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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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.
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)
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)
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.
Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
Base nacional comum curricular e ensino de ciências: uma análise à luz da inclusão
(Universidade Federal do Pará, 2021-04-06) SOUSA, Louíze Roberta Mafra de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The Science curriculum, for a long time assumed a passive, cold and distant character from the social issues that permeate education, until the last century we observed the great appreciation of a science taught in a mechanical, content and decorative way for students, in this way, being considered a discipline with a high degree of difficulty and not accessible to everyone. It was from the social movements for an accessible education to all that we could then envision the possibility of science teaching having its development carried out through an inclusive perspective, considering objectives, methods, practices, and assessments that could meet diversity for all, highlighted, students with disabilities, global developmental disorders, syndromes, high skills and / or giftedness that constitute the target audience of Special Education. Currently the National Common Curricular Base (NCCB) is the document responsible for guiding the construction of the school curriculum of Basic Education, however its elaboration was marked by a long process, totaling the production of previous versions, until we reached the final version. Bearing in mind that science teaching is elementary for understanding and establishing relationships between the natural and social processes of the environment, this research aims to analyze the curricular guidelines presented by the National Common Curricular Base (NCCB) throughout its three versions (2015, 2016 and 2018) for the construction of the Science curriculum, focusing on Elementary Education - Final Grades, and with this verify whether the curricular guidelines for Science Teaching present at the BNCC followed the social and political discussions about the socio-educational inclusion of students who are the target audience of Special Education . To achieve the proposed objective, this qualitative research, of the documentary type, used Discursive Textual Analysis (MORAES; GALLIAZI, 2016) as the reference for analysis. Throughout its versions, NCCB organized its curricular orientations based on reductionist conceptions, valuing instrumentalism, as well as the performance of experimental procedures and practices that are not dynamic or open to adaptations, promoting through its guidelines the construction of a rigid curriculum, not consistent with educational inclusion policies. In its second version, we observed an initial movement that is consolidated in its final version with the selection of learning objectives that guides Science Teaching from research, proposing an open curriculum, which gives freedom to adapt, as well making it possible to accommodate the learning conditions.
Acesso aberto (Open Access)
Clube de ciências da UFPA e docência: experiências formativas desde a infância
(Universidade Federal do Pará, 2015-05-15) LIMA, Daniele Dorotéia Rocha da Silva de; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
The Science Club and Teaching of Federal University of Pará: formative experiences since childhood composes a narrative qualitative research approach, where I seek senses and meanings expressed in reports of eight graduates subjects of the Science Club, once my interest is to investigate memories of former students who are now teachers: What research experiences from graduation were important for their training? What may be significant for an understanding of the scientific knowledge? What experiences may facilitate the understanding and the transformation of a way of being and living in teaching? In other words, the intention is to reflect on what experiences were valued by the subjects in reference to how they construct and modify their way of being teaching in the present, to understand that the narrative research in education processes of these subjects is helpful in order to reflect on the contextualization of the past in their present. Thus, to involve multiple relationships referring to the formation of their scientific initiation, I use, as a research tool, narrative interviews, in order to circulate the narrative accounts as a possibility to expand knowledge and understanding in a movement in which the narrative is constituted on a way to comprehend their experience, where education takes place in a training area that is full of experiences and living. This research intends not only to perceive the subjects themselves, but to understand the relationships in interaction with their peers, with their own practice, with the content of science teaching, with the movement from the past to the present and from the present to the past, to rescue their memories. The thesis is organized into 3 axes of analysis: TIME AND LEARNING SPACES: a formative ambience in CCIUFPA graduates memories; AMONG SNAKES, ELECTROMAGNETISM, NEWTON DISCS AND ELETRIC EELS: the Science Club and the construction of scientific knowledge and THE SIGNIFICANT EXPERIENCES IN THE CONSTRUCTION OF A DIFFERENT TEACHING PRACTICE: to be and to do in the present. The analysis leads me to ponder that the experiences are formative elements capable of moving us toward new searches, confirming us as historical and social creatures. In this narrative tune, it is evident that the contextual education with a view to critical citizenship requires the interrelationship between scientific culture and humanistic culture. Ultimately, I assume that we are made up of living memories, which is full of brands, values and mores of groups that we did / do / will do participate in multiple relationships related to the building of our individual and collective identity. In addition, the narratives indicate the Science Club as an appropriate area, which in institutional history, can make a difference in the training path of children, youth and future teachers, the becoming of how our life is influenced by the institutions in which we have passed, in special, which deals about what we learned and what we teach.
