Navegando por Assunto "Interdisciplinaridade"

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A abordagem CTSA na matriz referência e em itens do ENEM: um olhar específico para a física
(Universidade Federal do Pará, 2019-01-07) CASTRO, George Anderson Macedo; Brito, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970; https://orcid.org/0000-0001-8363-8971
Conducted in the context of a professional master's degree, this study aimed to analyze and discuss, from the perspective of the STS approach, Enem items and reference matrix skills related to Physics, assuming interdisciplinarity and contextualization as assumptions of the STS approach. The research presents as product a series of four videos produced for Youtube, whose scripts were elaborated with a group of teachers of Physics of the Basic Education, in the context of a continuous formation about the relation between the STS approach and the Enem. For analysis and discussion of the items and skills, seven editions of the exam between 2011 and 2017 were explored. This study considered the unidimensionality of the Enem items, the fact that each one of them proposes to specifically evaluate a skill. of the reference matrix, with the ability information evaluated by each item taken from the Enem microdata, released by Inep after each exam edition, thus establishing for the group of items analyzed a corresponding group of skills. Thus, taking a specific look at Physics, analyzing not only the items, but also the corresponding skills establishing the item / skill relationship, the research seeks to identify approximations between the STS approach and the Enem. The analysis methodology used was Laurence Bardin's Content Analysis, through which it was first identified in the item group those that presented approximations with the STS approach, proceeding in the same way with the skills related to the items in this group. The items and skills that from Content Analysis were related to the STS approach were organized into three categories: Perception Development (DP), Question Development (DQ) and Social Commitment Development (DCS), categories adapted from the Roseline Strieder's doctoral dissertation, which allowed us to understand how the elements analyzed approached the STS approach. Thus, when analyzing 105 items and the 18 skills related to these items, the results indicated that in only 11 items (10.5%) we approached the STS approach, which occurred for a group of 10 skills (55.5%). %). This allows us to infer that, although the STS approach is related to a large number of Enem Reference Matrix skills, it is not observed in a similar proportion to the items related to Physics content present in the exam. Thus, the study indicates that the items analyzed do not jointly privilege interdisciplinarity and contextualization as one might expect, since these two perspectives, according to the official documents, underlie the Enem.
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A arquitetura dos espaços pedagógicos como instrumento de ensino das ciências ambientais: um estudo de caso realizado em Ipixuna do Pará
(Universidade Federal do Pará, 2023-12-05) PEREIRA, William Marques; SILVA, Cléber Silva e; http://lattes.cnpq.br/7673237583688618; https://orcid.org/0000-0001-7086-8751
The present study was developed in E.M.E.F Maria Pereira Freire, located in center neighborhood, urban area from Ipixuna county, belonging to the northeast of Pará, to a distance of nearly 250 km from Belém, and have as intent come up with adjustments in the architecture of the physical spaces with new dimension for pedagogical environments so that the natural resources can be relished as a way to optimize the teaching of environmental sciences in the basic education. It was suggested to implant a architecture model that seeks to value the environment through the insertion of biophilic design with the creation of learning spaces that use the interdisciplinarity to increase the environmental teaching in the basic education, through the relation of human-nature. Has been shown to this academy department how they can use the rooms inside the school to improve projects that develop environment education, in order to be possible to, in a primary education, search for an awareness of the students and that can be reflected in a more sustainable society. In this analysis was used the action research method, with qualitative-quantitative analysis, between a bibliographic review and data collection and analysis. For the data collection a quiz semi-structured was applied for the teachers. In the matter of the elaboration of the educational environment product, was used specific softwares (AutoCad, Sketchup and V-ray). The process of validation happened with a presentation of project images and the application of the quiz headed to two groups: the teachers and engineering professionals. After the validation, realized that is in complete agreement the implementation of this technical educational product. Subsequently, this product will be suggested to the municipal public administration so that its implementation serves as a pilot project for other schools in the municipality.
