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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Uma agenda de pesquisa para formação docente em educação em ciências: investigando elementos essenciais
(Universidade Federal do Pará, 2017-05-03) MAGNO, Cleide Maria Velasco; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
Based on ideas developed about the role of the teacher and his training, we conducted an investigation on the production of the Graduate Program in Science and Mathematics Education, Institute of Mathematical and Scientific Education, Federal University of Pará (PPGECM / IEMCI / UFPA), With the purpose of knowing, understanding and reflecting on the elaboration of a research agenda for the area of Scientific Education. With this purpose, we produced a panoramic picture of the general production of PPGECM, with the methodological context in which it was constructed, explaining in the works the indicators that delimited the field of research on teacher training; We show the training model (s) and the dimension in which they fit, and we place Science Education with emphasis for the CTS approach. The research was delineated in the qualitative, documentary type approach. The texts were selected by means of the identification of the descriptors "teacher training and conception" in the virtual and printed archives, deposited in the site and in the library of the Institute. For the corpus of analysis, 26 dissertations and one thesis were chosen, distributed in two periods. For the systematization, the data were organized in annual tables, called Integrative Synthesis, from which other analytical matrices were created.To analyze the data, we used the Bardin Content Analysis (2016). The results were presented in two blocks. We conclude, from the first block that there are methodological weaknesses in the productions that need to be worked out, however, the field of research teacher training has shown itself in a process of consolidation in the program. The second block showed that there is an evolutionary continuum referring to the training model, as well as in Education for Citizenship and Science Teaching, used in all productions. As for Education, with a CTS approach, the potentiality of the proposal to change students' conception emerges and self- training of teachers is evident. All these points constitute strong elements for the elaboration of a Research Agenda, however, considering all the aspects necessary for the development of the area, it is important the collaborative participation of all those involved in said program, to make feasible the planning, the development And its implementation of this agenda.
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Alfabetização científica através da experimentação investigativa em um clube de ciências
(Universidade Federal do Pará, 2019-03-21) OLIVEIRA, Luana Cristina Silva; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This research presents a qualitative study, characterizing itself as exploratory descriptive research, which was planned and executed with the purpose of analyzing how the Scientific Literacy is developed among elementary students who participated in the Prof. Dr. Cristovam Wanderley Picanço Diniz, from the Federal University of Pará-Campus Castanhal. This research emerged from the researcher 's questions about how science education was developed among students who participated in non - formal spaces of science teaching. Our main theoretical references are Sasseron (2008), Carvalho et al (2009), Carvalho (2013) and Malheiro (2016). As instruments, we use video recordings, photography, logbook and audio recordings. The participants were four students of the fifth grade and four students of the 6th grade. During the analyzed episodes we can observe how the manifestation of the indicators proposed by Sasseron (2008) occurred. The indicators of Scientific Literacy were evidenced in the students' discourses, being considered important for analysis of this study. We realized that they helped to understand how the process of Scientific Literacy developed, as we set out to analyze how the students dedicated themselves in the construction of their knowledge. We observed that the indicators only develop during the course of the investigative activity. However, we found that other skills may emerge during the course of the activity, which are related to student behavior and what they can do during the investigation. In the face of the investigative sequence, we realize how important it is to encourage students to get along with their content, to have more autonomy, to be creative, to get a dialogue and to expose their ideas about what they are observing. For, we note that this incentive is fundamental for the formation of citizens who know how to understand the phenomena that occur around them, in addition, it allows them intellectual advances.
