punctuate the difference, producing bodies by a very fine line which fits in the biological pages and consequently in science classes. In tracing these questions, we seek the experimentations as processes, which dislocates in directions to other forms of manifestation, where they are possible to create possibilities of teaching for science classes, displacing the embodied images of their biological status at feeling their vibrations, sexuality, identity, subjectivity and desires that rip the forms, dislocating them away from their organized functions. Through these traverse, it is desired to break with the idea that has been being architected about body, focusing it on the images which textbooks bring us as a source of knowledge and learning for science teaching, emerging it as an invitation that dislocates the body and the thought of its solid base. As a result, it may collides an education more soluble and aesthetically sensitive to experiment with moving images. Thus, we have, by these displacements, a body and a moving education which misaligns the hard seams and incarnates a new approach of body-image in the sense that the experimentation happens inside and outside the educational path. Stem from this, the science classes are also composed of their deconstructions in the desire of achieving an education where the body becomes a source of invention, and education becomes a place to be experienced in its plurality.
Acesso aberto (Open Access)
Ecosofia e formação de professores: composições de experiências formativas em tempos de emergência ambiental
(Universidade Federal do Pará, 2021-01-05) CASTRO, Bárbara Fernandes do Nascimento; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; ttps://orcid.org/0000-0002-0478-5285; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
Through this writing we intend to provoke reflection on environmental issues and the ecological emergency experienced today, using meetings, passages, which is not clear. Our intention here is not to show solutions to make us sustainable, but to encourage dialogue and, mainly, to encourage experiences in feeling part of the Earth. We also intend to reflect on some concepts, such as the care and appreciation of nature's relationships with us and with others. In this sense, we propose to teach the subject: ―Education in science and mathematics and sustainability‖, which is part of the mandatory subjects of the Postgraduate course in teaching in Sciences and Mathematics at the Institute of Mathematical and Scientific Education at UFPA (PPGDOC- IEMCI), focusing on climate change and its relations with other areas of knowledge. As a theoretical basis for such a proposal, we resort to reflections on the Ecosophy of Félix Guattari. Thus, we ask ourselves about the extent to which continuing education is preponderant for the linking of environmental issues in a critical and broad way to teachers, and, therefore, we propose to investigate: What could be lurking in the experiences, problematizing contemporary environmental issues, through the assumptions of the three ecological records of Félix Guattari, as a driver in the construction of subjectivities? With the central objective of mapping experiences and sensitization of subjects about environmental issues, such as climate change, considering the production of individual and collective subjectivities, observed mainly in the daily logbook device, we were able to experience possibilities of resingularization of the participating subjects and, observing the importance of this type of intervention in the training of teachers and seeking to make explicit the compositions and crossings built during the meetings in the discipline, we come to some inferences that come close to our initial inquiries. The students were able to experience the theme ―climate change‖ so that they were free to build their own sensations and that they made use of the daily logbook device as a way to expose their narratives. We observed that the vast majority of students still have great resistance in reconciling scientific themes with art and philosophical thinking. The dichotomy evident in their speeches is not surprising, since our bodies, as students, were well trained, docilized for certain tasks and a certain way of understanding the world. Therefore, we did not expect sudden behavioral changes, our goal was to produce sensitivity to the theme.
Acesso aberto (Open Access)
Educação pela cidade e formação de professores: mediações fotográficas na apreensão das questões socioambientais
(Universidade Federal do Pará, 2019-03-15) SANTOS, Manuella Teixeira; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
The school does not often interact with the environment of the city, but the approximation between the two is necessary to be favored a greater understanding of the dynamics of the urban environment is favored. The photograph is strong allied in the sense of promoting an approximation of the school with the environment of the city and also in reflection on the look about what surrounds us, favoring the formation of critical citizens and teachers. In this context, I aimed to understand in terms of an education through the city, in the formation of teachers, contributes to the apprehension of socio-environmental issues in contexts of photographic mediations. I chose a qualitative approach, which took place in the discipline of the professional masters in teaching in science and mathematics education. The most significant of the research process was the construction of the Discourses of the Collective Subject (DCS) - in this case four DCS - referring to the city of Belém that arose from readings of photographs that the teachers in training carried out. The contents of the DCS brought several aspects concerning the socio-environmental issues that were discussed by the teachers in training. The formative process was fruitful, observed the following aspects: enlargement the viewed with respect to the multidimensional aspects of the city, resignification of teaching practice and the city as object of study of the school. The teachers, besides having built knowledge about the socioenvironmental issues of Belém, discussed aspects concerning the context of teaching. The analysis of the results allowed to elaborate and defend the following thesis: the education through the city in the formation of teachers, when using the photographic mediations, it presents the possibility of disturbing, provoking, transforming the ways of apprehending, learning and teaching, especially with regard to the unveiling of social and environmental issues, in their critical and reflective apprehension of the city.
