Navegando por Assunto "Learning"

Agora exibindo 1 - 20 de 22

Acesso aberto (Open Access)
Abordagem para aprendizagem de língua inglesa em cursos intervalares por meio de WhatsApp: primeiros passos
(Universidade Federal do Pará, 2019-05-13) COSTA, Rafael Silva; DINIZ, Marcos Monteiro; http://lattes.cnpq.br/7813719832858592
This study aimed to work with activities for the development of communication skills of students of English Language Undergraduate Courses, in an interval setting. In order to achieve this, the methodological procedure of the Practical Action-Research, which is composed of four research cycles, was used to achieve the main objective of this dissertation: to develop activity guides for the use of instant messaging applications with the purpose of helping students in teacher training undergraduate courses organized in an intensive setting. In Cycle I, four steps were performed to identify the problem within the context, in this case, the interval courses. Virtual questionnaires were used to understand the most present difficulties in the process of learning the English language of course students. Therefore, in Cycle II, an action plan was developed to assist in the development of communication skills through the use of Language Learning Strategies (LLS) developed by Oxford (1990). Within this cycle, the validation process of the activities proposed by a panel of experts occurred, with the purpose of proposing adjustments and evaluating the feasibility of the proposal in the context of the interval courses. After adjustments suggested by the specialists, Cycle III was implemented, where the activities were carried out in which new data collections and analyzes were carried out to adjust the proposal while it was in execution. With this, it was moved to Cycle IV, whose objective was to collect from the participants suggestions for improvements and adaptations of the proposal. Therefore, the first volume of the five guides for the use of LLS in instant messaging applications was developed. It was noticed that there are still difficulties and obstacles to be overcome in the implementation of the proposal, such as: access to the internet of participants living in remote locations, regularity of activities and participants' engagement. However, this project is valid for the context it is aimed at, for being a relevant resource in the English Teacher Education process.
Acesso aberto (Open Access)
Ambiente computacional interativo para auxílio do processo de ensino aprendizagem de matemática básica
(Universidade Federal do Pará, 2009-09-21) SILVA, Francisco Robson Alves da; http://lattes.cnpq.br/7987212907837941; OLIVEIRA, Luiz Affonso Henderson Guedes de; OLIVEIRA, Roberto Célio Limão de; http://lattes.cnpq.br/4497607460894318
Learning is permeated by a continuous process of knowledge construction and reconstruction, with the introduction of computer education in the process of learning, together with the analysis of approaches of Educational Psychology and Mathematics Education, was possible in this work, the development of a prototype computer turned to the aid the learning of mathematics. This prototype is an interactive computational environment to support the learning of the four basic operations (addition, subtraction, multiplication and division). This issue of great impact in the school environment, it is not learned properly, presents serious problems in the development of the student's mathematical learning. The work involves four steps: Theoretical education on the process of learning, with greater emphasis on constructivist approach, the teaching process learning of mathematics, its problems and prospects of change through learning assisted by computer, design and modeling of the prototype followed by the results obtained during the same applications, these results support the proposal's original work. Keywords: teaching, learning, education, mathematics, computer prototype.
Acesso aberto (Open Access)
O aprender poético na obra Grande Sertão: veredas de João Guimarãres Rosa
(Universidade Federal do Pará, 2019-02-21) PALHETA, Marcos Roberto Pinho; FERRAZ, Antônio Máximo von Sohsten Gomes; http://lattes.cnpq.br/5982898787473373
The aim of the present research is to investigate the poetic learning in Grande Sertão: Veredas, book by João Guimarães Rosa. The guiding thread of this research is the meaning of thinking, like a letting ourselves be reached by the fundamental question of human as being-in-the-world, that is exposed in the way of its ontological constitution by the originary language, in the ontological construct of the character Riobaldo. In this sense, the intention is to investigate the original poetic meaning that is woven in the Guimarães Rosa masterpiece to situate it as a poetic-educative narrative: poetic because it realizes the ontological truth of being, and educative because it realizes the human being as caretaker of this truth, as a being whose essence is being-in-the-world. Not the human being, considered a formal subject of knowledge, as entifying experience within the predetermined conditions of a science, but one who can only be found in the finite situation of the crossing and that is realized as a finite transcendence. Grande Sertão: veredas should be considered a cosmogonic narrative that introduces the poetic learning as originary language and unveils, in the Riobaldo’s track, the hermeneutic crossing of learning, as the task of a questioning thinking that realizes the human being in the world. In conclusion, this study also intends to show that the rosiana narrative is poetic, because it crosses the word in instrumental use, and thus reveals the originary language as a poetic expression. Language is poetic because it makes known the very hidden in the impropriety of existence in the world. It is the expression of the poet-thinker because all language is originally poetry.
