Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas - PPGDOC/IEMCI
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/8498
O Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas (PPGDOC) integra o Instituto de Educação Matemática e Científica (IEMCI) da Universidade Federal do Pará (UFPA). O Curso diferencia-se da especialização (Pós-Graduação lato sensu) em áreas de ensino pelo aprofundamento do conhecimento de metodologias de pesquisa e de aprendizagem, efetivo processo de produção do conhecimento sobre e na ação docente, bem como pela obrigatoriedade de desenvolvimento de um produto de ensino.
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Navegando Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas - PPGDOC/IEMCI por Assunto "Alfabetização científica"
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Item Acesso aberto (Open Access) Experiências vividas em um Clube de Ciências em Canaã dos Carajás-PA: iniciativas coletivas de alfabetização científica(Universidade Federal do Pará, 2024-05-02) MONTEIRO, Leidilene de Souza; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274Among their singularities, Science Clubs seek to develop investigative practices that make it possible to strengthen the student's relationship with socio-scientific themes. But, in a plural form, these spaces have diverse didactic-methodological and philosophical configurations, whether in interface with formal education or not. Understanding the dynamics of a Science Club allows you to broaden horizons to various possibilities of enhancing Science Teaching in a more democratic, participatory and interdisciplinary way, mainly within the school environment, as is the case of the EMEB Ronilton Aridal da Silva Science Club -Grilo, a full-time school 770 kilometers from Belém, in the southeast of Pará. Experiencing successful experiences that occur in the interior regions of the State of Pará and making these realities known is a way not only of sharing experiences, but of valuing the educational potential that these environments carry in promoting a more critical, plural and transformative teaching. This research moves towards finding the answer to the following question: What training movements has the EMEB Ronilton Aridal da Silva–Grilo Science Club undertaken that could suggest the development of scientific literacy and enhance the teaching of Science in the school environment? My objectives are to highlight the educational objectives that constitute the training movement of the Science Club and to systematize training principles evidenced or underlying the reports of collaborators and activities carried out in the researched educational space, aiming at the scientific dissemination of the modus operandi of this training space and its probable contribution to other public schools. For the theoretical contributions on scientific literacy, I adopt Chassot (2018), as the main theoretical reference and, as a research modality, narrative research (Clandinni and Connelly, 2011), as it is an investigation of life experiences, observations of materials and spaces of experience of teaching and learning Science, as well as experiences and memories that built and build Science teaching based on the scientific literacy of its participants. Narrative research is qualitative in nature, and the analysis of the information collected occurred through semi-structured interviews that were recorded and transcribed, as well as questionnaires with open and closed questions. Thus, the treatment of the analyzed material was carried out using Discursive Textual Analysis (Moraes and Galiazzi, 2007). The categories emerged from the analysis: a) The blossoming of a Science Club: engagement, overcoming and achievements through teaching science for citizenship; b) Moving high flights: public policies to encourage the implementations of Science Clubs. As a product of this research, I created the “Clubist’s Diary: formative experiences of a Science Club”. The proposed material seeks to present some successful experiences at the Canaã dos Carajás Science Club, as well as other Brazilian clubs. The teaching resource seeks to contribute, encourage and envision meaningful activities for these spaces. Therefore, I consider that the Science Club under study is a space for problematization, an incubator of projects and actions that aim to transform and strengthen, based on socio-scientific knowledge, both thought and the environment in which it is inserted, provoking construction processes unique identity of this educational space, such as tutoring activities of the Science Club, an action that reflects the school's need and proves to be a unique proposal, to date, in the State of Pará.Item Acesso aberto (Open Access) Formação de professores e alfabetização científica na educação de jovens, adultos e idosos(Universidade Federal do Pará, 2022-10-14) SILVEIRA, Ivanessa Solon; SEABRA, Silvaney Fonseca Ferreira; http://lattes.cnpq.br/3618513939276131; : https://orcid.org/0000-0002-3448-9161This study aimed to investigate how a continuing education proposal in a collaborative context contributes to (re)meaning teaching in EJAI in relation to scientific literacy. To do so, it was based on the assumptions of the qualitative approach and collaborative research. The research site was a School of the Municipal Education Network of Belém/PA, which had as collaborators three teachers who teach science in the Education of Young People, Adults and Elderly (EJAI), in the 1st and 2nd totality, in the first years of Basic Education. The continuing education proposal was systematized in three phases: through focus groups, reflective study cycles, and reflection sessions. To build the research corpus, we used a questionnaire, field diary, written record, and audio record that was later transcribed. The methodology of analysis was Textual Discursive Analysis. After successive readings and analyses of field texts, the following analytical categories emerged: i) Teacher training for scientific literacy in EJAI: a perspective of emancipation and autonomy, ii) The (re)signification of the practice of science teaching in EJAI. It is understood that in the scope of conti nuous training in a collaborative context, the teachers were able to experience another training experience and, with that, reflect on important aspects of their training and teaching of sciences, thought from the reality of EJAI, which allowed to put into perspective a scientific literacy process that aims to promote autonomy and