Navegando por Assunto "Produto educacional"

Agora exibindo 1 - 11 de 11

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Da tecitura de uma experiência docente à proposta de formação de professores de química
(Universidade Federal do Pará, 2023-06-28) Souza, Cintia Aliny Silva de; Fraiha-Martins, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
This dissertation on teacher training aims to understand the terms in which learning to teach occurs through the exchange of experiences when the triad Teacher-Trainee is established in a chemistry teacher training environment, with a view to general and specific training aspects for teaching chemistry in Basic Education. Using Discourse Textual Analysis (DTA) and Narrative Research, we sought to answer the following research question: in what terms does learning to teach occur through the exchange of experiences between Teacher TrainerTeacher-Trainee established in a chemistry teacher training environment? The DTA resulted in the analysis category new paths - me, you, him in us, which indicates the learning that emerges in the training context analyzed and which contributes to the development of the training proposal that makes up the Educational Product. The research subjects were chosen intentionally according to the following criteria: i) to agree to take part in the research; ii) to have participated in the same training context and environment; iii) and to be working as chemistry teachers. There are two (2) undergraduates, two (2) high school chemistry teachers (one of them the author herself) and two (2) teacher trainers who work on a degree course. As for the investigative instruments, we chose the embroidery diaries and CAPES reports written by the undergraduates, the researcher's training memorial and semi-structured interviews with the research subjects. The results show that the training environment established is capable of providing chemistry teachers, in any training context, with permanent teaching learning. In addition, this environment promotes the exchange of teaching experiences and knowledge, as well as favoring closer space and time between school and university. It is possible to infer that the participants developed pedagogical knowledge of the specific chemistry content and reflective attitudes about themselves and chemistry teaching, individually and collectively. This research generated the Educational Product entitled “Teaching Workshop: proposal for ambience in the training of chemistry teachers”. The purpose of this product is to propose a model for training chemistry teachers through the exchange of experience between Teacher Trainer-Teacher-Licensed Student in an environment that encourages reflective, permanent and collaborative training.
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Elaboração e avaliação de um guia didático para inspirar e estimular a produção de ideias d e pesquisas de iniciação científica infantojuvenis
(Universidade Federal do Pará, 2024-05-17) LIMA, Aerton Francisco de; Brabo, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
Several contemporary researchers in the field of science education have advocated for the use of constructivist educational approaches. This involves a teaching and learning process centered on problem-solving strategies that stimulate interactive dialogue, clarification, and argumentation about different ideas, as well as fostering students' autonomous learning. The so-called youth scientific initiation is part of these constructivist teaching strategies and is typically intuitively employed by teachers who engage their students in research projects intended for school science fairs and exhibitions. Engaging in youth scientific initiation activities (YSIA) has been highlighted as crucial for enhancing students' scientific literacy. To contribute to research on the potential benefits and ways of implementing YSIA activities in basic education schools, this study aimed to evaluate the impact of using recommendations proposed in a didactic guide with suggestions for teachers regarding the development and implementation of such projects. The results of content analysis from questionnaires and research schemes presented by groups of students from two classes in the first year of high school at a public school in Redenção, Pará, Brazil revealed some evidence that supports the hypothesis that using certain inspiring examples of YSIA research — appropriately presented by teachers in the classroom — can help high school students create YSIA project schemes that are sufficiently clear and scientifically appropriate. Consequently, these schemes can be refined into viable YSIA research proposals, considering the available time, space, infrastructure, and cognitive level of the students. Based on the analyzed data, this research has produced an educational product titled "Iniciação Científica Infantojuvenil: exemplos inspiradores e sugestões práticas", aimed at educators and students in basic education.
Acesso aberto (Open Access)
Estratégias metacognitivas no ensino e aprendizagem de ciências para alunos com transtorno do espectro autista
(Universidade Federal do Pará, 2022-10-14) Batista, Rochelle da Silva; Brabo, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
Teaching biological science for students with Autistic Spectrum Disorder (ASD), as well as for other students, should consider activities that encourage the construction of critical thinking and intellectual autonomy, which are important for the full exercise of citizenship in contemporary society. In this context, this study aimed to build an Educational Product (Metacognitive strategies for teaching science to students with ASD: reading and interpreting popular science texts) that made it possible to analyse the limits and possibilities of using certain metacognitive strategies as well as possible contributions to biological science teaching and learning process of students with ASD, having as based on the metacognitive theory proposed by John Flavell. With a qualitative approach, of the participant observation type, activities including reading and comprehensive of texts about the topic of the pandemic were developed. The approach was applied with three students diagnosed with autism spectrum disorder, aged between fourteen and seventeen years of an Educational Assistance Center Specialized, located within a philanthropic institution in Belém/Pará/Brazil. Video recordings of the classes and written records prepared by the students were collected for further analysis. Content Analysis was used, using the metacognitive skills coding structure proposed in recent research on the subject. The results suggest that it is feasible and promising to use metacognitive teaching-learning strategies with students with ASD. It contributed to the establishment of an environment that trigger the dialog and motivate students to acquire and make use of metacognitive skills. In addition to the results presented, this research discusses interesting possibilities for other studies regarding the application of suggestions from the research field of metacognition to educational activities for students with ASD, which are still little explored in our country.
Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
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.
Acesso aberto (Open Access)
A ludicidade e o ensino de ciências na educação em ciência, tecnologia e sociedade nos anos iniciais do ensino fundamental
(Universidade Federal do Pará, 2022-08-31) Raiol, Kássia Cristina da Silva; Almeida, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
The intense transformations that have taken place in the contemporary world have produced new demands and challenges for science education, to form citizens who exercise active participation in a society increasingly influenced by science and technology. In this sense, this research aimed to understand and analyze how recreational activities allied to STS education, through themes, can favor scientific and technological literacy of children in the 1st Year of Elementary School. This is a qualitative study, of the participative research type, which presents pedagogical reflections and propositions about the teaching of science, through an educational product, structured in the format of a Pedagogical Notebook built in the format of an e-book, with based on assumptions of Playfulness and Education in STS, called "STS Education in the Initial Years of Elementary School: A playful proposal for the teaching of Personal Hygiene". The notebook is structured in two parts: the first with theoretical references discussed in the research and the second, where the proposed activities are organized, which problematize the theme: Can personal hygiene care save lives? Proceeding with the validation of this educational product by six teachers, postgraduates in the area of science, who work with science teaching in public schools in Belém-Pará, being the subjects of this research. For data collection, an instrument was developed using the Google Forms platform (sent by e-mail) that guided the analysis, reflections and contributions of the teachers, a questionnaire consisting of ten subjective (open) questions, which allowed the recording of of a broad evaluation of the educational product, consolidating the collection of research data. With the information collected, a Discursive Textual Analysis (DTA) was carried out to visualize the possible contributions of this research to those involved in science teaching. Thus, this research made possible understandings about the importance of giving the student the opportunity to build scientific and technological knowledge, to insert it in an ACT process, as well as to favor a citizen formation that develops abilities to interpret and apply such knowledge in real situations of the everyday life, contributing to their understanding of the world. In this sense, the association between playfulness and STS education proved to be a rich and promising path.
Acesso aberto (Open Access)
Pontes de ensino: caminhos para o ensino superior híbrido
(Universidade Federal do Pará, 2019-05-16) CRUZ, Suellainy Vieira da; COLFERAI, Sandro Adalberto; http://lattes.cnpq.br/9217166268191537
The dissertation describes the process of conception, elaboration and validation of an Educational Product, called Bridges of Teaching, whose purpose is to assist teachers in the use of hybrid teaching, which is understood in this work as the integration of distance and presence moments. We chose to develop the product in a hypermiditic way, due to the possibility of user interaction with the product, as well as the use of different languages and supports. For product development, a multi-methodological strategy was implemented, with theoretical support in Bonin and Sinos (2004). The process of research and elaboration of the product took place in four stages: theoretical foundation, with which it was sought to identify the contextualization about the use of percentage of time load at distance in undergraduate courses; to check conceptions about innovation in higher education; to verify the teaching methodologies that can be used in the implementation of hybrid education; identify digital information and communication technologies - TDICs that can be used in the implementation of hybrid education. The second stage of the research consists in the accomplishment of a single case study, carried out at the Federal University of Pará - UFPA, which focuses on the integration of distance and face-toface teaching in undergraduate courses at the Federal University of Pará, through of the virtual learning environment of the Integrated System of Management of Academic Activities - Sigaa. The case study has three sources of evidence: documentary, direct observation and interviews. The third stage of the research consisted in the construction of the prototype of the educational product Bridges of Teaching, which was based on the methodology proposed by Amante and Morgado (2001) for the elaboration of hypermedia materials. The last step of the research was the validation of the product, which took place through a panel of experts. The validation occurred in two stages, the first one evaluated the product in relation to four aspects: appearance, structure and navigation, content and innovation. The results showed that some changes were necessary in the product, mainly in relation to the appearance. After the changes this aspect was again validated and the results demonstrate the improvement of the current version compared to the previous version.
