Navegando por Assunto "Basic education"

Agora exibindo 1 - 6 de 6

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Ensino de ciências ambientais: desenvolvendo um recurso pedagógico a partir do tema gerador água
(Universidade Federal do Pará, 2020-02-19) MENDES, Milene Pereira; SILVA, Cleber Silva e; http://lattes.cnpq.br/7673237583688618; https://orcid.org/0000-0001-7086-8751
This study aimed to develop a methodological proposal based on the generative theme "water" and from it build a pedagogical resource in order to promote learning, generate reflections and stimulate the critical sense of students about environmental issues. In this sense, the work that is outlined as a case study and has a quali-quantitative approach was developed in a school from the private school network. The research subjects were 17 basic education teachers and 150 students divided into experimental and control classes. The technique for collecting data applied to teachers and students used the questionnaire as a research tool. Besides the questionnaires, two observation boards were used. Based on the results obtained, it was possible to verify that although in the conception of all teachers the approach to water is relevant, not all feel prepared to do it. It was also found that although most consider the use of games as a pedagogical resource to be relevant, not all make use of them in their classes; the use of games being observed during the survey by only 20% of the teachers. About the students, the study showed that educational proposals based on the generative theme "water" are able to facilitate and contribute to learning. The results, however, were significantly more expressive in the classes where the game was applied. It is thus shown that educational games are relevant in basic education because they are able to enhance learning and contribute significantly when included in educational practices. From the application of the educational product, it is also shown that the game was able to stimulate, fundamentally, the participation and arouse the interest of the groups of students involved.
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O ensino de História e as novas tecnologias: questões de métodos e o ensino-aprendizagem de História em protagonismo discente
(Universidade Federal do Pará, 2020-03-31) SILVA JÚNIOR, João Batista da; NUNES, Francivaldo Alves; http://lattes.cnpq.br/4125313573133140; https://orcid.org/0000-0002-2750-0625
This master's thesis analyzes the possibility of using of using educational applications as a didactic resource in a high school classroom. The general aim was to identify and critically analyze the contents, methodologies and the effectiveness of applications that explore computer networks, providing contents from the discipline History, identifying the extent to which these contents and methodologies propose an innovative proposal in the construction of historical knowledge. For the effectiveness of the proposal, analyzes were made regarding the role of historical narratives in the teaching of history and the training of history teachers in educational technologies. We also observed, through the students' narratives, the extent to which this extra classroom knowledge that emerges outside the classroom space is or is not part of the historical consciousness of these students. We discussed how these didactic resources can be propositional in the formation of a didactic of history through interviews, narrative construction and participant observation. As a result, we presented an educational product built by the students of the Escola Estadual de Ensino Fundamental e Médio do Outeiro, a 3rd year high school class, a virtual application with content produced by these students about their locality, which has the potential to become an interesting didactic tool for the production and dissemination of historical knowledge.
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Identidade fraturada: O desmemoriamento da "Adesão do Pará" no ensino de história
(Universidade Estadual de Londrina, 2021-06) BRITO, Adilson Junior Ishihara
It seems relatively settled that one of the roots of the school historical knowledge is related to the intellectual commitment with the edification of the Nation, from the construction of collective memory and identity. As a discipline of basic public formation, History should commemorate national history, and its regional and local developments, by encouraging the genealogical learning of a common past. This picture has undergone great changes in the present time. The History taught in the High School has distanced itself from this genealogical function, in which the basic formation does not include the significant learning of history, leading to processes of dismemberment and unawareness of national, regional and local identity goods among educations agents in the school space. This article intends to enter into this discussion, about “fractures” in teaching and learning experiences of a specific regional historical process, the "Adherence of Pará to Brazil’s Independence", in the daily life of a public High School in the outskirts of the municipality of Ananindeua-PA, in the brazilian Amazon.