Acesso aberto (Open Access)
Coletivo de estudos, formação e práticas: itinerários de uma formação em educação para o desenvolvimento sustentável
(Universidade Federal do Pará, 2017-06-22) RAPOSO, Elinete Oliveira; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
Countless events confirm that we are experiencing a socio-environmental crisis, which mobilizes us to contribute to face the challenges under the current chances. In this sense, providing continued education to teachers that aims to privilege a "learning" of contexts that reveal processes of unsustainability, which underlies the current development model, materialized in the contemporary socio-environmental challenges, collaborates to build paths for the formation of citizens for an understanding of present socio-environmental scenarios. Thus, this research is based on the analytical possibilities of a formative experience (research with formation) in the field of Education for Sustainable Development, understood here as "Collective studies, training and practices in Education for Sustainable Development". In this process of formation, they were approached by contemporary socio-environmental challenges, as a way of problematizing central issues to the environmental crisis. These challenges were represented by the themes Cities, Forests, Climate Change, Garbage, Water and Energy. The objective was to capture the contributions of a continuing teacher training process, focused on a proposal of experiential and collaborative learning in the approach to the current socio-environmental challenges, including the intention of re-signification of the teaching practice, in order to consider the approach to the questions of (in)sustainability. Reflection is here recognized and stimulated as a structuring basis for professional development and the creation of new relationships between teaching and learning. A research concerning a qualitative approach, guided by research-action-participant. In the analysis and interpretation of the data, use the discursive textual analysis. In this process of formation, I emphasize a willingness to listen to the other, autonomy and objectification of the specific knowledge that facing the knowledge of the collective took an interdisciplinary perspective with regard of the objects of study. In turn, the participatory process is recognized as an important aspect that can reverberate in the conformation of a favorable school environment. Teachers played a leading role in the formation process, avoiding object status, building knowledge and "teaching one another" and "learning from each other", collaborating on mutual learning. The whole process of formation was mediated by problematizations and contributions, in order of deepening and collective reflections, bringing to the collective new/other interpretations/understandings of the objects of study. It consisted a collaborative movement, which focus represented the sharing of knowledge, experiences, practices and actions.
Acesso aberto (Open Access)
Cura ou conservação: um dilema socioambiental na formação continuada de professores da educação
(Universidade Federal do Pará, 2017-04-10) BARBOSA, Lidiane Amaral; RAPOSO, Elinete Oliveira; http://lattes.cnpq.br/6737474841439654; https://orcid.org/ 0000-0001-8995-0296; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
Climate change, desertification, deforestation, burning, extinction of species of fauna and flora, are some of the issues that mark the environmental crisis and, from this scenario, some questions arise, such as the rationality of the thinking of the present civilization, man as centrality of the universe, the values of domination of nature, the uncontrollable and unsustainable process of production, the reinforcement of the culture of consumption, the constitution of an economized world. It is in this context that the contemporary socioenvironmental challenges are presented: socio-environmental quality and sustainability of cities, mitigation and confront with climate change, water and solid waste management, forest management, growing demand and energy alternatives, among others. The meaning here attributed to the term challenge refers to the possibilities of overcoming the aggravations that matter in unsustainability. This dissertation deals with what today represents one of the contemporary socio-environmental challenges - the forest. Thus, the research was driven by the following question: how teachers, in a process of continuous formation, base their decision-making in the face of a socioenvironmental dilemma involving the forest theme? The research presented a qualitative approach, and occurred in the context of a process of continuous training of teachers of basic education, which aimed to problematize the recent socio-environmental challenges. The analyzes presented referred to the secondary data produced in one of the formative activities, precisely of a case study (fictitious but verisimilious) entitled "Cure or conservation: the questions of human health and the ecosystem", that involved a socio-environmental dilemma, which involved the extraction of an antitumoral bioactive (paclitaxel - commercial name taxol), found in the Taxus brevifolia (pacific yew - vulgar name), present curiously in indigenous lands, in the Amazon. The positioning of the professors, in general lines, manifested the integration of knowledge of two areas: natural sciences and social sciences, approaching them. The teachers called attention to the need to abolish the existing gap between these two areas, constituting a paradigmbreaking movement and dialogues between disciplines. The teachers considered aspects such as identity, culture and traditional knowledge, avoiding positions that exorcize the otherness and the sovereignty of scientific knowledge in relation to others. Socioenvironmental issues are difficult to approach given their complex nature. Thus, thinking about the forest, especially the Amazon rainforest requires a differentiated approach, considering its multidiverse nature, as did the teachers in their positioning. They evoked aspects beyond their specific training, integrating knowledge, in an authentic interdisciplinary attitude in the consideration of the socio-environmental dilemma proposed in the training. The teachers' discussions were legitimate and their positions relevant and current, when considering the aspects involved in the socio-environmental field.
