Navegando por Assunto "Interactions"

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Acesso aberto (Open Access)
Ensino de ciências por investigação: interações sociais e autonomia moral na construção do conhecimento científico em um clube de ciências
(Universidade Federal do Pará, 2018-11-23) SIQUEIRA, Hadriane Cristina Carvalho; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This research aims to analyze the social interactions of the students participating in the Prof. Dr. Cristovam W. P. Diniz Science Club in order to identify the principles of their moral autonomy presented during a research activity on the phenomenon of capillarity in plants. The space investigated is considered an alternative environment destined to the teaching, research and extension of didactic actions directed to Sciences and Mathematics of UFPA Castanhal Campus. The theme arose from the researcher’s reflections during her personal and professional experiences that contributed to the constitution of her identity as a science teacher. Thinking about that, a Sequence of Investigative Teaching was planned and applied based on the stages of the investigative experimentation of Carvalho et al (2009), through which we verified the purposes and the pedagogical actions that favored the interactions between the students during the interventions carried out as monitoring teacher in the Science Club. The research was characterized as participatory (FLICK, 2009; RICHARDSON, 2014). The subjects participants were eight students in the sixth grade of elementary school. The following instruments were used to collect data: audio and video recordings, photographs and field notes, with subsequent transcription of the subjects' speeches. For the interpretation of the collected information, we chose to use Bardin's Content Analysis method (2011). During the analysis, we identified that our interventions as monitoring teacher were subjacent to develop the pedagogical purposes and, thus, to organize and conduct the investigative activity in a way that could promote the emergence of interpersonal relationships. We observed in the students' speeches and attitudes the principles of moral autonomy enhanced by the interpersonal relationships that were stimulated by the monitoring teacher’s actions. Then, based on Piaget (1994) and Kohlberg (1992) theoretical framework, it was possible to analyze the students’ moral development during the construction of scientific knowledge. It was evident the intense participation of the students, as well as the cooperation between them. Conflicts have emerged that have helped us to understand decentration and the important role of mediation in collective work. The experience resulted in the elaboration of a product that consists of a pedagogical book and a video that demonstrate the stages of the investigative experimentation and evidences the attitude of the educator to the emergence of the interactions aiming to contribute with the teaching work in the development of practical activities that stimulate the environment research in science classes.
Acesso aberto (Open Access)
Entre dunas, mangue e mar: narrativas e resistências dos moradores da Ponta da Sofia em Salinas (PA)
(Universidade Federal do Pará, 2024-02-28) FERREIRA, Erika Mourão; COSTA, Vânia Maria Torres; http://lattes.cnpq.br/7517564393392394
The main objective of this dissertation is to understand the interactions, narratives and resistance practices of the residents of the Ponta da Sofia community, in Salinópolis (PA), in the face of the violation of their territory for the installation of tourist developments. The study will look at the daily life of this community, its productions of meaning about history, place, environmental preservation and relationships of affection, exploring the residents' narratives, their interactions and the processes of resistance in their social and cultural practices. The methodological procedures adopted are based on qualitative research, based on data analysis through interviews (MOTTA, 2013); (GOMES, 2007), supported by ethnographic practice as defined by Rocha and Eckert (2008), and interviews. The main authors used to support the understanding of narratives and social practices include Ferdinand Tonnies (1973), Martin Buber (1987), Filho and Mendes (2014), Krenak (2021), Medeiros and Ido (2018), Gudynas (2019) and Santos (2023). The result of this investigation highlights not only the adversities faced by the residents of Ponta da Sofia, but also the resilience and depth of their connections, especially their care for the environment, since they understand the intrinsic interdependence with the ecosystem they consider their home.
Acesso aberto (Open Access)
Modelagem matemática online: temas matemáticos, poderes naturais e estratégias pedagógicas
(Universidade Federal do Pará, 2021-05-18) MENEZES, Rhômulo Oliveira; BRAGA, Roberta Modesto; http://lattes.cnpq.br/3004012674017274; https://orcid.org/0000-0003-3747-5862; SANTO, Adilson Oliveira do Espírito; http://lattes.cnpq.br/5870609258842071; https://orcid.org/0000-0002-2728-8169
The present thesis entitled “Online Mathematical Modeling: mathematical themes natural powers and pedagogical strategies” aimed to investigate what / how interactions appeared between students mediator and mathematical content during the synchronous development of Mathematical Modeling tasks in a virtual learning environment online. To achieve this goal I was part of the team that planned, elaborated and carried out the course “Interactions and Modeling Strategies in the VMTcG environment” in the second half of 2018. The synchronous meetings in the Virtual Math Teams online environment with GeoGebra counted on the participation of students of the mathematics course at the Federal University of Pará and the Federal Rural University of Rio de Janeiro. For this thesis sessions were selected by a group of students that I mediated throughout the course. The data were produced by the students in the development of the Mathematical Modeling tasks in the Virtual Math Teams online environment with GeoGebra, allowing subsequent access to the chats constructions made on the whiteboard, and the constructions made in GeoGebra stored the environment itself. For data analysis I used the four phases of analysis of chats being built for the fourth phase an interaction analysis diagram based on the theoretical concepts of mathematical powers pedagogical strategies and mathematical themes. The results showed that Mathematical Modeling tasks developed synchronously in the Virtual Math Teams online environment with GeoGebra were useful for the manifestation of pedagogical strategies mathematical powers and mathematical themes however this manifestation was conditioned to the configured teaching and learning ecosystem, that in the case of this thesis the problem situations proposed and addressed by the Mathematical Modeling tasks were linked; the possibilities allowed by the online environment chosen to investigate these problem situations and the framework adopted by the mediator in conducting the investigation.