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Interdisciplinaridade: características e possibilidades para o ensino de física e química
(Universidade Federal de Mato Grosso, 2021-04) CATANHEDE, Severina Coelho da Silva; SILVA, André Flávio Gonçalves; SILVA, Francisco Hermes Santos da; SILVA, Maria de Fátima Vilhena da
This work seeks to list the number of articles published in some national journals that treat Physics and Chemistry in an interdisciplinary way.To further delimit the sample space, we limit ourselves to making notes only in relation to works focusing on Basic Education. The search was carried out from the word interdisciplinary in journals in the area of Science Education with Qualis/CAPES A1, A2, B1 and B2, between the years 2009 to 2019. The focus was on articles that addressed Physics and Chemistry in a way interdisciplinary as well as contributions from reading selected texts. The discussion will be made in light of the official education documents regarding interdisciplinarity. As a result, we can see that most of the papers dealing with Physics and Chemistry in an interdisciplinary way are concentrated in Higher Education, just as in the second five years it was possible to verify a substantial increase in the number of papers published in the journals analyzed. It was also possible to verify that the journals that contribute about 80% of all publications collected in our research are: Brazilian Journal of Science and Technology Teaching, Areté Journal/Amazonian Journal of Science Teaching and Brazilian Journal of Physics Teaching. Lastly, it alone has an impact of about half of the articles published for our analysis.
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Memória e identidade vigienses na sala de aula: patrimônio e ensino de História na E.E.E.F.M. Santa Rosa – Vigia/Pa
(Universidade Federal do Pará, 2020-12-17) CARDOSO, Jesimar Miranda; BRITO, Adilson Júnior Ishihara; http://lattes.cnpq.br/5217224392697515; https://orcid.org/0000-0002-9072-8956
The present work presents a proposal to use the concepts and approaches of research and reflection on local history and historical and cultural heritage in the classroom, aiming to create in elementary and high school students a historical awareness about the relationship of heritage - institutionalized or not - with their experiences as historical subjects, in addition to developing in these young people a self-recognition in history and an orientation towards the practical life of Vigia and its communities. It is also intended that the student himself is able to identify and interpret, in his living spaces, elements (material and immaterial) that, in his view of the world, are characterized as heritage. The research and its practical application with the students took place both in the municipality of Vigia-PA, where I reside and develop part of my professional activities as a history teacher, more specifically at the Santa Rosa State Elementary and High School, located in the same village. The name, which, being located in the rural area and receiving students from adjacent communities, allowed the focus of the work to be directed not only to the urban area, but mainly to the rural environment of the city. It should be noted that the municipality has an institutionalized cultural heritage with which, however, our students seem to have little identification, a fact that motivated the development of this work. As a product of the research carried out, didactic support material was developed, intended for use in classes on cultural heritage.
Acesso aberto (Open Access)
PC_Edu: proposta de recurso educacional digital para formação continuada de professores em pensamento computacional
(Universidade Federal do Pará, 2025-04-15) ARAÚJO, Katia Regina Pimentel; MERLIN, Bruno; http://lattes.cnpq.br/7336467549495208; https://orcid.org/0000-0001-7327-9960
This research developed and validated a digital educational resource (RED) aimed at the continuing education of basic education teachers in computational thinking (CT), with the main objective of improving pedagogical practices on this topic and contributing to the systematization of its paradigms, as established by the guidelines of the National Common Curricular Base (BNCC). The literature review included relevant productions on teacher training in CT, with emphasis on works found in the Mendeley, CAPES and Google Scholar databases, in addition to publications presented at the CBIE, SBIE and WIE events. These studies highlighted the need for training actions and accessible resources that help teachers understand and apply CT. The methodology adopted was descriptive and qualitative-quantitative in nature, anchored in the Design Thinking strategy, applied in five stages: empathy, definition, ideation, prototyping and testing. Data collection and analysis were carried out through three questionnaires distributed at different stages of the research, using the Google Forms platform. The first questionnaire assessed teachers’ prior knowledge of PC, revealing conceptual and practical gaps. The second questionnaire was applied during a face-to-face workshop and showed the demand for a digital resource on the subject, resulting in the design of the RED prototype called PC_Edu. The third questionnaire aimed to validate the design of the resource, allowing the assessment of its applicability and acceptance in the educational context. The usability analysis of PC_Edu was performed based on the System Usability Scale (SUS) method, recognized for its effectiveness in measuring user experience. The results demonstrated good acceptance by teachers, confirming the relevance of the resource for training and pedagogical purposes. It is concluded that PC_Edu has significant potential to contribute to the continuing education of teachers and to the qualified insertion of Computational Thinking in pedagogical practices in basic education. The research also highlights the importance of developing educational resources aligned with curricular guidelines and the real demands of educators, promoting more contextualized, accessible and innovative training.