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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Navegando Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI por Assunto "Abordagem ciência, tecnologia e sociedade"
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Item Acesso aberto (Open Access) Abordagem CTS no ensino de astronomia: formação de professores mediada pela situação problema “Centro de Lançamento de Alcântra”(Universidade Federal do Pará, 2015-01-20) SANTANA, Elisangela Barreto; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468This work is a result of focused research to understand the contribution and seize the possibilities and restrictions of the Science, Technology and Society (STS) approach, mediated by a situation – problem in continuing education teachers, in order to provide a reflective, critical and independent of science teachers in specific in Astronomy Education. The theoretical constructions around the teacher training are guided in the arguments of reflective teacher, but this very intentional reflective practice from the perspective of reflection to action. The weaknesses and astronomy education challenges are presented in the theoretical frameworks and the construction of a new reference in this context was given by the discussions and buildings around the case "Alcântara Launch Center". The environment that composed this research was a continuing education course, aimed at science teachers in the context of an action research as part of a qualitative research. The study gathered seven professors of federal network, state and municipal school, which through an investigative action, in inverted symmetry format, appropriated the theoretical and practical frameworks of STS teaching approach. The analysis methodology, my choice was the discursive textual analysis by understanding it as a facilitator of the process to seek, express and construct meaning the investigated field. In this respect, I realized the relevance of excerpts related to the constructions of knowledge and training buildings, which led me to organize and present the results in two sections, namely: (1) citizen Education: articulating CTS and scientific knowledge on astronomy: this section includes buildings necessary for the appropriation of scientific knowledge related to the issue and problem Alcantara, (2) Reflective training for professional intentional action: in which converged the prospects of reflex actions in the sense of reflection for action, converging different perspectives of the subjects around personal and professional values, necessary for conscious and intentional professional action. The work showed me the practical value of the STS approach and the possibility of Astronomy teaching be presented in context, and reflective practice. As for teachers, provided the construction of a new framework and the possibility of a differentiated pedagogical practice, focused on civic education.Item Acesso aberto (Open Access) Abordagem CTS por meio de tema: consumo doméstico de energia elétrica(Universidade Federal do Pará, 2014-10-23) CARVALHO, Ricardo Haroldo de; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687As a teacher I could clearly understand, through my experience, the necessity of a Science teaching involving the real context of the learner. The reflections on my teaching practice motivated me to a teaching challenge that made a relation between the student conceptual domain and the real situations in his community . Thus, the purpose of this research is to investigate evidences of a critical attidude from the CTS teaching conception through problems presented related to electrical energy consumption. I tried to answer the researching question about how to enable critical analysis from students regarding to their own use of residential electricity. This research was conducted through a qualitative approach, the action research type. A workshop was developed using conceptual energy content, in order to integrate the topics of the teaching unit. As an analysis strategy of the collected data, I developed an interpretative analysis, the intention was to give meaning to the situations raised by the students during the classes. The information was obtained through questionnaires and records in field notes. The results presented that CTS teaching approach enabled students the critical thinking mainly about values and ethical issues, relating their social reality to the habit of excessive electrical energy consumption,considering that for some students the illegal connection is a justification for wasting energy. The research has shown the dialogic and changing potential of this educational approach as the record of some students changing attitudes in that situation. I believe that, in this sense, this project demonstrated that CTS approach in schools is possible and that citizenship needs to be developed, being the technological scientific literacy of their rights and duties important for the students good achievement in society.Item Acesso aberto (Open Access) A circulação de ideias sobre biodiversidade por professores de ciências e biologia nas abordagens CTS e patrimonial ambiental(Universidade Federal do Pará, 2014-02-27) GONÇALVES, Adriane da Costa; SILVA, Maria de Fátima Vilhena da; http://lattes.cnpq.br/0996110060293347The aim of this research is to analyze how the inter-collective ideas about biodiversity circulate in the pedagogical practices of teachers of Science and Biology based on STS and PEE approaches. It aims at identifying and characterizing the Thinking Styles that these teachers have about biodiversity in light of Fleckism epistemology. The present study, a qualitative approach, similar to the Case Study, was attended by 22 teachers from Elementary and Secondary public schools in the city of Igarapé-Miri/Pa. I utilized the methodology of Focal Group as a tool for the construction of empiricism in two Working Groups accomplished during the I Colloquium on Biodiversity, promoted by the Postgraduate Program in Science and Mathematics and for the Group of Studies and Research in Patrimonial Environmental Education. The analysis of this study is anchored in some analytical devices of Discourse Analysis (Orlandi, 2012), Discourse of Collective Subject (LEFÉVRE; LEFÉVRE, 2005) and the Fleckism categories (Fleck, 2010), as analytical tools. For this analyzes, the data were categorized according to approximations and similarities and commonalities of speeches. For identification and characterization of the Thinking Styles presented in the teachers' speeches, I used four elements that constitute the TS, based on Fleckism referential, which are: 1) how to see, understand and realize; 2) Body of knowledge and practices; 3) Sharing by the collective; 4) stylized language. The results indicate the existence of three Thinking Styles on Biodiversity: Biodiversity in the ecological view, Biodiversity as economic potential and Biodiversity as environmental