Acesso aberto (Open Access)
Educação ambiental: macrotendências em atividades educativas no Parque Zoobotânico do Museu Paraense Emílio Goeldi
(Universidade Federal do Pará, 2022-04-28) BATISTA, Joniele Bentes; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
Environmental Education (EE) arises from an understanding of the historical social construction of the planet, where it is necessary to change the paradigm that implies both a scientific and political revolution. This study aims to know and understand the political-pedagogical macrotrends in EE present in the practices developed at Zoobotanical Park of the Museu Paraense Emílio Goeldi (MPEG). We assume qualitative research, with Content Analysis. The procedures were organized in two moments: 1. Visit to the MPEG Zoobotanical Park and analysis of the documentation object of the study; 2. Interviews with the coordinators responsible for EA's projects and activities. The following categories were established for analysis: vision of the environment, conceptions of environmental problems, political vision and practice/approach. From the analysis, we realized that the political-pedagogical macrotrends of EE present in the pedagogical practices in the Zoobotanical Park of MPEG, appeared concomitantly, that is, in a mixed way, without a consensus of intentionality or theoretical reference. However, a certain dominance was observed for conservationist and pragmatic macrotrends.
Acesso aberto (Open Access)
Ensino das questões socioambientais amazônicas: mediações do agir comunicativo na visibilização de um mundo da vida colonizado
(Universidade Federal do Pará, 2022-02-16) SIQUEIRA, Ivone dos Santos; RAPOSO, Elinete Oliveira; http://lattes.cnpq.br/6737474841439654; https://orcid.org/0000-0001-8995-0296; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
In this investigation, in the light of Jürgen Habermas's Theory of Communicative Action and Paulo Freire’s Dialogic Action, I present a critical understanding of the socio-environmental issues, mediated by communicative and dialogic action in the development of a research-training with students of the Integrated Degree Course in Sciences, Mathematics and Languages, of the Universidade Federal do Pará. This study is based on qualitative research, on the assumptions of researchtraining (JOSSO, 2004). The audios, notes and other records generated during the classes compose the collected information, which were treated in the light of the Content Analysis, in Bardin’s terms (2009). In the didactic thematization of deforestation, mining and agribusiness, I use dialogical methodologies for reading and discussing texts, in order to present the split parts, in the pursuit of retotalling of the parts, for the visualization of the different aspects related to the theme. With this dynamic, through intersubjective interactions between participants, I enable the perception of the action of systemic imperatives in the colonization of the world of Amazonian life as an opponent of environmental balance. In the pedagogical action, the dialogic methodologies made it possible to work on the thematization of socioenvironmental issues in the classroom in an interactive way, in the achievement of the intersubjective understanding, from the perspective of communicative rationality. The didactic thematization mediated by communicative action led students to a critical understanding of the Amazon reality, when reflecting on the relationship between society and nature. In this sense, the use of dialogic methodologies in the didactic thematization of socio-environmental issues has triggered teaching and learning processes in the pedagogical action as communicative action, as it has made it possible to coordinate intersubjective interactions for mutual understanding, in the perception of the systemic agents that colonize the world of Amazonian life and provoke environmental impacts, appropriation/violence and social inequalities in their material base, causing homogenization of the spaces where these agents are installed.