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Atos e lugares de aprendizagem criativa em matemática
(Universidade Federal do Pará, 2019-06-25) NERI JÚNIOR, Edilson dos Passos; VAZ, Cristina Lúcia Dias; http://lattes.cnpq.br/5829728118120411; https://orcid.org/0000-0003-1583-6129
Acts and Places of creative learning in mathematics is the cartography of experiences and interdisciplinary experiences in places of learning that pontentialize creative learning to autonomous. Acts guided by principles of Maker Culture ("learning by doing") and the STEAM methodology (acronym formed by the initials of the disciplines Science, Technology, Engineering, Art e Math). Places (real or imaginary) that are centers of meaning built by experience, experience as a possibility of something in the affection and touches, to transform who we are and the world around us. The main research goal is to investigate how interdisciplinary actions can help creative learning in math. As starting points of the research elected the Departure Places to present the initial and theoretical milestones that characterized a research. Initial milestones that take to the theme of the dissertation and the theoretical milestones that justify and indicate the results of the research. As theoretical milestones, we adopt the method of cartography such as method of research based in the proposal of cartography of the philosophers Gilles Deleuze and Felix Guattari; The concept of creative learning inspired by the ideas of the educator Paulo Freire and the psychoanalyst Donald Winnicott and the concept of interdisciplinarity proposed by Ivani Fazenda. Thus, the research was fullfilled by a researcher-cartographer who is a subject of interdisciplinary experience and who wishes to follow processes, accomplish creative actions and conditions innovative educational resources with the objective to estimulate e promotion a creative intelligence in higher mathematics. The places chosen for the actions were the Garage, the Atelier and the Gardner House. The Garage proposal is try a "mathematical hands dirty" by prototyping learning objectives in the 3D printer. The Atelier is the space of interdisciplinarity between math, technology and art that objective stimulate sensibility by rereading art and creative productions. At Gardner House, actions are also permeated by the playful, simple pleasure of solving a problem or unraveling a riddle. Finalizing with the Place of the Conflux, place to where to the results of the research converge; a meeting point of the lived experiences and point of opening for new possibilities of research.
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Concepções de matemática e se seu ensino: experiências e reflexões de professores formadores de professores em um curso de licenciatura de proposta integrada e interdisciplinar
(Universidade Federal do Pará, 2018-05-02) MATOS, Mônica Gonçalves; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/ 0000-0002-2704-5853
In this research, we aim to understand the relations of direction and meaning between conceptions of Mathematics and teaching of Mathematics manifested by teachers that train others teachers, involved in an interdisciplinary proposal to train future teachers for the initial years of Elementary Education and Youth and Adult Education, as they reflect on their training, research and teaching practices. We built the question that orientates the investigation: In what terms, teacher-training teachers, involved in an integrated and interdisciplinary training proposal, express conceptions about Mathematics and its teaching, when reporting on their training experiences and when performing their teaching practices? The trajectory we followed was oriented from the qualitative research, whose option was by a collective study of cases in a theoretical multirefencial approach. We selected 05 (five) teacher-training teachers who teach in a degree course offered by the Institute of Mathematical and Scientific Education, belonging to the Federal University of Pará, whose beginning of the teaching activities occurred in 2010, characterizing itself as a new and unique course in Brazil, of an interdisciplinary proposal and integrated in the training of teachers for the initial educational years and Youth and Adult Education, denominated Integrated Degree in Education in Sciences, Mathematics and Languages. The instruments used to collect the information were: interviews, video recordings of classes and theses and / or dissertations written by the participants of this research. For an analysis of the information, we used Textual Discursive and chose to execute a mixed categorization. Practices and the reports of the teacher-training teachers configure as important elements to understand their conceptions of Mathematics and its teaching, as well as these conceptions are related with new pedagogical modes of action. The manifested conceptions are relative to Mathematics as a knowledge of human construction and, therefore, changeable and fallible. As for teaching, they show that for teaching, knowledge of Mathematics content is indispensable, and articulation with others areas of knowledge can be possible through dialogue, partnership and collaboration. Teachers give indications on which they move in the direction of changes of conceptions and practices, demonstrating that they are in the process of constructing the understanding of the proposal of the Integrated Licentiate course, in terms of the development of interdisciplinary practices and the restlessness that moves them to beyond the boundaries of its field of knowledge. Thus, indicating that they are in the process of overcoming the paradigms from which they were formed.