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A ambiência sentida, vivida e praticada na educação ambiental: um olhar a partir da docência dos professores dos anos iniciais em Curuçá/PA
(Universidade Federal do Pará, 2015-06-15) MELO, Veruschka Silva Santos; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
In this research investigate the understanding of elementary school teachers of environment from kindergarten to 5th grade in the municipality of Curuçá (Para / Brazil), on the place where they live and work and how these reflect on their teaching practices. I chose the narrative research to guide my research, considering that our life stories (personal, educational, etc.) carry a wealth of knowledge that are intertwined in professional stories. Are reports of four teachers for me interviewed, chosen among the two municipal schools, two teachers from each school; these schools are located one in the urban area and the other in a derelict island. Throw hand fictitious names for schools and subjects in order to protect their identities. The research was developed from the narratives that got through the audio recording and later transcription; from this material, I came to the axes of analyzes that were undertaken, based on studies of Moraes and Galiazzi. Three topics were established to respond to questions of this investigation. They are i): environmental context of the middle region of the salt: perceived and expressed ambiance of the space they inhabit teachers; ii) pedagogical practices developed by teachers to work in environmental education; iii) teacher training: form in an environmental context of decontextualized way. From these lines of analysis, I could see how the natural environment and urbanized in which teachers lived / live influence their environmental teaching. However, this influence brings a certain obstacle in their teaching practices. However in some pedagogical practices for methodological transformation of evidence to try to achieve actions that lead to environmental education critical. In this search, I realized the fight with seeking overcome this gap, either through training partners or a self-training.
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Um análise dos princípios da aprendizagem significativa no ensino através de temas
(Universidade Federal do Pará, 2015-03-06) MONTEIRO, Rui Guilherme dos Santos; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970; https://orcid.org/0000-0001-8363-8971
The general objective of this dissertation is to investigate how the relationship between Meaningful Learning and the Thematic Approach are established and how they contribute to the science learning-teaching process. The research develops from the thematic approach of Delizoicov et al. and the theory of Meaningful Learning from David Ausubel which central part is the teaching based on the previous knowledge of the learner. A pedagogical physics teaching experience based in the three education moments of Delizoicov was made in a public school of Ananindeua – Pará in which, twenty five students from the Education of Youngs and Adults participated during two months. This qualitative research was based on questionnaires, direct observations, conversations, written reports, generating an empirical material, which enabled the identification of meaningful learning principles in each of the three pedagogical moments. In the Initial Problematization, it was possible to identify two principles from Ausubel’s theory; Progressive Differentiation and Consolidation; in the Organization of Knowledge we found evidence of the Progressive Differentiation, Integrative Differentiation, Integrative Reconciliation, Sequential Organization and the Consolidation; whereas in the Application of Knowledge we highlight the Consolidation. The analysis made in this dissertation provides a theoretical pedagogical foundation for educators and researchers meant to favor meaningful learning in school context.
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Aprendizagens docentes no cciufpa: sentidos e significados das práticas antecipadas assistidas e em parceria na formação inicial de professores de ciências
(Universidade Federal do Pará, 2016-06-08) NUNES, João Batista Mendes; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
This is a research that deals with teachers learning in initial training of future teachers of Science and Mathematics, built through real situations of early practice of assisted form of teaching and in partnership. Investigate senses and meanings that future teachers attribute to teaching experiences in the context of such practices. This is a qualitative research, narrative mode, which is research-action-training, contributing to the professional development of individuals. The locus of this research is the Federal University of Pará Science Club, an initial and continuing training opportunities for teachers that over 36 years, develops work with teacher training and the Children and Youth scientific research in the State of Pará. This research came from the fact that when he was in initial formation process, had a spell at CCIUFPA and to participate in teaching in advance, brought me perception of professional development, however, at that time, I could not explain what had happened to me. Motivated by the formative experience I had, I seek to investigate: i) that senses and meanings trainee teachers working in the UFPA Science Club, attribute to teaching experiences in the context of assisted early practices and in partnership? and ii) learning teachers are built by licensees during the academic activities of early practices assisted in partnership carried out in CCIUFPA? These questions I provided during the survey seek as objective to understand senses and meanings that trainee teachers working in UFPA Science Club attribute to teaching experiences in the context of assisted early practices and in partnership, and identify learning built by licensees during activities academic assisted early practices and in partnership carried out in CCIUFPA. Stay in the field UFPA Science Club should last for one year, and during that year, I accompanied the team in forty planning meetings and sixteen classes on Saturday mornings; this team initially participated in eight subjects, four of which were by the end of the research. These guys helped me build data that has been converted into a document handled by Text Analysis Discourse, which is located, epistemologically, between the analysis of discourse and content analysis. Immersion in the field of texts, built four large emerging categories. These categories were organized in the dissertation into four sections and each was guided by one of the four lenses in my view include the work of CCIUFPA, they are: the group work, the research practice in teaching (used for scientific research work infant juvenile), the organizational structure of teams (the dynamics of working with classes on Saturday, followed by planning meetings (debates, discussions, socialization, reflections and buildings provided by the interactions among peers) and the early practice of teaching (experience to plan and teach classes, before training as a teacher). However, I stress that even analyzing under different lens, they converge and complement each other in early practice, assisted and partnership. in these sections, the subjects speak for themselves, and to publish the senses and meanings attributed to the experience and learning teachers developed throughout the year through assisted early practice and partnership.
