Navegando por Assunto "Investigative practices"

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Aspectos e características próprias do processo de desenvolvimento de práticas investigativas realizadas por professores da educação básica
(Universidade Federal do Pará, 2016-12-05) TELES, Lilian Valente; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
O main objective was to investigate what aspects / characteristics are present in the research practices of primary education teachers, with a view to understanding and discussing these aspects / characteristics in the planning, implementation and development of these practices. This investigation is developed in the case study, triangulating given documentary, reports and interviews. We delimit a case, when analyzing teachers of basic education who had their plans approved in the PIBICJR, in public no 007/2009 of FAPESPA, in 2009, in the State of Pará. After criteria established in the research process and the lattes curriculum consultation of 68 Teachers who had their plans approved, 19 teachers who worked in basic education formed the universe of this study. With analysis in the reports of each subject and in the interviews, we constructed categories, so that, in this research, we had 5 research subjects and it was possible to analyze 11 reports and 5 interviews, from which we found similarities and differences between subjects and aspects Characteristics of the practices they have developed. The analysis of the edict, technical reports and interviews allowed the construction of a text for each subject, in which we can enter into the development of the plans and the teaching experiences of each of them. These aspects / characteristics are directed to teacher training, what the teacher wants the student and what strategies of knowledge production in research practices are used, given the need to research more about the aspects / characteristics and to encourage the development of practices The initial and continuing training of graduates and graduates.
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A construção de saberes docentes no desenvolvimento de práticas investigativas
(Universidade Federal do Pará, 2017-03-13) PAIXÃO, Luciana Aguiar Silva; Parente, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
This research was to investigate the teaching knowledge of science teachers, with the objective of answer the following question: Which teaching knowledge are produced in the development of an investigative practice? I take the qualitative research. Four teachers were identified, who developed investigative practices in their teaching. Their actions were carried out in different locations in Brazil State of Para: Abaetetuba, Inhangapi and Islands Region. These subjects were interviewed and explained how the experience. The data produced were analyzed based on the guidelines of textual and discursive analysis. In this way, it was possible to identify the knowledge produced. I organized the analysis process into five axes, to know the subjects in different aspects, in particular their knowledge. The Knowledge produced, from investigative practice, was constituted through the relationship with the students, with school and community, however, moved by a particular history of formation and life history, besides the desire to provide to students that which, in the view of the subjects, was denied them in their schooling process. I demonstrate teacher knowledge built from experiences with the investigative practices experienced in the course of basic schooling, as students, during the initial formation and in the exercise of the profession. These knowledges express understandings about science, subject formation and the teaching and learning process. This study showed that the development of investigative practices potentiates the construction of knowledge, showing itself as an important tool for the training of science teachers.
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Ensino de conceitos elementares de estatística por meio de práticas investigativas
(Universidade Federal do Pará, 2020-11-25) MARTINS, Cleuma Gonçalves de Matos; MACHADO JÚNIOR, Arthur Gonçalves; http://lattes.cnpq.br/3148593292236740; https://orcid.org/0000-0002-9933-2894
In this research, our objective was to investigate how the use of investigative practices can assist teachers, who teach elementary concepts of statistics in the early years of elementary school in public schools in the municipality of Uruará, in the southwestern region of Pará. Thus, the guiding question of the research is configured as being: In what terms can investigative practices assist teachers with the teaching of elementary concepts of statistics in the early years of elementary school? We adopted as its main theoretical support the bridge of ideas among others, to address issues relating to s practice s investigative n. The contents developed, through investigative practices, are related to the basic concepts of statistics. The research presented is qualitativ imprint the an approach of action research . With the information analysis methodology, we chose to analyze the narratives in the perspective of Ponte. The information collected during the development of the training process was organized through a questionnaire consisting of semi-structured interviews, audiovisual recordings, photographic records, and notes in our field diary. With regard to the results, it was possible to identify from the narratives of the subjects participating in the research, weaknesses in the domain of the object of statistical knowledge and evidence of practices that could enable the creation of an enriching and stimulating environment necessary for the learning of that object. We noticed that most of the participants pointed out the gaps in knowledge about the statistical teaching to issues related to its formation initial and continued, because according to their reports did not develop the learning skills needed to ensure a practical teaching of better quality returned to teaching statistics. During the shared formative process, participants indicate a movement to overcome this situation of ignorance of the content covered, as well as demonstrating appropriation of the methodology of investigative practices. The teachers participating in all stages of the training process thought, organized and developed tasks in their classrooms using strategies that enhanced the teaching of elementary concepts in statistics, and favored the students' learning. These teachers demonstrated that participating in training environments that awaken new ways of teaching-learning-evaluating is necessary to meet the demands of students in a society in constant change, in which the practice of investigating is healthy for the development of autonomy, reflection criticism and action. Therefore, we can say that the investigative practices presented and developed in our research, mobilized teachers and students around their learning.