Acesso aberto (Open Access)
A aprendizagem baseada em problemas (ABP): uma aplicação na disciplina “Gestão empresarial” do curso de Engenharia Civil
(Universidade Federal do Pará, 2011-10-25) MACAMBIRA, Paulo Marcelo Fecury; NEVES, Renato Martins das; http://lattes.cnpq.br/6538317425557058
The methodology of Problem-based Learning or PBL, unlike conventional methods of teaching is an approach which uses problems to close the gap between theory and practice in the learning process. In addition to encouraging the construction of knowledge, proposes to contribute to the development of some non-technical professional attributes considered important for the practice of engineering in a society in constant and rapid changes. This work, an action research, experienced and sought to analyze the efficiency of the method during its application in the Business Management course, taught to the students at the penultimate and last semester of undergraduate courses in Civil Engineering. Data for analysis were collected through participant teacher / tutor´s observations and through evaluation reports, in which students were asked about PBL, its advantages and disadvantages and their potential to achieve those goals. In the three case studies, although applied to different classes, show through the students´ reports and through a continuous assessment that the learning occurred as well as the knowledge and the development of some skills and attitudes targeted in the discipline, such as: research capacity, entrepreneurship development, methodological innovation and searching for knowledge. In general, students reacted positively to the BPL. This suggests that its applicability is possible in the contexts studied. The methodology also proved to be a useful tool for professional development for teacher regarding to his practice.
Acesso aberto (Open Access)
Aprendizagem de licenciandos como produção subjetiva em práticas de modelagem no ensino de química
(Universidade Federal do Pará, 2021-11-26) CHELALA, Joseph Cavalcante; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
The modeling teaching perspective encourages the student learning process in the context of model production by students. This teaching aims to facilitate the understanding of chemical science considering its theoretical, imaginative and creative nature. However, research in the context of teaching by modeling gives exclusive importance to methodology as a determining factor in learning. This work understands that the processes involving learning develop in a more complex way, in the subjective dimension of student learning, in which the methodology is only one of the factors that influence it. Based on the Theory of Subjectivity, this work aims to investigate how Laura, a research participant, learns subjectively, personalizing the model production process. For this, we investigate Laura's learning in the action of learning in the dynamic relationship of individual and social subjectivity, using Qualitative Epistemology as a reference. We interpreted the manifestations of Laura, a participant in the course: “Learning about food with models and through research” considering observations, conversational systems, sentence complementation and transcription of dialogues that took place during the course. The theoretical model built indicates that Laura's interest in providing a better life for her family, her experiences in basic education, and undergraduate participation, and in the course itself, in which she plays a leading role in the production of a model to explain the issue, participate in the subjective configuration of Laura's learning. detachment of the aroma of a food, resorting to subjective resources configured subjectively in their personal history and during the course itself.