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Currículo integrado para a biodiversidade da Amazônia
(Universidade Federal do Pará, 2015-06) BLANDTT, Lucinaldo da Silva
This article is an exercise that seeks to encourage discussion of the scientific concept of integrated curriculum and teaching and its relationship with the biological and socio-cultural identity of the Amazon, in practice, the biodiversity in the anthropological view, it is clear that this discussion is very broad, and here do not exhaust, just insisted on several opinions that, right, strengthen the importance of the pedagogical practices of the integrated curriculum focused on the spot, and his characterizations special. ! e integrated curriculum is part of a concept of the learning organization that aims to provide an education that covers all forms of knowledge produced by human activity. It is a progressive vision of education as it does not separate the knowledge accumulated by humanity in the way that scientific knowledge acquired by students in their daily lives and cultural relations materials. the relation of knowledge of biodiversity and education needs is applied in the integrated curriculum, thus resulting in interdisciplinary environmental education practices. To be considered environmental education as a social process essential for the formation of the mentality of the citizens of a society, pass up the belief that the school is the ideal space for the socialization of knowledge that is the result of a long process: the relationship of man with nature and with others
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A dimensão subjetiva do aprender na formação para a docência interdisciplinar: um estudo de caso no Clube de Ciências da UFPA
(Universidade Federal do Pará, 2022-06-10) RIBEIRO, Rosineide Almeida; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/6500775506186127
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Educação ambiental e interdisciplinaridade: da formação inicial à prática pedagógica na educação básica
(Universidade Federal do Pará, 2019-11-14) AVELAR, Marcilene Calandrine de; LAUTERT, Luiz Fernando de Carli; http://lattes.cnpq.br/1124000795676509; SILVA, Marilena Loureiro da; http://lattes.cnpq.br/7261982145077537
Theinsertion of environmental education (EE) in an interdisciplinary and permanent manner has been a real challenge for the educational system, both in higher and basic education, since the creation of the National Policy of Environmental Education, Law 9795/99. However, attempts have been made over those yearsto fertilize an approach in the theoretical field and its practical implementation, oriented by the contextualization, articulation and resignification of environmental knowledges. Based on this, this research aims to recognize the existence and organization of EE in the curriculum of the PARFOR-Pedagogia-UFPA (National Plan for the Training of Basic Education Teachers, Pedagogy, Federal University of Pará) course and its contributions tothe application of interdisciplinary pedagogical practices at São Miguel Municipal School in Abaetetuba/PA. The theoretical discourse is based on the concepts of EE on the conservationist, pragmatic and critical emancipator macrotrends for understanding the complexity of environmental issues, according to authors Loureiro and Layrargues, Leff, Morin, among other authors who deal with the subject. Regarding the type of research, action research with a qualitative approach was chosen. For data collection, a documentary analysis was first made in the Pedagogical Political Project of the Course (PPC), followed by a questionnaire for 30 teachers/students from the PARFOR-Pedagogia-UFPA, and for the investigation of the pedagogical practice in the basic education, the systematic observation of the pedagogical practices at School. The results were systematized through mental maps and point to a gradual change in the insertion of EE in the higher education curriculum and the conception of the importance of effective interdisciplinary practices in basic education, although there are still gaps throughout the educational process. These findings were fundamental for the elaboration of the research product that consisted of an interactive and interdisciplinary paradidactic book of Environmental Education, elaborated together with two teachers and twenty-two students of themultigrade class of the 4th and 5th grade from elementary school I of São Miguel Municipal School in Abaetetuba/PA. The validation of the paradidactic book was made through a questionnaire applied to the 30 participating teachers/students and another 10 teachers from a municipal school in Ananindeua/PA. The results showed that the book is an interdisciplinary didactic resource, with potential applicability in different contexts and that will enable the student to learn significantly in relation to socio-environmentalissues.