Acesso aberto (Open Access)
Poranduba: uma experiência docente pela sabedoria das plantas medicinais nos rios da Amazônia
(Universidade Federal do Pará, 2024-02-02) Santos, Dioemili Sá dos; Raposo, Elinete Oliveira; http://lattes.cnpq.br/6737474841439654; https://orcid.org/0000-0001-8995-0296
This is a qualitative study, transformed into an (auto)biographical account, based on my experiences as a teacher of 5th grade students in a riverside school in the municipal public network of Ponta de Pedras, Pará, Brazil. The aim was to show the teaching and learning experiences of a teacher and her students in the process of developing a Didactic Sequence (DS) based on ethnobotany in 5th grade science classes. The research was conducted using my training diary and the students' diaries, with records of class activities, semi-structured interviews, photographic records and others. I used Textual Discourse Analysis (TDA) as a methodology for analyzing the empirical material and, after a process of immersion, I systematized two thematic axes of analysis: i) TEA FOR WHAT? An approach with medicinal plants in the early years in a riverside school in the Amazon, and ii) ETNOBOTANICS THROUGH THE GARDENS OF DECOLONIALITY: sowing seeds for (re)thinking teacher training in science.. The results and discussions were presented in two articles, which allow for discussions and reflections on the roles of the teacher and student in these processes, especially regarding the use of ethnobotany in the classroom. It is possible to consider that the teaching proposal has premises for a Decolonial Approach in science teaching, provides meaningful learning, Intercultural Scientific Literacy with valorization traditional knowledge and contributing to citizen education. As a result of this study, I have made available a book in digital format (ebook), called BEYOND TEA: ethnobotany through medicinal plants, which introduces teachers and students to new ways and simple possibilities of teaching and learning botany, culture and science education. These innovative experiences in science teaching are easy to apply and replicate in everyday school life, and can be reframed by teachers according to the needs of each class.
Acesso aberto (Open Access)
Recursos metodológicos para gestão do relacionamento com egressas/os da pós-graduação na Universidade Federal do Pará
(Universidade Federal do Pará, 2022-08-08) FIGUEIREDO, Mônica de Souza; CUNHA, Janice Muriel Fernandes Lima da; http://lattes.cnpq.br/4027012189701116; LOPES, Suzana Cunha; http://lattes.cnpq.br/9267654589941610
The relationship between the alumni of postgraduate has become an emerging theme, stimulated, among other factors, by the valorization of indicators of social impact in national and international evaluations of higher education. This research presents the following guiding question: How to assist the coordinators and secretaries of the postgraduate programs from the Federal University of Pará (UFPA) to enhance the management actions of the relationship between the alumni students and their associated programs? To propose a solution to this questioning, the research aimed at developing methodological resources to assist in the relationship management with the alumni students from the postgraduate programs of UFPA. The theoretical background was based on the study of the history and the management of postgraduate programs in Brazil, as well as the scenario of postgraduate programs at UFPA. Another theoretical basis were the studies about the alumni students, specially referring to the relation between the alumni postgraduate students and their programs, and how this relationship can be fostered since the entrance period. From this discussion, it is proposed an initial conception from the term “alumni students’ relationship management”. In the same way, a survey about how UFPA currently holds the relationship management with the alumni students was carried out. In this diagnostic, it was clarified that the postgraduate programs are a complex scenario, and that the alumni students’ relationship management have been highlighted in the discussions about the management and the assessment of the postgraduate programs in Brazil, although the theme is incipient. Therefore, it is proposed two educational products composed by a set of methodological resources directed to coordinators and secretaries of postgraduate programs (as the first target audience of the research), for it to be used in the administrative, academic, and relationship management among the students (future alumni students) and alumni students. The methodological approach adopted was composed by bibliographical and documental research, state-of-the-art, the target audience profile survey, and a survey containing the information about the relationship with the alumni students in the reports of Coleta CAPES 2020 of the postgraduate programs of UFPA. The validation/co-creation of the product was realized through six sections, with groups of two or three participants each, totalizing 15 collaborators, who discussed all the educational product’s components. For the development of the methodological resources that compose the product, it was established four timeframes: the entrance, the middle way, the conclusion, and the alumni. As a result, it was elaborated a methodological matrix, with assessment criteria for each timeframe, that can be used by postgraduate programs for the relationship management with their students and alumni students. As a proposal for the matrix application, it is indicated the use of graphics as the “wheel of life” type, in which it is summarized the evaluative aspects and allows a diagnosis for the program and a self-evaluation to the student/alumni student. The second product is a strategies catalogue to the relationship management with the alumni students, with guidelines for actions to the creation and maintenance of relation with the alumni students. For a better diagnosis and selection of strategies to be applied, it is attached to the product a perception graphic of the relationship with the alumni students. It is expected this product to be an aggregator component for the postgraduate programs and to foster the collaborative and integrated work of management between coordinators and secretaries of postgraduate programs.