Acesso aberto (Open Access)
Aprendizagens compartilhadas de formadores de professores: o caso da licenciatura integrada em educação em ciências, matemática e linguagens
(Universidade Federal do Pará, 2014-05-22) MACHADO JÚNIOR, Arthur Gonçalves; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/ 0000-0002-2704-5853
This work reports inquiry on practice of initial formation of teachers of the initial years of the Basic Teaching, developed by a community of teachers and formers of the Faculty of Mathematical Education and Scientific of the Institute of Mathematical and Scientific Education of the Federal University of the Pará. It is, therefore, an investigative journey of qualitative nature, in the modality of case studies, whose purpose is to identify, describe and understand how a community of trainers of teachers, in itself the seed stage, learn to develop professionally in their task of implementing a new course of teacher training Science, Mathematics and Languages for the initial years of elementary school, considering, in particular, the concept of community practice Lave and Wenger (1991), the perspective of social of learning Wenger (2001) and, professional development indicators presented by Imbérnon (2010). Defends the thesis that the mobilisation of knowledge and practices (re)constructed in interactions in the community produces professional knowledge of pedagogical practices and, in that process, participants will develop professionally in their tasks of training teachers for the early years of the elementary school. Over the twenty-six months we were in field, the practice of community, in focus, was accompanied through of registry audio and/or video and transcriptions of the narratives of the formers during the planning meetings, of study and evaluation of the training process, of interviews with trainers, through materials produced by the community and personal field notes, elaborated during the time we've been through "watching" the actions of the community. The captured material was treated and organized two axles, written in narrative episodes, which were mainly analyzed, not exclusively, from a rapprochement between the social theory of learning in communities of practice and the teachers learning communities and depth from the reflections on professional development. The narrative analysis of these materials reveal a practice produced in constant process of the negotiation of the concrete situations of work of the community.
Acesso aberto (Open Access)
Argumentação no ensino e aprendizagem de matemática básica: uma metapesquisa
(Universidade Federal do Pará, 2019-09-26) MELLO, Addelia Elizabeth Neyrão de; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The objective of this research was to analyze researches at the level of dissertations and scientific articles published from 2014 to 2018 in Brazil that addressed the practice of argumentation in elementary school. In order to meet the research goal, data were collected from the catalog of theses and dissertations of the Higher Education Personnel Improvement Coordination in order to synthesize ideas, investigate contributions, classify and find similarities and point out possible divergences between researches. The research is qualitative in nature and followed the guidelines for reading, analysis and interpretation of texts and conducted on Academic Master's dissertations produced in Brazil, as a meta-analysis, whose research was raised and selected from the research summaries found. The research results presented according to our identification and classification criteria point to the need for more research on the theme related to the argumentation approach in the teaching and learning of mathematics, either in elementary school or higher education, especially doctoral research.
Acesso aberto (Open Access)
Caderno Digital Bio-Arte: o ensino de Botânica a partir de uma obra de arte
(Universidade Federal do Pará, 2019-05-10) SANTOS, Leidiane Jacira de Oliveira; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135
The teaching of Botany, in general, is marked by a traditional methodology, exhausted from lectures, with little practice and contextualization, becoming uninteresting and based on the memorization of nomenclature, with little approaching with the student’s experiences. In view of this, the work presented here deals with the production of a didactic material for the teaching of Botany, which aims at the integration of art and playfulness as auxiliaries in teaching this theme. In an education perspective based on 'Significant Learning' and the valuing of students' life experiences, work encourages creativity and innovation in teaching practices, seeking to expand the paths created by the brain, to favor student learning. Bio-arte is a Web Application, classified as a "Didactic-Pedagogical Notebook", which has the function of assisting in the actions of teacher teaching, and student learning, on 'Morphology and Classification of FLOWERS' in Higher Education . The starting point of the application is the screen "The Birth of Venus" (1,484) - by Sandro Botticelli. From it, the student can navigate to other slides and have access, in an interconnected way, to the subjects of Botany and Art, related to the picture and the theme of chosen teaching. As well as, the proposals of activities to be developed. The subjects are approached through texts, images, audios, videos and animations. In order to carry out this work, 'Mixed Methods' were used as a research technique, with 'Qualitative' and 'Quantitative' approaches - observation as participant and interviews. In addition to 'Exploratory Research' through 'Literature Review'. The 'Expert Panel' was used for product validation. Considering the assumptions described by the research, it was concluded that the Bio-arte product has real potential to meet the needs of the target audience, teachers and students of Higher Education, regarding the improvement of teaching-learning botany. Establishing for him, educational pillars based on interdisciplinarity, creativity and innovation. Using ludicity and art in the search for the integral development of the individual, his educational emancipation and the valuation of his previous knowledge, his identity and his interests. The application can act much more than as an object of learning, but also as a methodological process of teaching.