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Articulação entre conhecimentos matemático e didático do professor
(Universidade Federal do Pará, 2018-09-03) COSTA, Alcirley Rodrigues; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
This paper deals with the knowledge relation between the mathematical and didactic of teachers who underwent the selective process of the Graduate Program in Education in Science and Mathematics at the master's level of the Federal University of Pará. With the pretension of investigating how teachers candidates to the academic masters associate specific knowledge of mathematics, added to their practice, to the knowledge of the Mathematics Education Area. It is a qualitative research based on the Theories Anthropological Didactics (TAD) and Anthropological Theory of the Relationship of Knowing and Learning (TARSA). The results show that the articulation between these two theories can reveal the relations between the knowledge treated here.
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Contavox: a visão cega da matemática
(Universidade Federal do Pará, 2021-09-01) BARROS, Aguinaldo da Silva; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The object of this study is the Contavox educational game, designed for learning the four fundamental operations of Mathematics with blind people. The main objective was to analyze the signs of involvement and learning in the teaching process of the four fundamental operations of Mathematics, using the Contavox game. The theoretical framework is based on the studies of Professor José Antônio Borges, creator of the Dosvox System, host of the Contavox game, and on the work developed by the Electronic Computing Nucleus of the UNIVERSIDADE FEDERAL DO RIO DE JANEIRO. The methodological procedures took place through the use of computers, with the proper installation of the Dosvox System, and handling of the Contavox game; From the observation of the teaching and learning process of the participating students and from a recorded interview with their reports of perception of the results achieved with the use of the game. Contavox, with the completion of this research, became another innovative source for learning Mathematics, significantly contributing to the absorption of knowledge of the students involved.
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Controvérsias sociocientíficas no ensino de ciências: usos da argumentação no caso do açaí transgênico na Amazônia
(Universidade Federal do Pará, 2019-03-20) PEREIRA, Gerlany de Fátima dos Santos; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
This study aimed to classify the arguments present in a Debate based on a Controversial Socio-Scientific (CSS) concerning to transgenic foods (TF) according to the Argumentation Theory of Chaїm Perelman and Lucie Olbrechts-Tyteca, and in different argumentative dimensions (scientific, environmental, social and economic). Taking as a methodological support the qualitative approach in the context of an action-research. The research was carried out at the Institute of Mathematical and Scientific Education of the Federal University of Pará, through the implementation of the Extension Course titled “Controversial Socio-scientific in Science Teaching”. Participated in the Course, 25 students of the Biological Sciences Degree from Federal University of Pará, 2009. The sampling was characterized by accessibility, since the students showed interest in the participation of the Course. The methodological strategy of action research was the Extension Course, based on the development of a fictitious case study, precisely “The simulated case of the transgenic açaí in the Amazon”, with the use of a set of activities that elicited discussions and arguments about CSS. For the analysis and interpretation of the data, the “Treatise on argumentation: the new rhetoric” was used as theoretical support in the light of Chaїm Perelman and Lucie Olbrechts-Tyteca. Two perspectives of analysis were the model proposed here. The first is related to the dimensions in which the arguments presented in the Debate were organized, namely: social, environmental, scientific, economic. The second is related to the classification of these arguments, according to Perelman and Olbrechts-Tyteca's theory of argument, into three main classes of argument: quasi-logical arguments, arguments based on the structure of the real and links that underlie the structure of the real. It can be said that the practice of argumentation was instituted, adding and articulating knowledge of diverse nature (scientific, environmental, economic, social, etc.). In general, the students avoided common sense, presenting negative and positive aspects about the TF, especially regarding its introduction in the Amazonian environment.