Acesso aberto (Open Access)
Ensino e aprendizagem de ciências na perspectiva visuo espacial: experiências com surdos no ensino fundamental
(Universidade Federal do Pará, 2018-03-14) SILVA, Jorge Ricardo Coutinho; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X; SOUZA, Ruth Daisy Capistrano de; http://lattes.cnpq.br/1938685418183005
The objective of this research was to analyze the learning situations in the discipline Science with Deaf students of the 6th and 7th grade in a public school in the city of Belém-PA. In order to subsidize the discussions about the measurable, instrumental and contextualized process the linguistic and cognitive possibilities of the deaf. It is based on a visual-spatial perspective, as a dynamic alternative to conduct the means, modes, methodologies and auxiliary resources of the learning of the specific contents of sciences. For the choice of the method, we chose the qualitative and bibliographic approach, carefully selecting the objects, subjects and contexts observable in the field of studies. On whose structural and systematized bases are inserted the ways of teaching and learning, the language used in the teaching process, the resources, and the modes of evaluation observed in the pedagogical axes of the regular school of Basic Education. The data collection in locus was performed through the application of a questionnaire typed in Portuguese and interpreted in sign language to facilitate understanding of the questions to the deaf. The result showed that the contextualization of science teaching encompasses the necessary action of planning, of how to teach contents adapted to the possibilities of a student who presents a high level of visual perception, conditioned by the deafness itself installed and not as a deficiency that produces limitations in the learning. But as a difference naturally observed and mediated by the visual-spatial sense. It also pointed to the understanding that in order to work with deaf people, it is essential that the teacher has certain fluency in sign language, and in the absence of such a language, the presence of a mediator or interpreter.
Acesso aberto (Open Access)
Espaços não formais de ensino: perspectivas para a formação inicial de professores
(Universidade Federal do Pará, 2018-07-10) RODRIGUES, Márcio Henrique Simião; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This paper presents considerations about the use of non-formal spaces for the development of activities aimed at teaching science in the initial years of elementary education. The objective was to investigate the student conception about the use of non-formal educational spaces, and how these spaces, contributes to the initial teacher training process, making use of different teaching strategies.The research has a qualitative approache of participant nature. Three Pedagogical Stepes (presentation of theme, conceptual develpmente and production-evaluation) were used as a teaching strategy, based on Brito’s (2004) proposoal for teaching of science through regional themes. In order to investigate the conceptions of research subjects about working with, in or the non-formal teaching space, questionnaires were given so that the students could report their experiences with the development of the activities. As a culmination of the activities, an Arts Exhibition was held where students presented several productions related to the use of non-formal teaching spaces in the City of Belém/PA. The productions presented at the Arts Exhibition were also analyzed and, according to the results, point to a positive evaluation of the learning of the research subjects regarding the use of nonformal teaching spaces from play activities and teaching through of regional themes. The results point to a good understanding on the part of the research subjects on how to work the non-formal space and in non-formal space, but they have differences on how to work with non-formal teaching space. The considerations show that teaching through regional themes can be a great ally for the development of activities that are related to the use of non-formal teaching spaces, allowing an attempt to escape traditional practices both in the context of initial teacher training, and in Early Childhood Education.
