Navegando por Assunto "BNCC"

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Base nacional comum curricular e ensino de ciências: uma análise à luz da inclusão
(Universidade Federal do Pará, 2021-04-06) SOUSA, Louíze Roberta Mafra de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The Science curriculum, for a long time assumed a passive, cold and distant character from the social issues that permeate education, until the last century we observed the great appreciation of a science taught in a mechanical, content and decorative way for students, in this way, being considered a discipline with a high degree of difficulty and not accessible to everyone. It was from the social movements for an accessible education to all that we could then envision the possibility of science teaching having its development carried out through an inclusive perspective, considering objectives, methods, practices, and assessments that could meet diversity for all, highlighted, students with disabilities, global developmental disorders, syndromes, high skills and / or giftedness that constitute the target audience of Special Education. Currently the National Common Curricular Base (NCCB) is the document responsible for guiding the construction of the school curriculum of Basic Education, however its elaboration was marked by a long process, totaling the production of previous versions, until we reached the final version. Bearing in mind that science teaching is elementary for understanding and establishing relationships between the natural and social processes of the environment, this research aims to analyze the curricular guidelines presented by the National Common Curricular Base (NCCB) throughout its three versions (2015, 2016 and 2018) for the construction of the Science curriculum, focusing on Elementary Education - Final Grades, and with this verify whether the curricular guidelines for Science Teaching present at the BNCC followed the social and political discussions about the socio-educational inclusion of students who are the target audience of Special Education . To achieve the proposed objective, this qualitative research, of the documentary type, used Discursive Textual Analysis (MORAES; GALLIAZI, 2016) as the reference for analysis. Throughout its versions, NCCB organized its curricular orientations based on reductionist conceptions, valuing instrumentalism, as well as the performance of experimental procedures and practices that are not dynamic or open to adaptations, promoting through its guidelines the construction of a rigid curriculum, not consistent with educational inclusion policies. In its second version, we observed an initial movement that is consolidated in its final version with the selection of learning objectives that guides Science Teaching from research, proposing an open curriculum, which gives freedom to adapt, as well making it possible to accommodate the learning conditions.
Acesso aberto (Open Access)
Currículo prescrito para o componente língua portuguesa: uma análise das três versões da base nacional comum curricular
(Universidade Federal do Pará, 2020-10-28) MOTA, Ildenê Freitas da Silva; ROCHA, Genylton Odilon Rêgo da; http://lattes.cnpq.br/3735617515418666; https://orcid.org/0000-0002-6264-5387
This work moves in the field of curriculum studies, considering here the prescribed curriculum, having as an object of investigation the curricular prescriptions for the Portuguese Language in the final years of Elementary Education contained in the three versions of the National Common Curricular Base - NCCB, (BRASIL, 2015a, 2016a, 2017a). Thus, through the Documentary Research and Content Analysis adopted following the assumptions of qualitative research, we comparatively examine the curricular component under study in order to identify advances, setbacks and permanencies that occurred during the knowledge selection process. In view of this, we specifically aim to unveil what knowledge has been selected for the Portuguese Language component, according to the defined outline; evidence which dimension of this component has gained greater prominence in this selection process, and; specify which dimension has lost importance in the three versions of the NCCB for the final years of elementary school. The analysis is guided by critical curriculum theories and by the interactionist perspective of language, thus problematizing the knowledge considered valid that will guide teaching for the Portuguese language component in the classroom. In this aspect, we discuss the categories Knowledge of Language Study and Theoretical Dimensions of Language defined from the systematization proposed by Bardin (2016) and Franco (2018). Data were analyzed in dialogue with the theoretical frame adopted based on Bakhtin (2006 [1929]), Geraldi (2004 [1984]) and Apple (2001, 2003, 2006, 2011). Results show that the knowledge selected for the Portuguese language is intrinsically related to enunciative linguistic theories (Dialogical Discourse Analysis, Textual Linguistics, Sociolinguistics) linked to the interactionist conception of language. In line with the adopted language perspective, the dimension of the privileged language was discursive / dialogical to the detriment of grammar.
