Navegando por Assunto "High school"

Agora exibindo 1 - 5 de 5

Acesso aberto (Open Access)
A educação na Região Norte: apontamentos iniciais
(Universidade Federal do Pará, 2013) BENTO, Maria Aparecida da Silva; COELHO, Wilma de Nazaré Baía; COELHO, Mauro Cezar; FERNANDES, Daniela Martins Pereira
This paper discusses aspects of the education in the North region, in particular, in the State of Pará; offers a focus on cultural diversity, especially concern on the education of indigenous peoples, maroon and peasants’ communities. It analyses documents and projects of partner organizations of the “North of Knowledge” Program. We conclude that education in the North requires detailed analysis on its various dimensions. It should be noted that the processes articulated by civil society are collective good cheer, to guide the construction of a proposed collective democratic quality education that considers the territorial diversity and human, and overcoming inequalities.
Acesso aberto (Open Access)
O ensino médio no estado do Pará: os indicadores de oferta nas regiões de integração do Marajó e metropolitana de Belém no ano de 2014
(Universidade Federal do Pará, 2017-12) NORONHA, Gean Ferreira; ARAÚJO, Ronaldo Marcos de Lima; COSTA, Ana Maria Raiol da
This work aims to analyze, from the INEP database, the offer of public secondary education in the Integration Regions of Marajó and Metropolitana de Belém, in the year 2014. It is a bibliographical research, characterized as Quantitative. The results of this research reveal that the number of high school enrollments has been slowing down, as well as the precariousness of the conditions of access and permanence of our students, as well as the public services provided in the school. Many young people who depend on public education are left out of the educational process, which compromises their basic social right to offer and guarantee a compulsory, free and quality basic education. We conclude that, in order to deconstruct this scenario, there is a need for large investments by the Government of Pará in quality public secondary education.
Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
Percepção socioambiental dos alunos de escolas públicas em Altamira-Pa
(Universidade Federal do Pará, 2025-02-28) PIMENTEL, Andria Jaizza dos Santos; SILVA, Karina Dias da; http://lattes.cnpq.br/2271768102150398; https://orcid.org/0000-0001-5548-4995
Environmental education is how interactions between society and the environment are perceived. Environmental education acquired at school is advantageous because it promotes reflective behaviors about the relevance of sustainable development. This study aims to analyze the application of environmental education in secondary education in public schools. The research examined students' views through the application of questionnaires in the classroom, aiming to identify the implementation of environmental education and the transmission of this knowledge. It was found that, even though environmental education is widely debated, there are still few fixed projects being developed specifically on the topic. In addition, students have difficulty identifying socio-environmental problems, impacts and the environmental context in which they live. It is concluded that the active participation of schools is fundamental for the formation of knowledge and human awareness about the importance of disseminating environmental education. In this sense, as a way of supporting the school network in the formation of new citizens aware of their role in the world, a guiding booklet was created containing theory world, a guiding booklet was created containing theory, games, activities, guided tours and a quiz to support the implementation of the theme.
Acesso aberto (Open Access)
Processos subjetivos na superação das dificuldades de aprendizagem de biologia
(Universidade Federal do Pará, 2023-04-27) BEZERRA, Hanna Patricia da Silva; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
This paper presents the results of an investigation into overcoming learning difficulties in Biology, based on González Rey's Theory of Subjectivity, in a cultural-historical perspective. We aimed to understand the subjective and operational dimensions of learning difficulties in Biology, as well as the processes of change in the subjective configuration of the action of learning Biology that favor overcoming the learning difficulties of the curricular component. The research methodology was based on Qualitative Epistemology and the ConstructiveInterpretative Method. The research participants were three students, identified with Biology learning difficulties and who were attending high school. We carried out a field research, in which we used, for the construction of information, self-assessment, sentence complements, conversational dynamics, informal conversations, observations and document analysis. Educational practices were also carried out with the participants in the form of workshops, aiming to contribute to overcoming learning difficulties, through strategies that recognized their uniqueness, encouraging autonomy and protagonist, the explicitness and contrast of models and the hierarchical integration of the students' implicit theory to the scientific knowledge of Biology. We constructed three case studies and, based on the interpreted information, elaborated a theoretical production on the operational dimension of learning difficulties in Biology, highlighting the epistemological, ontological and conceptual incompatibilities between the learners' implicit theories and the scientific theory, reverberating, mainly , in problems to contextualize and generalize the contents and understand them in a systemic perspective. From the study of the subjective configuration of the participants' action of learning Biology, we developed theoretical reflections about the subjective dimension of their learning difficulties, considering: 1) The learning difficulties constituted by the mobilization of subjective meanings arising from the history of school life, which made the production of operational and subjective resources to learn Biology unfeasible; 2) Learning difficulties constituted by the denial of the expression of the condition of agent or subject and of comprehensive and/or creative learning. In the three cases, we interpreted changes in the subjective configuration of the action of learning Biology, in view of the production and/or mobilization of subjective meanings that favor learning. From this perspective, the results substantiate the thesis that learning difficulties in learning Biology result from the production of meanings that are unfavorable to learning or to the development of relational and operational resources that make it possible. Overcoming such difficulties demands processes of change and/or subjective development, in view of the mobilization and/or reciprocal production of operational, relational and subjective resources, which favor the learning of the contents of this curricular component