Acesso aberto (Open Access)
Estilos de pensamento sobre biodiversidade em pesquisas de educação ambiental Publicadas no EPEA
(Universidade Federal do Pará, 2013-03-21) SILVA, Emlly Hanna Souza da; SILVA, Maria de Fátima Vilhena da; http://lattes.cnpq.br/0996110060293347; https://orcid.org/0000-0002-0800-2444
The objective of this investigation was to analyze the epistemological contributions of Fleck and the theory of social representations in the context of the Environmental Heritage Education published in EPEA about biodiversity. The research was guided by the following question: What styles of thought about biodiversity articles circulating on the Meeting of Research in Education Environmentally EPEA and how they are linked to the Environmental Heritage Education? The research object is the theme biodiversity; the locus of research are 11 approved articles in the six meetings of Research in Education Environmentally EPEA performed in the years 2001, 2003, 2005, 2007, 2009 and 2011 Data analysis strategies are some of the content analysis proposed by Bardin involving the organization of the analysis, coding, categorization and inference. According to Fleck's epistemology results enabled the identification of eleven styles of thought circled in twenty-eight articles on biodiversity published in EPEA, namely: Environmental Equity; Utilitarian; Systemic; Naturalist / ecological / biological; Humanist; Environmental Criticism; Cultural; Conservationist; Scientific; Resolutivo; Sustainable. A collective of 28 researchers who presented papers on biodiversity in the approach of EPEA Environmental Heritage Education has been identified as one of the styles of thought on the topic biodiversity. The continuing education of the authors who had their articles are approved EPEA level of specialization, masters and doctoral degrees. The survey results indicate that some styles circulating in the collective esoteric and exoteric thoughts. The identified representations are noted for traditional ideas agreed by ecologists naturalistic, utilitarian and decisive nature of biodiversity. In this sense, I highlight the need to broaden the discussion of biodiversity research for a context involving economic, social and political issues. Already the most critical styles appeared outnumbered and intermediate styles, ie, are not traditional nor critics also had fewer occurrences. In this context it is necessary that the styles of thinking about biodiversity author of EPEA break with the already established traditional ideas and evolve into the most critical styles.
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Exposição museológica transformações: a Amazônia e o antropoceno: objetos de conhecimento e suas relações com o ensino de ciências
(Universidade Federal do Pará, 2021-08-17) FREITAS, Renan Ferreira de; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
Acesso aberto (Open Access)
Formação continuada de professores para as relações raciais: produção do conhecimento em livros, artigos qualis, teses e dissertações brasileiras
(Universidade Federal do Pará, 2021-02-25) CRUZ, Felipe Alex Santiago; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088; https://orcid.org/0000-0001-8679-809X
This study has as its theme the continuing education of teachers, and as an object of investigation, the production of knowledge about race relations in theses and dissertations published in Brazil, between 2004 and 2018, related to discussions on the theme. It is complemented by the survey of books and articles related to the same discussions. The research is characterized as predominantly qualitative, bibliographic and exploratory in the production of knowledge. The main aim is to analyze the production of knowledge about the continuing education of teachers for race relations in theses, dissertations, qualis articles and books. In conjunction with this, the specific aims are to detail the theoretical aspects and the main contributions of the theme of continuing education of teachers for racial relations, with regard to the specialized literature and publications in books and articles raised during the period; to identify the conformation of the thesis and dissertation works on continuing education of teachers for racial relations published in the mentioned period, the regional and institutional origin of these works and the categories arising from them, considering their objects in interface with the theme; abstract the presence of the theme in postgraduate programs and the interlocutions made by teachers about it, considering the trajectory of these agents in the field of their scientific projects and productions. The research problem shows the extent to which academic productions on continuing education of teachers for racial relations, in theses and dissertations, define the field of research in the area of Human Sciences in Brazil from 2004 to 2018. As a result of the presented problem, some research questions emerge from the structuring of the study: in what aspects and theoretical contributions does the theme of continuing education for teachers and race relations conform in specialized literature and in publications in books and articles raised? How are thesis and dissertation works configured, in regional, institutional terms and the categories arising from them, considering their objects in interface with the theme? In what way is the presence of the theme in graduate programs constituted and the interlocutions assumed by teachers about it, considering the trajectories in the field of their scientific productions? Given the problem, the thesis states that the conformation of thesis, dissertations, books and articles published from 2004 to 2018 constitutes demands emerging from the production of knowledge from the Postgraduate Programs in Human Sciences, since the works guided by the professors of the programs, their areas of interest and the production of their knowledge, does not specifically constitute a direct, structural and expanded research relationship with the theme of continuing education of teachers for racial relations, in the period, having summarized, therefore, in specific experiences, revealed by different study objects, and structured through the research habitus internalized by the supervising professors. The reading of the object of study is structured through the theoretical-methodological contribution based on formulations about field, habitus and scientific field by Pierre Bourdieu (1983, 2003, 2004, 2007, 2011); representation, by Roger Chartier (1991, 2011), initial and continuing teacher training by Bernadete Gatti (2002, 2005, 2008) and Marli André et al (1999, 2002); teacher training and race relations by Petronilha Silva (2003), Nilma Gomes (2005, 2013) and Wilma Coelho (2005, 2018). The methodological contribution is structured in Bardin (2011) through some techniques of Content Analysis, which corresponds to the organization and treatment of the works raised on the theme. The results point to the quantitative development of defended and published works on the theme in the period, in relation to discussions previously brought up. These improvements give visibility to research discussions related to continuing teacher education and race relations at PGPs. Taking into account the fact that teachers are part of the branch of Education for racial relations, it is concluded that the study theme does not constitute a continuous and organic dimension in the trajectory of knowledge production by guiding professors theses and dissertations, based on the reading of their curriculum lattes.