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Ensino da matemática em interface com a língua materna: prática pedagógica interdisciplinar
(Universidade Federal de Mato Grosso, 2020-12) MORAES, Patrícia Pena; MACHADO, Arthur Gonçalves
One of the great challenges for the teaching and learning process is to organize this process in an interdisciplinary way, avoiding, whenever necessary and possible, the fragmentation of teaching. Thinking about teaching Mathematics in an interdisciplinary way requires, first, to reflect about the formation of the teacher who teaches Mathematics in the early years of schooling and the didactic-pedagogical conditions that made possible his daily routine at school. In these terms, this article aims to analyze a pedagogical practice on the teaching of Mathematics in interface with native language, in the early years of Elementary School, developed in an interdisciplinary perspective. The context of the investigation was a class from 2nd year of Elementary School at a municipal school of São Francisco do Pará. The insertion in research space, the organization of didactic sequence and the development of practices, took place during the third two months of 2018. The research methodology is structured in a qualitative approach of participant research type, and was mainly based on the teaching of Interdisciplinary Mathematics. For the construction of information, the logbook and the record of activities performed by the students were used. The didactic sequence was organized in an interdisciplinary perspective with the text as an integrating link of proposed activities. The results showed that an interdisciplinary pedagogical practice in the teaching of Mathematics, supported by Interdisciplinary Didactic Sequence (IDS), is possible to be carried out in the context of Basic Education, especially in early years of Elementary School.
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O ensino e a aprendizagem de ciências e matemáticas, a transversalidade, a interdisciplinaridade e a contextualização
(Universidade Federal do Pará, 2005-06) LEVY, Lênio Fernandes; ESPÍRITO SANTO, Adilson Oliveira do
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Entre poemas e problemas: o ensino da matemática dos anos iniciais e sua interface com a língua materna
(Universidade Federal do Pará, 2019-09-30) MORAES, Patrícia Pena; MACHADO JÚNIOR, Arthur Gonçalves; http://lattes.cnpq.br/3148593292236740; https://orcid.org/0000-0002-9933-2894
One of the big challenges for the teaching and learning process is to organize this process in an interdisciplinary way, avoinding, whenever necessary and possible, the fragmentation of education. Think mathematics teaching in an interdisciplinary way requires, first, reflect on the formation of the teacher who teaches mathematics in the early years of schooling and the pedagogical didactic conditions that are made possible in their daily routine at school. In the way, this research aims to investigate to propose an interdisciplinary didactic organization built from a textual genre poem, from de perspective of improving the mathematical and linguist literacy process of students in the literacy cycle (2nd grade of elementary school). Thus, the research context was a class of the 2nd year of elementary school of a school of the municipal network of São Francisco do Pará. In addition to the research, the class teacher and students participated in the study. The insertion in the research space, the organization of the didactic sequence and the development of the practices occurred during the second semester of 2018. The research methodology is structured in a qualitative approach of the participant research type. The research was based on the theory of didactic sequences for mother tongue teaching and on the perspective of interdisciplinary mathematics teaching. For the construction of information were used photographic records of activities performed by students. The didactic sequence was organized in an interdisciplinary perspective with the text as the integrative link of the proposed activities. As a result of the research, an educational product was organized with theoretical and methodological orientations on mathematics teaching from the perspective of interdisciplinary and an interdisciplinary didactic sequence for students of the 2nd grade elementary school.
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Experiência estética com formas geométricas nos anos iniciais
(Universidade Federal do Pará, 2019-10-16) CAVALCANTE, Larissa Gabrielle Mendes; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
The present study reflects on the integration of knowledge between the Visual Arts and Geometry, in an inter-transdisciplinary attitude, based on the concept of aesthetic experience according to John Dewey. The main object is to investigate how the teaching-learning process of geometric shapes can, when lived as an aesthetic experience, help to consolidate the geometric thought of primary school children. In order to achieve that, we planned and implemented “Aesthetic Experience with Geometric Shapes”, an atelier in which fifty-two students of the third year of primary school took part, in a public school in Belém, Pará. We chose to approach Geometry contents with the students through the works of three modern artists, namely, Pablo Picasso, Paul Klee and Almada Negreiros, with activities that stimulated the development of visual perception, spatial relations and the ability to abstract geometric shapes from the elements of daily life and nature. These activities resulted in the production of drawings, paintings and collages which have been gathered in a visuality notebook, which can be found in the second part of this study. The students’ production highlights that they absorbed the proposed contents, so as to recognize geometric shapes as part of their daily experience, finding creative and flexible ways of systematizing geometric knowledge. Thus, the atelier’s results allow us to consider the integration with the Visual Arts as a possible pathway to turn the teaching of geometric shapes in primary school into a teaching-learning process that is attuned to the potentialities of the child. The data obtained from this pedagogical action were recorded in photographs, audio recordings and a teacher logbook. The proposal of living an aesthetic experience in the teaching of geometric shapes constituted a starting point for a reflection about the necessity of integrating knowledge amid the state of fragmentation in which school education finds itself.