Acesso aberto (Open Access)
RIO DA MATEMÁTICA: um jogo de tabuleiro para auxiliar na aprendizagem de conceitos matemáticos na formação do/a pedagogo/a na UFPA – Campus Altamira
(Universidade Federal do Pará, 2023-07-03) VALE, Renan Rodrigues do; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135
The training of the pedagogue has been a permanent debate in academic research on different fronts, among them, on their training in mathematics considering that this professional works with the disciplines in the Early Years of Elementary School. The present dissertation had as general objective, to verify if the use of the game Rio da Matemática contributes to the formation of the Pedagogy Graduates and, consequently, feel more motivated to study and confident to teach Mathematics, and with specific objectives; a) to know the curricular components on the teaching of Mathematics present in the Pedagogy Degree course at UFPA; b) identify the difficulties of teaching-learning in Mathematics of Pedagogy Graduates and how they deal with these limitations; c) discuss the use of the game and playfulness in the teaching learning process of Mathematics; d) design an educational product that contributes to the teaching-learning process of Mathematics of Pedagogy Graduates; e) Use the Rio da Matemática game as a tool for the training of Pedagogy Graduates in the FTM discipline of Mathematics. About the research problem: how can the use of a board game contribute to the teaching of mathematical content in the training of Pedagogy graduates and in their didactic pedagogical practice in the early years of elementary school? Methodologically, a survey was made of the PPCs of the pedagogy course at UFPA on the offer of subjects related to the teaching of mathematics, regarding the construction of the educational product and the game, qualitative research was used, and through bibliographic and documentary research, and field research. It also includes the methodological steps for the construction of educational products, as instruments of data collection, an electronic form, pre-test matrices and product validation matrix with the students of the pedagogy course were used. It was concluded that students have certain gaps in the use of mathematical concepts in their daily lives, and a certain absence of teaching practices related to the use of games; while the FTM- of mathematics teaching students scored a possibility of a greater workload for the discipline. Regarding the analysis of the validation matrix, the product positively meets some dimensions and categories used for further analysis, with the exception of the transformation category, which the game does not make a contextual relationship between the content and pedagogy content. Thus, the Rio da Matemática game has the potential to be used and applied as a proposal for methodology and didactics in a playful way, enabling pedagogy graduates to learn and teach mathematics in a creative and motivating way.
Acesso aberto (Open Access)
Trilha interpretativa como proposta de sequência de ensino para promoção da Educação Ambiental em Quatipuru/PA
(Universidade Federal do Pará, 2021-05-14) LIMA, Jurandy das Chagas; BRABO, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
Garbage and solid waste cause several environmental and social problems, thus they should be utilized by schools in order to promote an Educational/Environmental criticism and create conscious and sensitized citizens as we face man-made the environmental impacts. In that sense, it‟s necessary the utilization of an educational sequence both inside and outside the academic spaces, such as interpretive trails, in order to promote the students perception regarding the disregard towards the environment; developing their sensitizing regarding the impacts caused by the human being, as well as the development of criticism. Educational sequences are able to bring us different perceptions and sharpen the comprehension of every individual‟s role regarding the production of waste. The general goal of this study is to promote the environmental sensitization of 7th grade students of a public school in the city of Quatipuru (Pará State), through an educational sequence that utilizes an interpretive trail. This research aims to perceive the main challenges faced by teachers regarding Environmental Education, while dealing with students from disciplines related to Natural Sciences. It intends to increase the environmental sensitization, building up an educational sequence, analyzing the perceptions about waste disposal before and after the activities, as wells as evaluating the pros and cons of utilizing this type of approach to model both sensible and critical citizens regarding environmental impact. We conducted several activities involving evaluation quizzes; library activities; utilization of internet through cellphones; utilization of ambient temperature sensors; interpretive trails; seminars and group discussions. At the end of the process, we elaborated an educational product containing a guide aimed at educators for this activity both in academic and non-academic spaces, through an educational sequence that includes pre- field, in-field and post-field activities. The educational sequence proposed, created both thought-provoking and sensitizing moments about the serious socio-environmental issues caused by human action. We noticed a broader interest and sensitization of the students at the end of the activities, therefore evidencing a reflection about better habits regarding waste production and disposal, as well as the role of each individual while facing the situation of its own neighborhood, around school and around.