Acesso aberto (Open Access)
Desenvolvimento de um sistema web para auxílio do processo de ensino-aprendizagem de lógica de programação aplicado ao novo ensino médio
(Universidade Federal do Pará, 2024-06-28) MEDEIROS, Ederson José Andrade; ALVES, Elton Rafael; http://lattes.cnpq.br/8408339809247090; https://orcid.org/0000-0003-2148-8941
Educational technologies have played a crucial role in enhancing the teaching-learning process, offering innovative solutions that contribute to a more dynamic and effective education. Despite the development of various tools aimed at different areas of knowledge, gaps still exist in certain subjects, such as programming logic within the context of the New High School. This study proposes the creation of a web-based system for teaching and learning programming logic, specifically designed for New High School students. The system is intended to be an efficient and accessible tool, capable of facilitating the understanding of complex programming concepts. Based on an educational requirements survey and usability tests, the platform was developed to meet the needs of students, providing an intuitive and interactive learning experience. This study was conducted in the city of Belém do Pará. The results obtained regarding the use of the application by participants show a considerable level of satisfaction (over 60%), demonstrating that the application can be used by any student wishing to learn programming logic both inside and outside the school environment.
Acesso aberto (Open Access)
Educação financeira: olhar sobre a prática do professor que ensina matemática nos anos iniciais do ensino fundamental
(Universidade Federal do Pará, 2019-09-20) SOUZA, Sílvia Helena da Silva e; MACHADO JÚNIOR, Arthur Gonçalves; http://lattes.cnpq.br/3148593292236740; https://orcid.org/0000-0002-9933-2894
This qualitative research investigated the practice of financial education in the 3rd year of lower primary education. We chose the methods of action research in the sense that the investigative process of the pedagogical practice could help in the systematization and planning of the didactic activities developed in the course of the investigative process. For this, the didactic sequence was used as systematizing procedure of the unsympathetic process of financial education, which was already developed by the teacher before the continuous formation. The use of the didactic sequence facilitated the confrontation and/or the conciliation of the results of the sequence with the work that the subject teacher of the research was carrying out, considering two moments: a) the continued formation: project " Educação Financeira nos Anos Iniciais do Ensino Fundamental Financial " (Education in the Initial Years of Elementary Education) which happened in the school locus; b) the collaboration of the researcher teacher for the elaboration and execution of the didactic sequence. The activities designed to compose the sequence on financial education were based on the general competencies of the National Common Curricular Base such as empathy and cooperation, scientific, critical and creative thinking, research, focusing on content learning objectives such as the four operations mathematics; in everyday situations; in arguing to negotiate a product or to solve a problem. In the sense of integrally forming children, a citizen with competence to administer his money and with capacity to consume consciously, knowing the time to say no to the seductions of the advertisements. The experience with the research shows that the approach of financial education in the initial years of elementary education is justified, and financial education is a valid and fruitful debate in the classroom. The experience of the teacher investigated showed that the teacher who teaches mathematics already works in financial education, but for the practice of financial education to become more meaningful for the students, it is necessary for the teacher to undergo a literacy process in financial education, learning to study on the subject, also investigating the practice itself, in order to promote reflection in action.
Acesso aberto (Open Access)
Formação Continuada On-Line para Professores de Língua Inglesa da Educação Básica do Estado do Pará: BNCC e Cultura Digital
(Universidade Federal do Pará, 2023-07-04) ESPÍRITO SANTO, Cleide Oliveira do; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; https://orcid.org/0000-0001-5403-0879
In The new national curriculum guidelines based on the National Common Core Curriculum (BNCC) have changed, and teachers in Basic Education need ongoing training in digital competence. This research examines the formative guidelines focused on Digital Culture competency. With preliminary studies completed, the goal is to develop and offer an online extension course for the continued professional development of English language teachers in the state basic education network of Pará, with a focus on digital culture. To accomplish this, a partnership has been established between Núcleo de Inovação e Tecnologias Aplicadas a Ensino e Extensão (NITAE2), an academic unit of PPGCIMES, and the Center for the Training of Basic Education Professionals of the State of Pará (CEFOR-PA), which enables the development of a pilot version of the I-TEACH Course. Course activities were conducted using the AVACEFOR asynchronous platform, managed by SEDUC-PA, for synchronous meetings. As part of the theoretical and methodological foundation of the course, the BNCC was used in conjunction with the guidelines in the National Base (2017, 2018), the European Framework for Digital Competence for Educators (LUCAS; MOREIRA, 2017), and authors such as Redecker (2017). Using the action research method as a method of analysis, the study is qualitative in nature. By incorporating personal experiences from the researcher’s teaching career in SEDUC-PA, this approach reshapes her perspective on the challenges of implementing BNCC in a classroom setting. A methodological framework for the proposed course was provided by Filatro’s Instructional Design guidelines (2008, 2015, 2019), which outline five phases of course implementation: (I) analysis; (II) design; (III) development; and (IV) evaluation. The validation of the proposed educational product was carried out continuously through evaluations conducted by the participating teachers themselves, indicating satisfactory results in terms of implementation and formative experience. Notable outcomes of this research include: the development of an innovative proposal for a continuing professional development course for English language teachers in the state of Pará with a focus on digital culture; a product with replicability potential for other areas of knowledge; the creation of a formative path that maps the digital culture of the BNCC to the progression areas of DigCompEdu; and the promotion of digital culture in remote contexts in Pará.