Acesso aberto (Open Access)
Correntezas da leitura: navegando pelos fanzines ambientais na educação de jovens adultos e idosos
(Universidade Federal do Pará, 2024-08-30) CAMPOS, Lúcia Pantoja Gonçalves; KETTLE, Wesley Oliveira; http://lattes.cnpq.br/9421187953739248
Fanzines are small books or magazines that can be produced without bureaucracy and by anyone who might be interested. Their production deserves to be highlighted for having a creative, artistic and authorial dimension, being low cost and non-profit. Thanks to their simple and inexpensive method, their production gains relevance, especially because they can cover any theme or subject. Thus, this work aimed to develop a didactic-pedagogical guide to assist in the production of fanzines on the theme of water resources for EJAI students, in the pedagogical space of the school library, aiming to contribute to the interdisciplinary teaching of environmental sciences and to the formation of the reader, considering the educational method proposed by Paulo Freire (2021) and the socio-interactionist approach of Lev Vygotsky (1991). The proposal follows the production of fanzines supported by (re)reading, discussion of the theme and writing, considering the life experiences of the student, reinforcing their creativity, autonomy and historical condition. The methodology adopted was qualitative, with a descriptive approach. The project was approved by the Research Ethics Committee (CEP) of Plataforma Brasil, under CAAE: 74208223.8.0000.0018 and the research was developed in the library of a public school of the state education system, in Belém/PA, in the 2nd stage class of the EJAI high school at night. The script proposed here is aimed at stimulating the practice of reading, writing and creativity of students for the elaboration of fanzines as an instrument of systematization of knowledge and a vehicle of social interaction. The script proposed here is aimed at stimulating the practice of reading, writing and creativity of students for the creation of fanzines as an instrument for systematizing knowledge and a vehicle for social interaction, making it clear that through fanzines it is possible to awaken the interest of EJAI students and enhance the teaching of environmental sciences through (re)reading, discussion and artistic creation, using the school library environment.
Acesso aberto (Open Access)
Educação inclusiva em tempos de pandemia: desafios para a inclusão
(Universidade Federal do Pará, 2021-06) CASTRO, Gleyce Carvalho
The present work aims to analyze the challenges of the pandemic in relation to the effective inclusion of children with special educational needs. The importance of discussing this topic is justified by the need to understand how the educational system has been working the process of guaranteeing rights at this time of the pandemic. To carry out this approach, qualitative research and bibliography research in documents, opinions, articles, and books by authors such as Mantoan (2015), Lima (2016), Hansel, Zych, Godoy (2014), among others were used as a methodological proposal. . The research shows insufficiency in the effectiveness with which educational policies are being veiled in this moment of the pandemic, it points to problems that already exist in education and that with the moment we are experiencing it has only intensified. Inclusion is a process that must be faced responsibly, creating possibilities for it to occur satisfactorily.
Acesso aberto (Open Access)
Ensino e aprendizagem de ciências na perspectiva visuo espacial: experiências com surdos no ensino fundamental
(Universidade Federal do Pará, 2018-03-14) SILVA, Jorge Ricardo Coutinho; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X; SOUZA, Ruth Daisy Capistrano de; http://lattes.cnpq.br/1938685418183005
The objective of this research was to analyze the learning situations in the discipline Science with Deaf students of the 6th and 7th grade in a public school in the city of Belém-PA. In order to subsidize the discussions about the measurable, instrumental and contextualized process the linguistic and cognitive possibilities of the deaf. It is based on a visual-spatial perspective, as a dynamic alternative to conduct the means, modes, methodologies and auxiliary resources of the learning of the specific contents of sciences. For the choice of the method, we chose the qualitative and bibliographic approach, carefully selecting the objects, subjects and contexts observable in the field of studies. On whose structural and systematized bases are inserted the ways of teaching and learning, the language used in the teaching process, the resources, and the modes of evaluation observed in the pedagogical axes of the regular school of Basic Education. The data collection in locus was performed through the application of a questionnaire typed in Portuguese and interpreted in sign language to facilitate understanding of the questions to the deaf. The result showed that the contextualization of science teaching encompasses the necessary action of planning, of how to teach contents adapted to the possibilities of a student who presents a high level of visual perception, conditioned by the deafness itself installed and not as a deficiency that produces limitations in the learning. But as a difference naturally observed and mediated by the visual-spatial sense. It also pointed to the understanding that in order to work with deaf people, it is essential that the teacher has certain fluency in sign language, and in the absence of such a language, the presence of a mediator or interpreter.