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Experimentação investigativa com a música corporal: ensino e aprendizagem interdisciplinar no Clube de Ciências Prof. Dr. Cristovam W. P. Diniz
(Universidade Federal do Pará, 2022-06-29) GUEDES, Marina Donza; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This study aimed to analyze the possibility of using Body Music in the stages of the Investigative Teaching Sequence (SEI), based on the work of Carvalho et al. (2009), with theoretical support in Ausubel's meaningful learning. The research participants were 6 professors from the Science Club Prof. Dr. Cristovam W. P. Diniz, located at UFPA – Campus Castanhal. The research was developed from a Body Music workshop given by the author to stimulate the teachers' perception of the sounds of their bodies, as well as to identify the limits and possibilities of investigative experimentation with Body Music in the interdisciplinary teaching formation of the Science Club. Prof. Dr. Cristovam W. P. Diniz. For that, a case study was used as a qualitative method for the constitution of information, supported by the theoretical and methodological assumptions of the participant research. The workshop was carried out through Google Meet, lasting four hours, organized in two synchronous meetings on alternate days and one hour of asynchronous experimental activities sent by WhatsApp. In the asynchronous meetings, questionnaires with open and closed questions were made available to survey the impressions and possibilities of implementing Body Music in the Science Club. From the technique of data collection by indirect observation called primary source, it was possible to observe the importance of Body Music for teacher training as a stimulus to creativity, expression, perception of oneself and the other. The sounds extracted from the bodies by touch, beats, chants and whistles led to highlight the approach and accessibility of music for science teaching. As it is a device common to everyday life, it can contribute in an interdisciplinary way by allowing the approximation between science and art in the Science Club. Through the study carried out and the pedagogical suggestions presented by the participating teachers, it was possible to understand that Body Music can help and foster the educational process in the Science Club as an integral part in the construction of the individual, in stimulating investigative experimentation with their body. in the creation of improvised music, spontaneity and in the discovery of artistic skills. The interdisciplinarity that is present in SEI's pedagogical proposal is fundamental for the interaction between science and art and music and science.
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Igarapés amazônicos e seus usos para recreação e lazer: uma proposta de ensino investigativo para alunos do curso técnico em meio ambiente
(Universidade Federal do Pará, 2024-10-01) ROCHA, Cristiane de Almeida Belém; FRANÇA, Jessika Paiva; http://lattes.cnpq.br/6056182612110122; HTTPS://ORCID.ORG/0000-0002-0201-8867; FERREIRA, Cristiane de Paula; http://lattes.cnpq.br/7804816854015308
The Amazonian streams are aquatic ecosystems with multiple uses, including recreation/leisure. In the Amazon region, streams with this purpose are called resorts, and structures are installed in them that cause environmental impacts that can vary depending on the degree of anthropization of the location. To assess such impacts, Rapid Habitat Assessment Protocols (PARH) are excellent resources for the environmental diagnosis of aquatic ecosystems, since they are low-cost and do not require specialized labor. Our objective is to analyze the environmental vision that students of technical education in the environment have in relation to the Amazonian streams and to expand scientific knowledge about the ecology and impacts of resort installations on these ecosystems. To achieve the proposed objective, an investigative teaching proposal was conducted for students in the 2nd year of Integrated High School (EMI)-Environmental Technician, at EETEPA Vilhena Alves in Belém, PA, organized in five stages: i) survey of previous ideas, ii) brainstorming, iii) theoretical class, iv) practical field class, v) evaluative questionnaire. As a result, an Investigative Didactic Sequence (IDS) was developed, which is a methodological strategy to evaluate, together with students in technical training, the degree of human interference in the streams used as bathing areas in the Amazon region. This strategy promotes technical and professional training, raising community awareness to recognize and take significant measures to mitigate the degradation of natural habitats. Additionally, it serves as a pedagogical resource capable of promoting and expanding the teaching of environmental sciences in the Amazon region.
