BDTD - Biblioteca Digital de Teses e Dissertações
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2289
Biblioteca Digital de Teses e Dissertações da UFPA (BDTD). Sistema Eletrônico de Teses e Dissertações (TEDE). Projeto BDTD/UFPA e Instituto Brasileiro de Informação em Ciência e Tecnologia (IBICT).
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Item Acesso aberto (Open Access) (Auto)formação de um professor de química no percurso de produção de uma gincana sobre alimentos ultraprocessados(Universidade Federal do Pará, 2022-06-03) MACIEL, Eduardo de Paula; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700XAsa (self) formative narrative research, this master’s thesis deals with a process of creating teaching resources, mainlyan Educational Jamboree, for teaching chemistry within a scientific education context that values citizenship formation. The research question consists of: “How can I transform the way I teach, valuing citizenship formation in my pedagogical practices?”.Both the new formation epistemology, defended by Nóvoa (2010), and the understanding of citizenship formation, defended by authors such as Cachapuz (2016), were applied as theoretical framework; narrative research was also adopted as methodological framework. Each moment of the creation process regarding this teaching resource was characterized by specific activities, including discussions, reflections, relations, questions, doubts, propositions, and referrals, which occurred collaboratively. The interpretative process carried out in texts designed during the course of producing such teaching resource was configured from an explicit theoretical standpoint since the beginning, based on: searching and acquiring knowledge of new perspectives on Scientific Education; defining a theme for elaborating the teaching resource; the relevance of said theme for students formation; the choice related to types of teaching resources; the collection of information on the subject within official documents and specialized literature; and on validating information that subsidized the teaching resource by dialoguing with a group of undergraduate students. Through doing research on the course of producing this Jamboree, it is possible to plan pedagogical practices different from traditional ones, which may end up valuing student's participation in debates on topics of social relevance.Item 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/0000-0001-9228-3690This 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.