Desconhecido
Equipe Maker Steam: uma metodologia ativa para uma aprendizagem criativa
(Universidade Federal do Pará, 2023-06-28) CORDOVIL, Kleverton Robson da Silva; VAZ, Cristina Lúcia Dias; http://lattes.cnpq.br/5829728118120411
The territory of this research involves creative learning in order to answer the following question: How can a methodology with an emphasis on team collaboration contribute to creative learning in higher education? The overall goal is to investigate and experiment with the potential of an active methodology, inspired by the STEAM movement and Maker Culture, with an emphasis on team collaboration and engagement, to promote creative learning in higher education. As a research method, we adopted the cartography method, which allows the researcher to transit and be part of the possible territories of the research, since it is a research-intervention that seeks to map subjective processes in order to make visible what happens in encounters, crossings and experiences. The method transforms a goal-determined walk (hódos) into a hódos-metá, a walk that is created and transformed during the research. It is a rhizomatic movement, focused on experience and the use of clues. Here, the clues chosen were: i) research-intervention; ii) cartographer's attention; iii) following processes; and iv) narrative politics. As narrative we were inspired by the book "The War of the Worlds" by Herbert George Wells. This work presents the hostile arrival of aliens on planet Earth, which facilitates the adaptation of some real facts that occurred between the years 2021 and 2022. The theoretical foundations that guide the concept of creative learning adopted in this research appropriates the contributions of Paulo Freire (1996, 2014) on learning, the main ideas of psychoanalyst Donald Winnicott (1975) on creativity, the contributions of artist Ostrower (2014) on sensitivity and creativity, the thought of pedagogue Jorge Larrosa (2014) on experience, and the contributions of researcher Ivani Fazenda (2008) on interdisciplinarity. Concept that intertwines with learning with the other to strengthen the individual's perception of collectivity and increase their confidence, which makes learning participatory and autonomous. In this context, the STEAM movement allied with the Maker culture presents itself as an interdisciplinary proposal, capable of integrating theory and practice, with the perspective of originating knowledge through experience. To produce the research data, workshops were held with higher education students and the cartographies carried out mapped the creative and innovative potential of the Maker Steam Team. As a consequence of the encounters and crossings that took place during the research, a methodology guide was created.
Desconhecido
Gamificação e aprendizagem: uma proposta para professores de ciência/química dos anos finais do ensino fundamental
(Universidade Federal do Pará, 2024-11-05) VIRGOLINO, Mayara de Brito; BRABO, Jesus Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
The speed with which information and different types of knowledge circulate in society, through the advance of Digital Information and Communication Technologies, has transformed people's habits and behaviors in their daily lives. Reflecting on the impact of these changes on the educational scenario, there is a need for innovation and the development of new practices that can involve students in the teaching-learning process. In this sense, considering gamification as a methodological strategy, to increase student motivation and engagement during learning, this research aimed to develop an educational product in the form of a teaching guide, with gamified activities, for teaching Atomic Models in the context of Primary Education. From this, we sought to answer the following guiding question: what impacts can the use of gamification bring to the learning process of Atomic Models in the final years of Primary School? Concerning methodology, a qualitative study was carried out, using the principles of participant observation, developed in three stages: I) Bibliographic mapping; II) Planning of the educational product; and III) Application and evaluation of the educational product. The product was applied in the second bimester of 2023, in a private school in the municipality of Ananindeua, in the state of Pará, where the research teacher works, and 48 students from two 9th-grade classes took part in the research. As this was an analysis of educational activity, participant observation was used as a data collection tool, along with speech recordings, questionnaires, and written productions. The results show that the use of gamification proved to be effective in learning the proposed content, as well as in participation in the gamified activities, highlighting aspects such as student engagement, collaboration, and motivation, through the presence of game elements such as levels and challenges, contributing to increased interaction with the teacher to fulfill the tasks undertaken in class. Finally, the educational product, entitled Gamification and learning: a teaching guide for teaching Atomic Models in Elementary School II, which is part of the dissertation, is available on the websites of the Postgraduate Program in Teaching in Science and Mathematics Education at the Federal University of Pará and the EduCapes Portal.
