Navegando por Assunto "Field Education"

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O Ensino em História na Educação do Campo durante a pandemia de 2020/2021
(Universidade Federal do Pará, 2022-06-30) CAMPOS JÚNIOR, João Thomaz de; NUNES, Francivaldo Alves; http://lattes.cnpq.br/4125313573133140; https://orcid.org/0000-0002-2750-0625
This research aims to analyze the teaching, during the year 2020. Starting from the perspective of the need to understand the effects of the covid 19 pandemic (Corona virus) in rural education, having as object of analysis the teaching of the discipline of history. The study for the research was carried out at the school E. E. E. F. M of Campo Professor Benedita Lima Araújo, which is located approximately one kilometer from PA-151, in the community of Murutinga, interior of the municipality of Abaetetuba in the lower Tocantins region, belonging to the rural area. This research project aims to analyze, how the teaching of the discipline of history was written within this period and what were the strategies adopted by the State, Department of Education, School Coordination to enable teaching`, and investigate what strategies the teacher used to achieve the proposed objectives`. The study presented here in this work is part of the research line of historical knowledge in the school space, of the Graduate Course PROFHistória (UFPA), since the focus is on the training of both the teacher and the student during the period of the year 2020. The product to be developed is a guide " that demonstrates the possibilities of Distance Learning within field education, in which it values its specificities and that is capable of creating socialization between students and members of the school community.
Acesso aberto (Open Access)
História e educação do campo: as possibilidades para o ensino de História
(Universidade Federal do Pará, 2022-06-20) SILVA JÚNIOR, Fernando Luís Couto da; COSTA, Renato Pinheiro da; http://lattes.cnpq.br/0413733044020733; https://orcid.org/0000-0001-7132-0579
The concerns during the years of teaching as a History teacher, working in schools in the countryside of Breves, were the motivation to carry out the writing of this dissertation. An island with a fluvial reality, in which the students have a riverside identity, with customs totally different from what they were used to. An example of these habits is the routine of a riverside family that starts their chores early, among their occupations is fishing with matapí, fishing with nets, and hunting animals. I also noticed with colleagues that they were not used to the customs and reality that riverside communities practice. During the classes and the coexistence with the communities and the diversity that I found in the schools, I began to identify that most of my students have activities related to the concept of family farming, agriculture, fishing, hunting, extractives, flour manufacturing, in addition to working in small sawmills. It also concludes that the rural education curriculum requires this look at the students' daily lives. I found that the teaching of profitable History must be interdisciplinary, which means that the disciplines must work mutually in this text, collaborating with each other, with education in the countryside, mainly linked to the cultural and economic model of riverside communities. Thus, the focus of the research focused on the modular system of public education, which takes place in riverside schools in the municipality of Breves, with the objective of linking the teaching of History to the methodology of Education in the Countryside. The first chapter of this dissertation is aimed at showing a historical overview of how Education in the Countryside arises and showing how the Marajó region is a fruitful space for the performance of teachers. The second chapter shows how Local History is closely linked to Education in the Countryside, in which historical elements of the municipality of Breves are worked, together with the analysis of the implementation of the modular system of higher fundamental level with its curricular proposals, and, finally, An analysis is carried out with History teachers who work in riverside schools in the municipality. The results obtained with the analysis of the curriculum and the teachers' answers provided the third chapter with a proposal for a didactic sequence that involves elements of History Teaching with Education in the Field.
Acesso aberto (Open Access)
Pesquisa da própria prática ao ensinar matemática: uma análise de estratégias de resolução de problemas com estudantes do 5º ano de uma escola do campo
(Universidade Federal do Pará, 2020-02-28) BARREIRA, Jonas Souza; OLIVEIRA, José Sávio Bicho de; http://lattes.cnpq.br/9368147336655765; https://orcid.org/0000-0001-7616-6961; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
This study aims to investigate the way in which the teacher practices contributes to the 5th year students of a field school, which are strategies to solve addictive problems. It is a research of the practice itself, as a research methodology, which includes the perspective of Qualitative Research in Mathematical Education, for which the researcher teacher assumes a double role: the teacher who teaches mathematics to students in the field and the researcher of his own practice. It had as a theoretical reference the theory of the reflective teacher combined with problem solving, such as the possibilities of improving the teaching of mathematics and a reflective practice of the teacher who teaches mathematics. A research took place in the first semester of 2019, in a class from the 5th year of elementary school in a field school, located in a campaign community in the region of Marabá, southeastern Pará. The instruments used were the field diary of the researcher teacher, the student notebooks and the transcripts of the audios of the lessons recorded during an observation. The results show that students also learn built for school to learn mathematicians, thereby building new strategies for solving mathematical problems. Still, that a mediation teacher through dialogues with students allows for more interactive and interactive classes, as it allows students to expose their thoughts and share their problem solving strategies. It is understood with this that the teacher needs to cancel a teaching practice based only on the use of instructional rules and methods, it is necessary to diversify or teach how to give a voice to the student, with no sense of not listening for himself, for his colleagues and for the teacher , realizing knowledge that the student carries as an important epistemological baggage for the teaching of mathematics and what are the valuable knowledge as essential for the process of teaching and learning mathematical content.