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Desenvolvimento profissional docente de mestrandos em perspectivas do ensino por investigação em um clube de ciências da UFPA
(Universidade Federal do Pará, 2019-03-07) ROCHA, Carlos José Trindade da; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
In this research, we sought to investigate the Teacher Professional Development (TPD) from a inquiry perspective by Master's professors of the Graduate Program in Education in Sciences and Mathematics (PPGECM) from the Federal University of Pará (UFPA) who carried out several researches at the Professor Dr. Cristovam Wanderlei Picanço Diniz Science Club, of UFPA/Campus Castanhal.To do so, we seek to analyze their formation experiences in association with their intermediation with their research objects. Methodologically, from a qualitative approach and participant research characteristics, we sought to answer in which way, from the construction of research from the teaching by investigation perspective, the aspects of protagonism, reflections and interventions for the TPD are verified. The empirical field, characterized by the practice communities were the PPGECM/UFPA and the Professor Dr. Cristovam Wanderlei Picanço Diniz Science Club, having two master professors (PMe1 and PMe2) selected for investigation. In order to build up the information, participant observation, questionnaire, interview and checklist were used. In this context, we explore theoretical contributions on teachers' training and TPD in Vaillant and Marcelo (2012), building a socioepistemic topography, based on Fleck (1994), about teaching by investigation throughout the 20th and 21st centuries in Brazil, based on the Theory of Activity thesis, conceived by Leontiev (2004) and Engeström (2001). From the contents analysis, five categories and thirteen subcategories of analysis emerged, in which we evidenced a TPD with significant learning occurred by Master's teachers' engagement, marked by motivational factors, interventions as investigative subjects and the impediment and parsimony during the research construction process, with reflections and reality intervention, conceiving the PPGECM and the Science Club as investigative practice communities and of self-education, linked with the training process of Doing and Being investigative. The difficulties, needs and future perspectives of PMe1 and PMe2, who sought TPD through mastery, may be qualified in the process of transforming teachers into adaptive specialist instructors, referred to the need for willingness to change their learning, with investigative actions planning, more support to scientific writing and the dissemination of results that come to the fore opportunities to experience, from the inside, the academic experience to be lived in deep and articulated research between teaching by investigation and the professional practices, provoked by the desire to develop with professionalization, professionality and professionalism.
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Educação matemática no curso pedagogia das águas: reflexões dos professores em formação
(Universidade Federal do Pará, 2012-04-04) SOUZA, Janaína Carvalho de; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/0000-0002-4092-7973
This research developed at Masters level, entitled Mathematics Education Course in Pedagogy of the Waters: Reflections of teachers in training, is located in the field of mathematics education, discussion, questioning about the terms in which the training course in pedagogy of water allowed to educators riparian Abaetetuba-Pa use Amazonian culture in mathematics classes in the early years. The overall objective is to investigate how mathematics education was seen during the course, which reflected in teacher training. Field diary, semi-structured interviews, informal conversations and analysis of documents: for the purposes of qualitative research some instruments for data collection, such as were used. As main theoretical results we have: Brito (2008), Queiroz (2009), M. Sousa (2010) and E. Sousa (2010), with its developed research on mathematics education; D'Ambrosio (1999, 2005), Lorenzato (2006 ), Gill (2006), Nacarato (2009) and Gomes (2009) ideas about teacher education, mathematics education and mathematics teaching in early years; Freire (2011) on addressing the literacy process; Ribeiro (2010) Hage ( 2006), Loureiro (2001) and Ferreira et al (2007) for evidence on rural education and riparian education, and Morin (2003) with some teachings on Complex Thought. The survey enables us to state that the knowledge about riparian enhancement of cultural knowledge plays an important role in the teaching and learning process, given that they recognize this process.