emancipation of the subjects, (re)signifying the teaching and production of knowledge about the modality. Allied with the results is the construction of an educational didactic product, entitled "Scientific Literacy in Youth, Adult and Elderly Education - The continuous training of teachers in a collaborative context", which will be made available in e-book format.Item Acesso aberto (Open Access) Poranduba: uma experiência docente pela sabedoria das plantas medicinais nos rios da Amazônia(Universidade Federal do Pará, 2024-02-02) Santos, Dioemili Sá dos; Raposo, Elinete Oliveira; http://lattes.cnpq.br/6737474841439654; https://orcid.org/0000-0001-8995-0296This is a qualitative study, transformed into an (auto)biographical account, based on my experiences as a teacher of 5th grade students in a riverside school in the municipal public network of Ponta de Pedras, Pará, Brazil. The aim was to show the teaching and learning experiences of a teacher and her students in the process of developing a Didactic Sequence (DS) based on ethnobotany in 5th grade science classes. The research was conducted using my training diary and the students' diaries, with records of class activities, semi-structured interviews, photographic records and others. I used Textual Discourse Analysis (TDA) as a methodology for analyzing the empirical material and, after a process of immersion, I systematized two thematic axes of analysis: i) TEA FOR WHAT? An approach with medicinal plants in the early years in a riverside school in the Amazon, and ii) ETNOBOTANICS THROUGH THE GARDENS OF DECOLONIALITY: sowing seeds for (re)thinking teacher training in science.. The results and discussions were presented in two articles, which allow for discussions and reflections on the roles of the teacher and student in these processes, especially regarding the use of ethnobotany in the classroom. It is possible to consider that the teaching proposal has premises for a Decolonial Approach in science teaching, provides meaningful learning, Intercultural Scientific Literacy with valorization traditional knowledge and contributing to citizen education. As a result of this study, I have made available a book in digital format (ebook), called BEYOND TEA: ethnobotany through medicinal plants, which introduces teachers and students to new ways and simple possibilities of teaching and learning botany, culture and science education. These innovative experiences in science teaching are easy to apply and replicate in everyday school life, and can be reframed by teachers according to the needs of each class.Item Acesso aberto (Open Access) Sobre besouros e borboletas: os sentidos, os significados e o ensino de ciências(Universidade Federal do Pará, 2021-10-22) GUEIROS, Karla Cristina Fontelles; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690Reflecting about science teaching in the early years of elementary school is imperative, considering children formalize, at this school stage, and mediated by the teacher the contact with scientific concepts. Still under the teacher’s responsibility, is the challenge of creating a critical perspective concerning scientific culture among their students throughout the process of knowledge construction, negotiating the meanings conceived by students when actively involved in teaching situations within the scope of science. Many studies demonstrate the school and science education are still moving in the opposite direction, ignoring the characteristics of scientific work and the child's investigative and creative potential, thus, perpetuating an archaic and experimental teaching that does not recognize the dialectic process involved in the construction of knowledge. In this context, committed to the desire to produce science together with the group of first-year elementary school students and bringing in my professional trajectory traits that distance me from an impoverished and linear view of knowledge, added to an enormous curiosity for the natural world, I come to the research problem: In what terms, as a teacher of the initial years, along with a group of students attending the 1st year, express our scientific knowledge while carrying out research activities on garden animals and reflecting on the senses and meanings ? Faced with this question, the following research purpose has been established and directs my focus: to investigate my own teaching practice in the first year of Elementary School, by means of classroom research, as a possibility to produce scientific knowledge along with my students, fostering scientific literacy and allowing the development of an educational product capable of helping other teachers as a reference material. I resorted to the theoretical-methodological approach of narrative research to put together the narrative fragments emerged since my teaching development period until the phase of support to the construction of meanings and senses by students when involved in learning situations, turning field texts into research texts. The data, unique and singular, were built in classroom research development context, when studying garden animals with a class of 15 students. To record the data, a narrative diary, audio recordings, activities, drawings and photos extracted from the classroom practice were used, selecting the most significant class episodes with regard to the interpretation of meanings. As a result of the process, I highlight the construction of scientific knowledge transposed into school knowledge, through a network of meanings that give sense to the reality studied, I observed the expansion of spontaneous concepts, the development of an investigative posture, the acquisition of a scientific vocabulary and enjoyment of group activities. Within this context, immersed in the pleasure of teaching and producing science, I discuss the challenges of this school discipline in school ambience, the child empowerment as a subject of their own learning, capable of producing science, supported by the theories of Piaget and Vygotsky. I also dialog with other authors who highlight the importance of scientific literacy and discard the belief that children do not have the necessary maturity and abstraction to produce knowledge. In these terms, I advocate the importance of contextualized teaching, based on an active methodology and exploration of the environment, not with the objective of offering answers but above all, with the purpose of generating curiosity, stimulating questioning and interest in science through classroom research.