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Interações ecológicas por meio da literatura infantil: formação continuada assistida em parceira na perspectiva do letramento
(Universidade Federal do Pará, 2019-05-22) MOREIRA, Andreza de Sousa; FRAIHA-MARTINS, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
This is a qualitative research in the narrative modality, that investigates a proposal of continued assisted training in partnership constituted by me (Trainer Teacher) and a teacher of the 3rd Year of Primary Education, which showed interest in investing research on her own practice to elaborate knowledge in scope of Natural Sciences and Mother Language through interdisciplinary and investigative practice from the text "Spring of the Caterpillar". I´m trying to answer the following search question: What a teacher of the 3rd year of primary education expresses when experiencing a formative experience assisted in partnership through interdisciplinary investigative practices from the text "Spring of the Caterpillar"? I outline the methodological option of this research based on the assisted training treated by Gonçalves (2000). In these terms, I developed a Continued Assisted training in Partnership design that is based on 12 episodes, in the treatment of specific topics: Narratives of training and teaching, Scientific literacy, investigative practices and education through research, Interdisciplinarity, study of the components of food chain and genres textual analysis, planning of the teaching sequence with research, replanning of the sequence, reflection on the action in the classroom and reflection on the formative experience. The instruments used were: questionnaire, my field diary, audio records of training meetings, records of participatory observation and semi-structured interviews. The results of this research were analyzed through the Discursive Textual Analysis by impregnating myself and performing the analysis of the corpus, I made two axes of analysis: Analytical Axis 1: Projection and implementation of new practices of education in sciences and Analytical Axis 2: Teacher training assisted in partnership: what teacher Suzi says about the formative experience. Thus, formative experience reveals i) the interdisciplinary conduct is not only possible, but also a great ally for consolidating literacy in several languages, as well as, presents the methodological option of teaching by research, as a plus that improves the interaction between teacher and student, in an autonomous and democratic process of knowledge construction; ii) The training model carried out in this research provided professional maturation, since continuing training gains lightness and moves away from the pejorative conceptions that many teachers carry, associated with rigidity and obligation; iii) training proposals of this nature propitiate the development of autonomy attitudes in teacher-participant in front educational (re)action. The formative model experienced, unfolded in an educational product that contemplates the possibility of teacher training in a work context and considers the knowledge of the teaching experience when the theachers dialogue, think, plan and evaluate in a reflexive movement about their practices.
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Interdisciplinaridade e contextualização no novo ensino médio: conhecendo obstáculos e desafios no discurso dos professores de ciências
(Universidade Federal do Pará, 2004-11-05) TRINDADE, Inêz Leal; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
In this research I discuss the new high school’s challenges for teachers of science mainly the ones which concerns the purpose of learning based in interdisciplinary and contextualization. In face of that, this study was developed in order to answer how teachers are dealing with their practice with the new high school principles and what kind of challenges needs to be faced for the implementation of interdisciplinary and teaching contextualization, from the standpoint of teachers of science. So that I could consider the guiding questions and reach the goals purposed in this study, I used documental research, objecting the reading of the legislation that gave support for the high school reform, and biographic research to observe the central concepts of this research. Besides, I interviewed teachers of Chemistry, Physics and Biology through structural interview. The investigation results showed relative ignorance about the principles of reform established in official documents, for the most of interviewed teachers. However, the teachers didn’t showed themselves inattentive concerning the discussion about interdisciplinary and the contextualization, which not means that these actors reveal complex forms of dealing with these concepts or that they implement consciously made actions, looking for some contextualized and interdisciplinary teaching. It domains, through teacher’s conceptions, an instrumental vision of interdisciplinary and contextualization according to the conceptions pointed up in official texts. Concerning the challenges perceived by teachers to produce the implementation of interdisciplinary and contextualization teaching, those ones remained attached to his context’s dimension, that is, the public school’s structural problems and the limits of space and time. The conceptual dimension of terms in question, as well the limits that come from teacher’s formation, were peripherally observed.