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Ensino com abordagem ciência, tecnologia, sociedade e ambiente em uma escola de origem agrotécnica
(Universidade Federal do Pará, 2018-03-28) SANTOS, Deusivaldo Aguiar; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970; https://orcid.org/0000-0001-8363-8971
This research aims to analyze pedagogical practices in the context of Science, Technology, Society and Environment (STSE) approach in a school of agrotechnical origin that was constituted in the model of a school-farm, under technicists principles eminently, localized in the city of Codó, State of Maranhão. Admitting the hypothesis that there are indications of the STSE approach in this school, this investigation is ruled by the question: What are the factors which potentiate the teaching focused in Science, Technology, Society and Environment in a agrotechnical school? The research has qualitative nature and adopts quantitative informations to give support, if necessary. The methodology utilized in the investigation was based in the analisyis of Laurence Bardin’s contents, using keywords in search of indicative elements of the STSE approach as the first level of analysis and depth reading of the text when there were indicative aspects of the STSE context, but that do not have characteristic terms of STSE field. On these terms, the analysis of the investigations are based on three axes: (a) STSE in the orientations and in the everyday of IFMA Codó, (b) the bibliography STSE by authors in the documents that were reserched; (c) The context of STSE in didactics textbooks of Physics adopted. The results achieved confirms the research thesis that there are elements of the Science, Technology, Society and Enviroment in the pedagogical practices and in the everyday of the researched institution, and the aspects that potentiates the STSE teaching are found in the Teaching Plans, Practical interdisciplinary classes, events and researching projects. Finally, I understand that this research can give base to the curriculum of the disciplines with initiatives in the STSE context, proper to the new educational orientations and thereby cause deep changes in the pedagogical actions in a technicist school.
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Ensino de ciências e práticas teatrais: formação de professores para os anos escolares iniciais
(Universidade Federal do Pará, 2017-05-09) FREITAS, Nívia Magalhães da Silva; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
The productions of science and art represent extensions of our experiences, and thus constitute forms of knowledge. The interlocution between Science and Art, especially through the mediation of the theater, constitutes a potential perspective of science education. Theater, in addition to entertainment and fun, enables reflective, formative and educational actions. In this context, the thesis presented here aims to answer the following research question: in what terms the formative experiences of future teachers of the early school years, mediated by theatrical practices, contribute to the learning of socially relevant knowledge, notably in the sense of critical and reflective understanding, in the context of science education? Qualitative approach, represented by narrative research, in the form of research-training, constituted the methodological option of this thesis. The data gathered in this work were analyzed by Discursive Textual Analysis. The immersion in the field texts allowed me to identify three axes of analysis: (1) learning to be and to live together, (2) learning socially relevant knowledge through theatrical practices and (3) ideas about the possibilities of theater mediation to teach Sciences. The formative experience was developed in two classes at Licenciatura Integrada em Educação em Ciências, Matemática e Linguagens, of Instituto de Educação Matemática e Científica, of Universidade Federal do Pará. The instruments used in the research were: individual and group textual productions, diaries and audio and video record. I believe that theatrical practices contributed to the constitution of spaces of (re) creation, aesthetic experiences, ethical considerations, recovered the way how learns (and how teaches), in a dialectical process that favored the understanding of reality, in a movement of appropriation of art by science and art as a way to expand the understanding of science in the world. Thus, as one of the artistic languages, theater enhances the possibilities of dialogue between science and art, inserting itself in the field of a sensitive education, in the consideration of ethics, aesthetics, perceptions, emotions, motivations and interpersonal relationships, in the fruition of new/other meaning conferred to objects of study/teaching; it constitutes mediator materiality of constant recreation of the classroom scene – a privileged place of experimentation, transformation, renewal and (re) thinking about teaching and do teaching.