patrimony, being it considered a style in transition, on the grounds that it begins to be thought and designed from the activities of the Colloquium. The analysis also elucidated the conceptions of teachers about the STS interrelationships. These are based on Salvationist perspective of Science, in education for citizenship and as technological resources. The TS in transition "Biodiversity as environmental patrimony" comprises a thinking and an action more critical, because it incorporates environmental issues, social, economic and political aspects in an interdependent relationship and interrelationships among living beings, once its critical dimension is an important element in the STS and Patrimonial Environmental approaches.Item Acesso aberto (Open Access) Educar pela pesquisa: as percepções de alunos de graduação sobre as temáticas energia e sustentabilidade em um curso de extensão(Universidade Federal do Pará, 2015-11-03) FONSECA NETO, Sebastião Nogueira da; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729The main goal of this work was evaluating of the science teach with focus in Science, Technology and Society – STS, through “educate by research”, decision-make can promote the energy and sustainability issues in the amazonic context. The study became relevant when take into consideration that the historic occupation of the Amazon was guided on exploration of the natural resources without necessary planning and prevision of the environmental impacts for use itself. Methodologically, this research fits qualitative paradigm and it consists of action research. The collect information happened over extended course, which was recorded in video, training diaries and textual production of the students, all school students of the variable courses of the Federal University of Pará. The data showed that the elaboration of discourses supported on energy and sustainability issues touch several aspects, such as: environmental dimension, social, ecological, political and cultural. From the performed analysis was found that “educate by research”, like method, it is much more efficient to promote training through STS, because the student changes his condition of receptor to builder of knowledge, learn and disclose his discoveries – indicating that science education can provide a training based on critical awareness, autonomy and knowledge builds for coping of the teaching activity.Item Acesso aberto (Open Access) O enfoque C-T-S na pedagogia da alternância o saber escolar e a prática cotidiana quilombola na Casa Familiar Rural de Jambuaçú - Moju - Pará(Universidade Federal do Pará, 2015-09-30) PEREIRA, Danielle Siqueira; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970This work is result of a research about teaching of the science developed with the Pedagogy of Alternation in the Casa Familiar Rural Padre Sérgio Tonetto, located in Quilombola Territory of Jambuaçu in Moju-Pará-Brazil. We have as main objective to analyze the relationship between the STS approach (Science-Technology-Society) and the pedagogical practices of teaching of the science at CFR Jambuaçu. Additionally, we search the implications that these relations produce in education of quilombola citizens in Jambuaçu. It is a qualitative research. In this research we use as instruments individual and group semi-structured interviews (focus groups), as well as observations and documental analysis. As research subjects participating we had families and community members (leaders), and were interviewed thirteen (13) mothers / fathers of students and leaders and 33 (thirty-three) students divided into three (3) focus groups. We also interviewed the science teacher and the pedagogical coordinator. The content of the empirical material analysis, following Laurence Bardin, emerged four categories of coding that convert into axes of analysis: 1. Educational aspects of the Pedagogy of the Alternation; 2. Social transformation and training for citizenship; 3. Science Teaching in Pedagogy of Alternation and 4. Formation of the quilombo identity. We found that, at different levels, all axes of analysis include educational elements with CTS focus on Pedagogy of Alternation, particularly in the social-thematic approach, autonomy, decision making, attitudes and values of the exercise of conscious citizenship and grounded in knowledge of science and traditional knowledge of the quilombos.Item Acesso aberto (Open Access) Práticas pedagógicas de professores formadores e abordagem CTS: o ensino de ciências rumo a novas percepções neste século XXI(Universidade Federal do Pará, 2015-10-02) GOMES, Luan Sidônio; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749Considering the increasingly strong presence of scientific and technological aspects in the society of the XXI century, this paper reports a qualitative research, through narrative, which investigates pedagogical practices of professors who are responsible for science teachers' education, through demonstrations of three educators of the Natural Sciences course of UEPA (Universidade do Estado do Pará - University of Pará), and it intends to understand which formative aspects contribute to the CTS approach pedagogical practice, as well as to identify and understand which elements of the CTS approach are present in the pedagogical practices of the investigated professors. Therefore, the practical construction of this research was developed through individual interviews - properly recorded in audio and transcribed - with the investigated professors who were selected through nominations from a network system consisted by people - teachers and technicians – involved in the context of the research. Based on Textual Analysis of Discourse used for qualitative analysis of empirical data, three perspectives of analysis emerged: 1) initial and continuing teacher education: reflections on teaching practices; 2) pedagogical practices: meetings with the CTS approach; 3) differentiated education: the XXI century teacher outlining. The analysis of empirical data shows that the formative aspects that contribute to teaching practices related to CTS Approach are connected to the assumptions linked to the emerging paradigm that pursues a prudent knowledge in support of a decent life and because of that, it directs a new perception of world, contrary to the paradigm of the Modern Science that has long prevailed leading the way we see and interact with the world. With this in mind, I realized that the convergences of teaching practices to CTS approach are correlated to the stage of paradigmatic transition where the investigated professors are inserted, as demonstrated in their manifestations. This statement gains strength when reports distinguished ideas about what kind of teachers the subjects have in mind when they develop their practices. For this, however, it is required that professors have an open mind and be sensitive to constant and intense changes of this century which, as unfinished beings, we experience.