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Interdisciplinaridade e ensino de ciências na formação inicial de professores: integração de saberes no processo de ensino e aprendizagem
(Universidade Federal do Pará, 2022-03-18) Moraes, Isadora Magno; Rodrigues, Isabel Cristina F. dos Santos; http://lattes.cnpq.br/0226549641470972; https://orcid.org/0000-0001-5750-5868
The present research discusses Interdisciplinarity and Science Teaching in the initial training of teachers of the Initial Years, having in view the general objective: to understand in what terms Interdisciplinary activities under the bias of language and its interfaces enhance the Teaching and learning of Science in the Years Initials and teacher training. To this end, we selected the guiding studies based on Fazenda (2008) on Interdisciplinarity, Pombo (2006) who recognizes the need to go beyond disciplinary boundaries and Japiassu (1994) who opposes the compartmentalized study. In addition, the studies developed by (Bakhtin, 2006) on the dialogical character of language, defending this perspective by approaching works with discursive genres, thus favoring us to work with the diversity of texts of oral tradition, of African, indigenous and classical literature in problematization of works with scientific knowledge and language practices. The methodology was based on the participatory research Marconi and Lakatos (2003), involving a researcher and three students, from the Integrated Licentiate course, all of them in the process of completing the course, with stages of self-training meetings of the Science/Inclusion sub-team.; production of mini-courses more focused on Science Teaching and analysis of proposed activities via digital forms, audio and video recordings. The results show that there are still few who understand that we can deal with language practices from a discursive genre as an instrument articulated to a situation of the community context and how important it is to establish relationships with the social, cultural, economic environment beyond the scenario (post) pandemic and that our region has possibilities of working with the oral tradition, as it is a potent birthplace of diverse narratives that allow for more global dialogues with other narratives. Along with this, we had as one of the results of this research the elaboration of an educational product, starting from the concerns punctuated by the participants.
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A interdisciplinaridade e o serviço social: estudo das relações entre profissões no Centro de Referência Especializado da Assistência Social em Belém
(Universidade Federal do Pará, 2016-11-22) JORGE, Ediane Moura; PONTES, Reinaldo Nobre; http://lattes.cnpq.br/8577276734482884
This dissertation deals with the relations between different professions and how it happens dialogue takes place between professional subjects who will intervene in a common reality in the work space of the Social Assistance Policy of Belém, the Specialized Reference Center for Social Assistance - CREAS. This workspace requires specific knowledge such as Social Work, Psychology and Pedagogy for interdisciplinary interventions. It is a qualitative research that based on the criticaldialectic method sought to present the results of the analysis on the need of the State to hire knowledge to fulfill its public mission; On interventions and dialogue between professions; On the existence or not of the perspective of interdisciplinarity in the CREAS space; On interventions considered interdisciplinary by professionals. The interdisciplinarity being studied in the field of professional practice presents some challenges that go through the precariousness in the work in the current conjuncture that hinder the possibilities for the development of the perspective; Also, in the theoretical field we present different authors with different theoretical-methodological conceptions about multidisciplinary/multidisciplinary conceptions, interdisciplinarity and transdisciplinarity and their implications in professional action. We present some successive approximations about the possibility of working in the perspective of Interdisciplinarity by professionals to meet the demands of the Social Assistance Policy, considering that adopting the perspective of Interdisciplinarity is possible when objective conditions are built for its exercise.