Acesso aberto (Open Access)
Práticas investigativas e webquest: pensar e agir na docência sobre o ciclo hidrológico em aulas de ciências
(Universidade Federal do Pará, 2019-12-17) CAVALCANTE, Ana Elisabeth Dias Pereira; FRAIHA-MARTINS, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
This dissertation deals with a qualitative research, in the narrative modality, which discusses the formative experience (continuingeducation course) lived by three teachers who teach science in the 4th and 5th year of Elementary School. The proposal arises from the conflict between the movement of continuing education for the use of new methodologies, legally institutionalized, and the few changes observed in teaching practice in the context of the school, which when observing lead me to question about the conceptions of these teachers' formation and about their experiences with these methodologies. My objective was to investigate how the proposal for continuing education on the hydrological cycle using WebQuest (digital tool with pedagogical guidance), contributes to new ways of thinking and acting in science education for the early years of elementary school. I chose as a locus a State Elementary School in Ananideua / PA, where I was an intern for three years, participating in classroom practices and planning meetings. The Continuing Teacher Education Course took place through a training design, based on the tripod: Investigative Practice, Investigative Experiment and Digital Technology, during the second semester of 2018. The instruments used for the production of field texts were: field questionnaire, training diary, reflective memorials, audiovisual records and interview. The analysis methodology used was the Discursive Textual Analysis. By impregnating the categories that emerged from all empirical material from the field texts, it formed two axes of analysis: i) Training for Teaching Practice in Sciences in the 21st Century; ii) Teaching about the Hydrological Cycle in the early years of elementary school. It is possible to affirm that among the reflexes and reflections made from this formative experience, I highlight that the teachers, when experiencing such a continuing education course, reveal the potential of the dialogical movement by giving teachers a voice in training processes, and by collectively building the process path continuing education in a situated way, meeting the teaching needs in addition to textbooks and methodological recipes.
Acesso aberto (Open Access)
Os processos imaginativos e a aprendizagem de ciências no contexto de práticas investigativas: o estudo de caso de Pietro
(Universidade Federal do Pará, 2021-05-27) NASCIMENTO, Maridalva Costa; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
This study presents as a central theme the imaginative processes of a student in a context of investigative practices. It is a qualitative research of the case study type. It assumes the imagination as the production of subjective senses, which can be present in all human psychic processes, when configurated subjectively, being essential for creative productions. Its general objective is to understand how imagination, as a subjective production, participates in the student teaching-learning process in investigative science actions. This meant interpreting the subjective configuration of the student's learning action. González Rey's Theory of Subjectivity, Qualitative Epistemology and the constructive-interpretive method developed by the same author were used as theoretical support. For the construction of information, the following instruments were used, as research resources: completion of sentences, production of texts, drawings, video recordings, informal conversations, investigative activities and interviews. The participant's expressions allowed the construction of subjective sense indicators and the development of hypotheses about his subjective configuration of the action of learning. Thus, the interpretation performed indicated that they participate in their subjective configuration of the action of learning, nuclei of subjective meanings, associated with: the participation of parents in their studies; to his uninhibited, participative, curious, responsible posture, and who is not afraid to express himself; to the desire to ascend in his life. The results also signaled that valuing the student's imagination creates conditions for reflections, positions, questions and for curiosity. This is facilitated in investigative practices, which the student does not receive the knowledge, but must think about how to solve problems. In this context, imagination is present in the formulation and testing of hypotheses, in the interpretation of results, and in the formulation of new questions, which emerge as production of the current moment, in the interaction with the teacher and colleagues, related to the subjectivation of previous experiences. In that way, investigative practices should constitute a pedagogical resource to overcome teaching by transmission.