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O ensino de estatística: uma experiência no atendimento pedagógico domiciliar
(Universidade Federal do Pará, 2021-03-18) PENA, Silvia Caroline Salgado; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
This study debates about Mathematics teaching, specifically Statistics Education for individuals who, due to health reasons, cannot attend school. Pedagogical Home Care is linked to the Education Department of the State of Pará, Brazil, in Hospital Classes sector. In this model of education, the teacher assists students at home, whether they are in transit homes, support homes, home homes and / or other social support structures, continuing the content taught in schools or even the end of studies, if students do not return to school. The inspiration for this research, in the first place, came from Critical Mathematical Education, which seeks in the dialogical process, in teaching as action and in research scenarios, a transformative education for a citizen life; second, the three competences for Statistics teaching: literacy, thinking, statistical reasoning, which also seek criticality, and dialogue to develop this knowledge. The objective is to apply research scenarios to stimulate the development of statistical thinking in students inserted in the Pedagogical Home Care of the public education system of the State of Pará, Brazil. The method was a case study of a Pedagogical Home Care in Mathematics teaching, into the Statistics subject, taught based on those three competencies for this teaching, taking into account a real life scenario. The student prepared a survey using social networks to a better understanding of the Violence in Society topic, using the Google Forms application. From listing, questionnaire making and final report, the student appropriated knowledge such as frequency distribution, sample space and different types of graphs, in addition to other statistical knowledges, as well as critical and dialogical skills.
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Entre cientistas, pesquisadores, professores e experimentos: compreendendo compreensões de experiências formativas no ensino de ciências
(Universidade Federal do Pará, 2017-04-25) CAJUEIRO, Dayanne Dailla Da Silva; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This research emerges from a question raised by me about what is Science in a formative process that still extends. I do not intend to answer what is Science in this work, but understand understandings of the formative aspects that elucidate the formation of teachers who make Science while teaching Sciences. Therefore, I adopt qualitative research in an action-research process by which, when forming it, I form, by making them reflect I also reflect, by making them signify I (re) signify. This research process took place at the UFPA Science Club (CCIUFPA), a non-formal teaching space with a "pedagogical laboratory" profile. It was in this pedagogical laboratory that I tested hypotheses, experimented experiences, and assumed roles of researcher, teacher, and scientist in a movement of (re) signification of experiences through other new experiences. To develop the research, I followed a group of future chemistry and biology teachers who work at CCIUFPA as trainee teachers in 8th and 9th year of elementary school. The follow-up took place in the process of assisted pre-emptive practice and in partnership, in which I assume the role of teacher-mentor in lessons planning. That way I encourage the process of reflection-action on the experiences lived at CCIUFPA, at the same time, in which I reflect on the formative process through students when building data that guide me in this perspective. In this direction, I also evidence the process of signification of deformed visions of Science to the detriment of its propagation. To this end, I adopt techniques that make possible the reflexive process of participants, I use theorists of the area who make notes about devices that enable the understanding of such experiences. To analyze such data I use the discursive textual analysis. The results show that trainee teachers (re) signify their formative experiences in teaching science in an investigative process that excludes deformed and naive visions propagated by the formal school and the media. In experiencing such a process I also (re) signify my vision of Science and my formation in a movement to understand such understandings. They touch me, modify me, move me, make me who I am, which makes me reflect that such analyzes about understandings can contribute to the formation of teachers enabling them to do Science by teaching Science to their students.