Acesso aberto (Open Access)
Formação de professores no contexto de grupos de pesquisa da área ambiental: saberes ambientais e identidade docente
(Universidade Federal do Pará, 2022-10-05) SOUSA, Fernanda Rocha de; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
This study had the guide question “How do research groups with an emphasis on environmental issues contribute to the constitution of environmental knowledge, professional identity and teacher training in the Amazonian scenario of Pará?” and, to answer this question, it aimed to understand in which terms the research groups in the environmental area collaborate for the constitution of environmental knowledge, for the delineation of the professional identity and the teachers training, especially in the Amazonian scenario of Pará. The study was based in the discussion of the postmodernity crisis using the references of Boaventura de Sousa Santos and Leff to understand the importance of this discussion for the teacher’s training, as well as Ciampa and Dubar to analyse the professionals identities of the teachers. Therefore, it was a qualitative research that used as a data collection technique the semi-structured interview and the content analysis, proposed by Bardin, in the treatment and analysis of the data. This thesis presents data obtained from a field research carried out by the Research Group on the Environment (Grupema), from the University of the State of Pará (UEPA) and by the Research Group on Environmental Education in the Amazon (Geamaz). Six teachers linked to both groups were the informers of this investigation. The text is organized in the form of five articles that aims to understand the contributions of research groups to the proposed discussion. The research showed that Grupema and Geamaz constituted an important base in the teachers training and in the constitution of the professional identities of the interviewees, insofar as they contribute to the professional development of the interviewees in terms of scientific initiation, initiation to teaching, scientific production and research experience with traditional communities, and for the personal and professional trajectory of these subjects; also constituting a link between researchers and groups and communities outside the university. As a potential for future researchs, it is important to expand the view on this discussion in order to understand the place these groups occupy within the university and to look for new ways of analyzing the contribution of these spaces to the various areas of teacher training.
Acesso aberto (Open Access)
Formação inicial de licenciandos em biologia e o processo de (auto)formação docente: reflexões sobre experiências vividas e relatadas
(Universidade Federal do Pará, 2020-07-20) MIRANDA, Jaíne Fernanda Jaques; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This is a qualitative research in the narrative modality, in which I try to understand in which graduate students in Biology develop self-formative processes and show aspects and principles that can support new proposals for initial training of Biology / Science teachers, in the context of the discipline (Self) training and Teaching Practice, when narrating and reflecting on their formation histories. The investigation took place within the scope of the Licenciatura in Biological Sciences course - Campus Bragança of the Federal University of Pará (UFPA) and eight undergraduates participated effectively in the research. To this end, I use as oral texts the oral reports obtained from audio recordings of the meetings, the written narratives and the oral narratives through the biographical albums and my field diary. For the analysis of the reports obtained, I use the Discursive Textual Analysis. From the analysis movement, two analytical axes emerge from the narratives, the first entitled “School Memories: marks of a journey”, in which I present the senses and meanings that the participants attribute to the school, explaining representations and relationships established between the process schooling and the personal and professional training of undergraduates. And the second, Teaching and Teaching: teaching being and doing, in which I analyze teaching concepts linked to teaching concepts, among them, the teaching / education objective, views on the teacher, teaching practice, methodologies and the teaching process. teaching-learning. I conclude that, as formative movements take place, where the graduates themselves, when narrating and reflecting on their experiences, develop a movement of walking towards themselves, they present nuances of an awareness not only in a social context, but an awareness about / in Science / Biology teaching, since self-formative processes are triggered from the moment that undergraduates start to reflect on their own experiences and learn from them, becoming subjects of their own formative process.