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A interdisciplinaridade: desafios de uma prática inovadora em pesquisas ambientais
(Universidade Federal do Pará, 2015-08-28) MEZZOMO, Agnaldo Luiz; LOPES, Luiz Otávio do Canto; http://lattes.cnpq.br/1013147545099173; FENZL, Norbert; http://lattes.cnpq.br/6834981018643186
This dissertation analyzes interdisciplinarity as a new quality in teaching and research activities for the understanding of environmental issues and to propose methodological steps to deal with sustainable development. The scientific knowledge arises with modern scientific revolution from the time when the experimental method is proposed in order to explain the nature. In this context arises a process of the fragmentation of knowledge in subjects that led to the establishment of boundaries between the sciences. From the mid-twentieth century many researchers seek to address the medium environment from a systemic approach, and begin to take advantage of interdisciplinarity for understanding and proposing alternatives to environmental problems. This paradigm shift does not occur easily and numerous difficulties beginning to emerge in the interdisciplinary implementation process as a new quality in teaching and research activities on the environment. The process of institutionalization of interdisciplinarity in the Brazilian postgraduate occurred slowly, gaining greater boost in the early twenty-first century, when the stricto sensu interdisciplinary graduate programs become the fastest growing in Brazil (BRAZIL, 2010a; 2013b ). In an attempt to identify the challenges to break the disciplinary boundaries in the pursuit of the implementation of interdisciplinarity as knowledge production method within a postgraduate program, we chose the Graduate Program in Natural Resource Management and Local Development Amazon (PPGEDAM), the Center for the Environment (NUMA) of the Federal University of Pará (UFPA) as a case study. We realize that the process of implementation of interdisciplinarity made significant progress, but it takes more effort in seeking to break the disciplinary boundaries, to consolidate and impulse research on the environment and on sustainable development.
Acesso aberto (Open Access)
Intersecções entre a Ciência da Informação e a Ciência de Dados: contribuições para os sistemas de informação governamentais
(Universidade Federal do Pará, 2021-01-29) MATOS, Maurício Torres de; CONDURÚ, Marise Teles; http://lattes.cnpq.br/6085807397296909; https://orcid.org/0000-0003-4545-4199
Studies Governmental Information Systems, considering that its growing use, in confluence with technologies, seeks to meet the current demands for transparency and efficiency of public services, and leads to discussions as to which technologies can be used for this purpose and how Library & Information Science (LIS) can contribute in this context. Thus, the research aims to explore the relationships between LIS and Data Science and their applications in Governmental Information Systems to enable the transformation of data into information, and as specific objectives: a) to understand Information Systems and Governmental Information Systems, relating to the concepts of Open Government and Open Data; b) identify the concept of Data Science and its application in Governmental Information Systems in the context of Library & Information Science; c) to indicate the relationships between Data Science and LIS applied in Governmental Information Systems processes. The research is of a bibliographic nature, of qualitative analysis, with an exploratory study, in order to analyze the multidisciplinary relations between LIS and Data Science, studying aspects of the use of these intersections in Governmental Information Systems. As a result, the research shows that Governmental Information Systems tend to incorporate the use of technologies, including those related to Data Science, in order to meet demands for transparency, accountability, access to information and better government services, with possibilities of correlations between LIS and Data Science in areas such as Open Data, interoperability, Knowledge Management, analytics and Artificial Intelligence. It is concluded that the study and application of these correlations is capable of generate benefits to the operation of Governmental Information Systems, considering the informational competences of LIS as support to the use of technologies, contributing to a greater interaction between government and society to meet the needs informational requirements, thus having the broad possibility of studies on the subject and application opportunities.
Acesso aberto (Open Access)
NAEA 45 anos: uma utopia criadora
(Universidade Federal do Pará, 2019-04) ARAGÓN VACA, Luis Eduardo
This paper is a personal vision of the NAEA's foundations, its purposes, its trajectory, its scope and challenges from someone who has followed its history since 1976, for 42 years, therefore. It is supported by official documents on the creation of the NAEA, and texts on its production and trajectory, written by several authors, especially from home, highlighting those elaborated by Armando Mendes. Creative utopias are guiding ideas always seeking a "light at the end of the tunnel" that even without being fully achieved stimulate the creation of new concepts and methodologies. In this context, the NAEA was conceived as an integrating institution of university doing, able to break with structures and concepts that were then anchored in positivism. In constructing this utopia, the NAEA was envisaged involving three interdependent pillars that would identify it and give it its own personality. The three pillars are summarized in the key concepts of Development, Interdisciplinarity and Amazonia. The challenge, or creative utopia, is precisely to give new contents to these concepts, and make them tools capable of approaching and transforming the Amazonian reality. After 45 years, how has NAEA been responding to this challenge?, is what is asked in this paper.