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O espaço não formal e o ensino de ciências: um estudo de caso no Centro de Ciências e Planetário do Pará
(Universidade Federal do Pará, 2018-12-06) OLIVEIRA, Endell Menezes de; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
At every moment, other ways of doing and thinking about teaching knock at the doors of schools and invite them to rethink their relationship with the community. The non-formal spaces of education, increasingly, have been a field of research in the area of science education. The Science Museums become attractive spaces for the general public and especially the school, where teachers seek other ways to teach and enhance learning in basic education. In this perspective, the objective of this work was to analyze how science teaching occurs in the Center of Sciences and Planetarium of the State of Pará (CCPP). The work has a qualitative approach, using as a strategy the case study (single and holistic), and to describe and analyze the data was used Discursive Textual Analysis (DTA). The research subjects are undergraduates (biology, physics and chemistry) who act as monitors in the CCPP. From the data obtained it is observed that the division between formal/non-formal/informal science education is a tenuous and permeable line that allows characteristics to transcend the hermetic definitions of the literature of the area. It has been found that there are many formal/informal characteristics in non-formal science education. The teaching of hybrid science emerges in the research as a possibility of mixing spaces, public, methodologies, objectives and primary and secondary characteristics. It is considered with the discussion that the field of non-formal science teaching comes without constituting as an area of exponent research and of inevitable encounter for schools, universities and for society as a whole.
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A física nos anos iniciais: obstáculos verbais em livros didáticos em uma perspectiva bachelardiana
(Universidade Federal do Pará, 2017-06-08) PEREIRA, Jefferson Rodrigues; Vieira, Eduardo de Paiva Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/0000-0003-1641-7014
The epistemological obstacles listed by Gaston Bachelard are configured as obstacles to scientific knowledge and are necessary to overcome such obstacles to the formation of the scientific spirit. Thus, this research aims to analyze energy concepts in textbooks from the early years of elementary school through the idealization of verbal obstacle in the perceptual bachelardiana. For this, we use elements of the content analysis, directed to the empirical material constituted by didactic books of sciences produced for the initial years. The analytical questions are confined to the didactic book because this is an important pedagogical instrument, pertaining to the daily life of the classroom, that can to some extent be considered a historical product; Thus producing idealizations and meanings. In this perspective, didactic books present situations in which words and the manner in which they are posed allow for the emergence of verbal epistemological obstacles. Among the various subjects that the textbooks discuss, the discussions related to energy are among the most significant to science education, mainly because of its unifying character. The tendency to use the term energy in different areas makes it difficult to distinguish "everyday energy" and "scientific concept of energy" because scientific conceptualization is treated after the use of the word, so it is not surprising that the scientific concept Is so complex. In this way, the difficulty with what is energy sustains the verbal obstacle that the term expresses, specifically, with justified reasons in the analysis of textbooks that demonstrate words or schemes that send energy to work, consumption, generation, transportation, which Substantializes or materializes energy and can be considered as idealizations of the verbal epistemological obstacle.
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Formação docente para a inovação didática: tensões e possibilidades de uma experiência formativa
(Universidade Federal do Pará, 2016-03-14) ABREU, Josyane Barros; FREITAS, Nadia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
Motivated by concerns still awakened in my initial training, lean over me to investigate tensions and possibilities that emerge from a formative experience that proposes innovative, at the context of teachers initial preparation. Aim understanding tensions and possibilities correlated to didactic innovation. To do so, I bet on the proposal of the Three Pedagogic Moments believing that integrates complex thinking in the construction of scientific knowledge, contributing to a critical view of the student, then can be inserted into an innovative concept of education. To approach answers, I opted for qualitative research, setting up an action-research, in the context of Integrated Degree in Science Education, Mathematics and Languages of the Universidade Federal do Pará. As a "model" of formation, the Course has innovative features, which seeks to integrate the specific knowledge and pedagogics of the contents, valuing the complex thinking and reconnection of knowledge. The livings in that theme contributed to the understanding the tensions and possibilities related to teaching innovation. The initial stages of the research have established a very conflictive universe, to me and to the participating subjects. In the context, emerged tensions related to the difficulty of problematizate a subject – being a problem the problematization - resistance to abandon the traditional classes that both criticized and difficulties in overcoming the moorings of a punctual and purposive evaluation, limiting the closed exercise of memorization and fixation. Such difficulties are legacies of a minds colonization of a teacher formation still lived when students. However, these events constitute in an authentic problematization of formative experience, including the potential to overcome and break barriers so ingrained in us, teachers. Then, the "problem" mobilized by complex tensions and resistances, allowed a decolonization process in which the (re)construction of meanings related to the "know-how" and "how to be" teachers of subjects in training were building up.