Desconhecido
A geografia da diferença nas Veredas de Guimarães Rosa
(Universidade Federal do Pará, 2013-12) CORREIA, Paulo Petronilio
The aim of this paper is to map the geography of difference that inhabits the literature of Mr. João Guimarães Rosa , as well as mapping the status of the Narrator , his multiple signs and learnings on their journeys . Guimarães Rosa , in his Grande Sertão : paths , scrambled codes of their own language and thought emerge thus making a wild full of " hidden paths " , doubling thought out and in, inviting us to build a third bank through the " demon " of creation . Thus , this paper proposes the paths show Rose a narrative of difference where the voices of the signs emitted by Riobaldo Tatarana character - mor , we do understand that thinking is to decipher the secret pressures of the artwork , doubling thought to infinity . Such literature is evident as a strong presence of signs that unfold to form a complex machine difference.
Desconhecido
A influência do aconselhamento em aprendizagem de línguas na prática de professores de inglês da educação básica
(Universidade Federal do Pará, 2024-11-04) GANTUSS, Sarah Costa; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312; https://orcid.org/0000-0001-8572-147X
This thesis analyzes the influence of advising in language learning (ALL) on the practice of English teachers who work in elementary education, specifically in public schools. The study is characterized as a case study with four English language teachers as participants who, at some point in their training, have already worked as language learning advisors. Data were collected through a questionnaire, classroom observation, a semi-structured interview, and a focus group session. The discussion was developed based on the works of Carson and Mynard (2012), Kato and Mynard (2016), Magno and Silva (2016), Mozzon-Mcpherson and Tassinari (2020), among others. The results showed that, despite difficulties such as the large number of students and the lack of adequate resources, advising in language learning influenced the teacher's classroom practices, including negotiation, fostering autonomy, and attention to affective factors. These findings highlight that, despite the challenges, advising in language learning practices can provide valuable support to enhance the learning experience in public schools.
Desconhecido
Motivação e imaginação no contexto da prática pedagógica e na aprendizagem em química
(Universidade Federal do Pará, 2023-06-02) SANTOS, Priscilany Cavalcante dos; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
The objective of this research is to understand how comprehensive and/or creative chemistry learning is subjectively configured, in the context of investigative practices. The construction of the research theoretical model was based on the principles of Qualitative Epistemology, proposed by González Rey (2005). Such principles relate to knowledge production processes, highlighting the constructive-interpretive character, the interactive character (dialogue) and the singularity. For the construction of the information, instruments such as informal conversations, interviews, videos and images of school actions, written records and the technique of completing sentences were used, based on the hypotheses elaborated in the course of the research. Max's case study and the analysis of the pedagogical practice made it possible to elaborate principles with the intention of contributing to the students' learning. Such principles include curiosity as a guiding principle to encourage imagination, investigative practice as a promoter of imagination and the creation of a pedagogical strategy in teaching and learning in chemistry. In addition, the construction of a pedagogical practice that favors learning includes spaces for dialogue, partnership relationships and knowledge production that allow understanding the student's motivations in the context of learning as a subjective production.
Acesso aberto (Open Access)
Olhar o universo! O vivido e o concebido na sala de recursos multifuncionais: nós enxergamos com as mãos!