Acesso aberto (Open Access)
Letramento científico e habilidades didáticas em produções escritas de professores de ciências
(Universidade Federal do Pará, 2022-04-26) GOMES, Ana Silvia Alves; LUCIO, Elizabeth Orofino; http://lattes.cnpq.br/9802121543478378; https://orcid.org/0000-0002-3446-5530; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This research aimed to identify, describe, and point out possible correlations between levels of scientific literacy and teaching skills of elementary school teachers. This is exploratory qualitative-quantitative research, where the MAXQDA 2020 and JAMOVI 2.2.5 software were used to produce content analysis and descriptive statistics of collected data, together with a group of 18 (eighteen) teachers from basic education, freshmen of a stricto sensu postgraduate course, who voluntarily answered questions from the so-called Scientific Literacy Skills Test (TOSLS) and prepared, in writing, proposals for didactic sequences. To analyze these proposals, a Didactic Skills Analysis Protocol (PAHD) was created, whose analysis categories were inspired by the ideas of contemporary constructivist authors. The analysis of the results of the categorization of didactic skills evidence showed that the participants presented, on average, half of the didactic skills of a constructivist nature proposed in the PAHD. On average, participants in this study also did not perform well on the TOSLS. The data obtained were not sufficient to support the hypothesis of correlation between Scientific Literacy and Teaching Skills. However, it is not possible to rule out the possibility of observing the occurrence of statistically significant correlations between such abilities in sufficiently larger and more diversified samples. The results suggest that, if one is interested in implementing curricular guidelines and teaching-learning-assessment strategies of a constructivist nature in schools, it is necessary to increase teacher training programs with objectives, themes and teaching strategies focused on skills that had a low incidence. in this study, since, as discussed in the text, all of them are essential for planning and conducting classes of a constructivist nature and important for the professional development of teachers. Although there is still much to be explored on the issue of didactic skills, the scope of this thesis, and particularly the PAHD, had great potential as an instrument for research and professional development. Despite the limitations pointed out, the results and scope of this thesis constitute an important reference both for future research and for eventual reformulations in science teacher training programs, in view of the empirical results, the theoretical discussions and the methodological ideas it contains.
Acesso aberto (Open Access)
Sentidos subjetivos de estudantes do ensino médio: o uso das tecnologias digitais para estudar biologia
(Universidade Federal do Pará, 2017-04-26) POSSAS, Iris Maria de Moura; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
Digital Technologies (TD) have been often used in society and in school. In general, researches focuses TD as tools that emphasize cognitive processes. In this paper I support that high school students, as digital natives, produce subjective meanings for the use of TD in various contexts, including to study biology, favoring the motivation and learning of this discipline. Inspired by the Theory of Subjectivity proposed by González Rey, I aimed to understand the subjective meanings of high school students related to the uses of TD to study Biology. I conducted the study with four students of the third year of high school, from a federal school, in Belém do Pará. I followed the orientation of Qualitative Epistemology, which values the construction and interpretation of information by the researcher, the dialogical interaction with the research subjects and the recognition of singularity as an instance of production of scientific knowledge. Students provided information through writing, sentence complements, and informal conversations. From the information obtained in these instruments, I organized the case studies of the four subjects, constructing indicators of subjective meanings and trying to understand how they were configured for each subject. The results indicate that young students produce configurations of singular subjective meanings for the use of TD. Then I constructed categories and subcategories, bringing the senses closer to the four subjects. I found that TD meet important needs of adolescents. They use TD outside of school to interact, have fun or satisfy curiosity, and escape from loneliness. At school, they also use to interact, have fun or satisfy curiosity and to access information quickly. Specifically to study biology, students use TD to interact, fix or memorize content, to understand or satisfy curiosity, to complement or deepen content, and to extrapolate a particular theme to another context. These meanings range from those that emphasize the reproduction of content to those that facilitate learning. In addition, students use TD with some care, aware that they can aid studies and interactions, but also harms them. Therefore, the results support the assertion that the subjective meanings of the use of TD to study biology favor the motivation and learning of this discipline, but other results recommend caution regarding the types of motivation and learning that these uses can provide.

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Navegando Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI por Linha de Pesquisa "CIÊNCIA, TECNOLOGIA, SOCIEDADE E EDUCAÇÃO"