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Histórias de vida de professores formadores de professores de ciências em Angola
(Universidade Federal do Pará, 2018-05-11) BUZA, Ruth Gabriel Canga; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
In this thesis, I approach questions related to the teaching of Science and the qualification of teachers who educate Science teachers in Angola, using as a main research strategy the personal and professional life stories of the researched subjects, all of whom are educators of teachers. My general objective is to research the stories of teacher education in Angola, searching for accounts that express the way these teachers were formed and how these stories contribute towards the qualification of Science teachers in the country. For specific objectives, I investigate the relation between the history of the country and the constitution of education in Angola; I characterize the challenges, the adventures, the misfortunes and the personal and professional overcoming that contributed to its formation, reverberating in the practice inside the classrooms; I investigate the ambitions/utopias of the qualifying teachers, in pursuit of solutions to perfect the qualification of Science teachers in Angola. This search for information was carried out in two steps: the first moment was the application of questionnaires, to the teachers who were distributed in different provinces, totaling 58 questionnaires. From this group, I received back 21 questionnaires, of which 6 were used in the research. In a second moment, I added 3 teachers who had not filled in the questionnaire, but who were willing to collaborate, and so were interviewed. I assume the qualitative research in the narrative approach, where the reports by the subjects are the central empirical material. However, I also made use of historical information about the country and its education, as well as official documentation. This research possesses 3 sections of analysis, denominated: “Nothing but the ABCs,” which presents the history of education for teachers in the colonial period; “Teaching and learning to teach,” section constituted by the memories of formation in the transition period (end of colonization and beginning of independence); and “From chaos to peace,” a section constituted by the memories of formation from the period of civil war till the present days. As a conclusion, I consider that the speech of the teachers who form teachers bring non-official information that may become of use for organizational purposes in preparing Science teachers in the country, providing an essential framework for building new paths in educational organization in Angola.
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A invariável prática da regra de três na escola
(Universidade Federal do Pará, 2017-04-04) SILVA, Denivaldo Pantoja da; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This research deals with the reason for teachers' action invariability facing the situations of Rule of Three. A comprehension is built from the notion of social practices with mathematics that we call Praxeology with Mathematics, in the light of the anthropological theory of didactics in articulation with the notion of habitus. The results point to implications for teaching based on Mathematical Modelling, in the sense of Praxeological organizations that mobilize mathematical and extra mathematical knowledge structured in accordance with a didactic intention.
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O lixo como tema de estudo na formação inicial de professores
(Universidade Federal do Pará, 2016-04-18) COSTA, Chirla Miranda da; FREITAS, Nadia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
Social and environmental issues are presented as complex challenges to modern society and the current economic system. Among these challenges, there is the garbage problem, increasingly in evidence with the stimulus to consumerist attitudes. Considering the importance of science education in the debate of these issues, this research through the liquid- modernity conception, in accordance with Bauman and dimensions of sustainability, aims to seize the opportunities and challenges of an initial training of teachers concerning the theme of garbage and its various aspects. Thus, we obtained data collection from three teaching and learning Situations that we developed during the theme "Relationship between Science, Society and Citizenship I" with students from the Integrated Bachelor of Education in Science, Mathematics and Languages, Institute of Mathematics and Science Education (IEMCI / UFPA). This work is based on qualitative research and is characterized by being a research-action. Data were analyzed by use of Textual Analysis Discourse. Based on features such as documentary, extracted reporting from electronic media, scientific paper and production of photos, the students could reflect on several aspects which relate to the complexity of the theme waste: environmental, economic, social and political dimensions, as well as understand how they operate as consumers in waste generation from confrontation with their own waste; also, in relation to the mechanisms of manipulation by capital. These concerns imply own challenges of a critical education focused on civic education and that can not be achieved in a state of conformity with the superficiality with which reality is presented to us routinely, also reinforcing the values concerning the assumptions of sustainability.