(Universidade Federal do Pará, 2019-12-20) FRANCO, Anderson Ercílio dos Reis; LEITÃO, Wanderleia Azevedo Medeiros; https://orcid.org/0000-0002-7107-6630
This research aimed to investigate the learning difficulties faced by students with blindness, with regard to the acquisition of contents of the Earth and Universe Thematic Axis. It presents a qualitative approach in the assumptions of action research. Data were constructed through bibliographic, documentary and field studies. As well as the technique of semi-structured interviews, the elaboration of activities adapted for the teaching of sciences, aiming at practices of playful activities, capable of contributing to the teaching and learning process of the subjects involved in this investigation, which were the SRM teacher and the students with 9th year blindness, enrolled in the night, in the AEE, of the Municipal Elementary School "Barão de Guajará", located in the municipality of Vigia-PA. The educational product consisted of a practical guide of guidance to teachers for the construction of resources that allow the inclusion of students with blindness, the results achieved highlight the involvement of teachers in actions, enabling teachers more involved and trained, the success obtained in the learning of students with blindness, the elaboration of adapted materials, the partnership between the teachers of the Base Room and the teacher of the Multifunctional Resource Room, the elaboration of the Didactic Guide – blindness in focus. It is expected that through this research, the teacher can reflect on his teaching practice, as well as adopt methodologies that can enable the inclusion process of all students.
Acesso aberto (Open Access)
Praças comunitárias de sucata na “Cidade Sol” – Jequié-BA: lugar de brincadeira, preservação e aprendizagem social
(Universidade Federal do Pará, 2020-12) CARDOSO, Marilete Calegari; SOUZA, Ana Lúcia Santos
This work is an excerpt from the research “The scrap juice”, which investigates the potential of unstructured materials, for the production of toys and games for children, in public spaces in the city of Jequié – BA. In this text, the constitution and potential of public spaces are analyzed, specifically, two squares, of community initiative, built with scraps, for children's games, as well as for interrelationships between adults. The research is anchored in the qualitative approach and the data were collected through the application of a questionnaire (online), via e-mail, to two citizens, creators of the playful/community squares. The analysis showed that the squares built with scrap toys at the initiative of the residents, in spaces relegated by the public management of the municipality of Jequié – BA, are constituted, first, as a place of inventiveness, authenticity and citizen protagonism, so that all: children, teenagers, young adults and the elderly, conceive the space as part of themselves, in addition to enhancing collective exchanges and learning, through community events, games and children's games
Acesso aberto (Open Access)
A psicologia da aprendizagem e a licenciatura em matemática: aproximações e distanciamentos nessa relação
(Universidade Federal do Pará, 2015-06) LEDOUX, Maria Lidia Paula; SILVA, Francisco Hermes Santos da
This is study arose from concerns experienced in the discipline of Psychology Learning, taught classes in the Bachelor of Mathematics and aimed to investigate the conceptual perception of teachers in initial training in relation to the discipline, in order to identify the similarities and distances that exists between the discipline and course. the investigation was conducted with 21 students, selected the three classes we teach in the discipline. the e information was made via semi-structured questionnaire with questions. ! e answers given to the questions - conceptual perception of teachers in training on the Psychology of Learning. the relationship / identity of Teachers in training with the discipline of Psychology Learning. Distances and approaches between the Psychology of Learning in Mathematics and served as axes of analysis. the e analysis were based on the methodology of Textual Discourse Analysis, defended by Roque Moraes. the e results show that in perceptions of these teachers in training, there are distances and approximations in the relationship between Psychology and Learning in Mathematics.
Acesso aberto (Open Access)
A representação da afetividade em uma turma de 2° ano do município de Abaetetuba-PA
(Universidade Federal do Pará, 2016-06) MELO, Érica da Silva; LOBATO, Vívian da Silva
The paper discusses the affection as something inseparable from human development and essential in learning from the Wallonian perspective. This research originated from a Work Course Conclusion. The aim is to analyze how affectivity is being understood and developed in a class of 2nd year. The survey was conducted through daily observation of a classroom and an interview with the teacher of the class. Henri Wallon is the main theoretical basis, and some authors argue that his theory as Almeida (2007, 2012) Dantas (1992), Galvão (2011), Mahoney (2010), among others. The paper is organized as follows: Introduction, theoretical framework, development (of the research) and final considerations. It was found that affectivity is something indispensable in the school, but it is still a challenge for teachers. Affectivity and learning are inextricably linked in the teaching learning process. It is essential to recognize the importance of affectivity and have it as an ally in learning.