Acesso aberto (Open Access)
Práticas maker no ensino de inglês: uma proposta metodológica à luz da BNCC
(Universidade Federal do Pará, 2024-06-11) SILVA, Jaqueline Bastos de Figueiredo; DINIZ, André Monteiro; http://lattes.cnpq.br/5064351890235151; https://orcid.org/0000-0002-4895-7421
The teaching of English in Brazil has been undergoing significant changes since the implementation of the Base Nacional Comum Curricular (BNCC). These changes require English teachers to reflect on their practices and conduct more interactive classes that include social and cultural aspects of the language. In this sense, maker activities (hands-on) have great potential for developing English language learning and socio-emotional competencies through collaboration in team-based manual or digital artifact creation. These practices engage students and promote creative and meaningful language learning. However, because the maker culture is still an emerging trend, it is not widely addressed in undergraduate programs, and its educational potential remains somewhat invisible. Therefore, we raise the following research question: How can we complement the training of undergraduate students majoring in English Language Teaching through the teaching of maker strategies and approaches? Based on this question, the following overall objective was defined: To create a workshop circuit guide with a maker learning proposal (hands-on) linked to English language teaching to enhance the initial training of undergraduate students majoring in English Language Teaching and foster creative and meaningful English language learning. As a result, the Educational Product (EP) titled ‘Make It: A Circuit of Maker Workshops in English Teaching’ was developed. The research includes a bibliography related to maker culture, English language teaching and the BNCC. The methodology outlines the stages of bibliographic research and field study, which involves observing 1st-year and 3rd-year classes in the English Language Teaching program at the State University of Pará (UEPA). The EP workshops were conducted with students from the English Teaching Program of the “Forma Pará” program (UEPA), where observations and a questionnaire were administered. This period was crucial for testing, validation, refinement, and production of the materiality of the EP. Data analysis, combined with the theoretical framework, leads us to believe in the relevance of the EP, with potential for enhancing the initial training of English teachers.
Acesso aberto (Open Access)
SOME Municipal de Moju/PA: BNCC e Currículo de História
(Universidade Federal do Pará, 2025-03-21) CAMPOS, Wellington Rodrigo de; NUNES, Francivaldo Alves; http://lattes.cnpq.br/4125313573133140; https://orcid.org/0000-0002-2750-0625
With the rise of the BNCC, in 2017, it was up to the municipalities to adapt to the new curricular guidelines, and in Moju it was no different, with the Municipal Curricular Document approved definitively in 2022. This dissertation aims to discuss the curriculum adopted by History teachers at the municipal SOME of Moju/PA before and after the approval of the BNCC, and subsequently with the introduction of the Municipal Curricular Document. To this end, we sought to understand through Oral Life History the conception of history teachers about the construction of their curricula and which contents were considered most relevant for this construction. As well as understanding the references requested by teachers, observing the subjectivities during their teaching careers, to do so, we must understand that the SOME school environment corresponds to Rural Education and all the complexity that this type of education has with the blocking of workload, the location of the teacher and the usual deficiencies of rural schools in the interior of the Amazon. Through this analysis, it became clear to the interviewed teachers that there are important absences in the prescribed municipal curriculum, such as the distance between Local History and education developed in the countryside, given that the Mojuense countryside is home to a rich and complex history of social struggles and disputes over land ownership.