Navegando por Assunto "Arco de Maguerez"

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Acesso aberto (Open Access)
Educação ambiental e prática pedagógica: estratégias para o uso racional da água em uma escola pública do município de Santo Antônio do Tauá/Pará
(Universidade Federal do Pará, 2023-12-07) BOUTH, Raimundo Nonato de Souza; ARAUJO, Maria Ludetana; http://lattes.cnpq.br/0282298023451578
Environmental Education and its pedagogical practices, when worked in an interdisciplinary way and based on critical macro trends, are mechanisms indicated to lead the school community to think and propose effective solutions to problems that are affecting or that will affect the availability of water, such as scarcity, waste and pollution. This research was developed in the only full-time state high school, in the municipality of Santo Antônio do Tauá, in Pará, and was based on the following question: How can Environmental Education and its pedagogical practices be instruments for rational use of water in the municipality of Santo Antônio do Tauá? Regarding the objectives, the research methodology is descriptive, when its approach is qualitative, using technical bibliographic and documentary procedures supported by data collection through a mixed questionnaire applied to 17 teachers who work with 1st year high school classes. full time, in addition to field research. The results obtained indicate a lack of knowledge on the part of the target audience about the macrotrends of Environmental Education and a lack of interdisciplinary pedagogical practices in Environmental Education, consequently without materiality to generate sustainable and critical attitudes in the school community about problems related to water and the need of its rational use. To seek improvements and organization in pedagogical practice during Environmental Education classes, in particular, when approaching the object of knowledge water and its context in SDG 6, an educational product was created based on a Didactic Sequence (SD) entitled “If It’s water, I’ll take care of it”, based on the theory of problematization through the Arco de Marguerez, a strategy validated by teachers and included in the Pedagogical Political Project to be a constant pedagogical practice at school.
Acesso aberto (Open Access)
A metodologia da problematização: uma sequência didática acerca da temática dengue.
(Universidade Federal do Pará, 2023-02-28) RIBEIRO, Elivaldete Baía; SILVA, Ronaldo Adriano Ribeiro da; http://lattes.cnpq.br/2020211060475648; https://orcid.org/0000-0002-4974-4620
This research aimed to present studies about dengue, a disease transmitted by the Aedes aegypti mosquito, as well as interdisciplinary activities to foster debate on this topic in all sectors of society and, especially, within school spaces. To instrument the data collection, a didactic sequence was applied, whose objective was to verify the contributions that this methodology can bring to the teaching and learning process, stimulating the formation of knowledge multipliers in the school environment and in other spaces of coexistence. The experiences of the didactic sequence were carried out at the Municipal School Palmira Lins de Carvalho, in Belém - PA, with students of the 5th year of Elementary School and generated the final product of this research. During data analysis, bibliographical, exploratory and qualitative research was used, focusing on the Problematization Methodology, using Maguerez's Arch as a basis, with collection techniques and analysis of participant observation. The data collection instruments were obtained from the field work with the application of the didactic sequence, which was developed in six meetings of two class hours each. The educational product generated was called: ―The Problematization Methodology: a didactic sequence about the dengue theme‖. The development of all the work and the validation stage of the educational product showed that the didactic sequence effectively contributed to the construction of knowledge in Environmental Sciences and enhancing the development of socio-discursive skills, for the interaction and instrumentalization of the students, motivating them to take decision-making and involvement in collective issues, as well as providing more dynamic, interactive and contextualized classes, providing meaningful and relevant learning moments for students and educators.