Navegando por Assunto "Science teaching"

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A abordagem CTSA e o espaço não formal: O rio que eu vejo no complexo ver-o-rio
(Universidade Federal do Pará, 2021-09-23) NAHUM, Helen Regina Machado; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This study is oriented to the area of Scientific Teaching and developed through the Science, Technology, Society and Environment Approach (STSE) in a non-formal educational space, the Ver-o-Rio Complex, in the city of Belém, state of Pará, Brazil. It aimed to analyze, in its different dimensions, the decision-making process of 9th grade students of Elementary School, in relation to the problems identified in the Ver-o-Rio Complex non-formal space. This research was carried out in a qualitative approach, from the pedagogical intervention type. For data analysis, it was used the method of Discursive Textual Analysis (ATD), systematizing the results obtained into three categories: Understanding the STS Relations; Consciousness-Making/Decision-Making; and Student Interest and Autonomy. To set the corpus of analysis, we considered researches carried out by the own students on various topics related to the environment, along with texts written by them, the teacher's research diary, notes from conversation circles, photographic records of the visit to the Ver-o-Rio Complex, interviews with the students in a WhatsApp group (created due to the pandemics), which were answered individually by audio or writing; and videos on awareness/decision produced by the students. Among the results found, it was observed that the relationship among Scientific Teaching and the STSE Approach favored the learning of several scientific concepts, brought motivation, argumentation and critical reasoning, in addition to bringing students closer to the teacher. In this sense, it was observed that the activities carried out in the non-formal space, from the perspective of an educational context, were configured as a successful proposal, as it motivated the students, increased their interest in knowledge and presented characteristics related to thinking and freedom of expression.
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A abordagem CTSA no ensino de ciências: um estudo documental do plano estadual de educação no estado do Pará
(Universidade Federal do Pará, 2016-08-19) TAVARES, Cacilene Moura; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
The use of the STSE approach in the teaching of High School Sciences is important for the formation of the human being who lives in contemporary society. This scenario demonstrates the relevance of performing this research, in the context of the State of Pará, by the analysis of pertinent documents to this approach, as the State Education Plan approved in 2015, and the Innovative High School Program (IHSPRO), developed at the federal level since 2009, to verify its approximations to the STSE approach, which is already present in the General National Curricular Guidelines for Basic Education. For the establishment of comparisons from the classical science teaching and the one that uses the STSE approach we use the studies from Zoller and Watson (1974 apud SANTOS, SCHNETZLER, 2010), having as a methodological procedure the content analysis of Bardin (2011). The initial perception from the study shows that the analyzed documents - SEP / PA and IHSPRO -, in it general contextualization, present visions, views related to the STSE approach and the Sciences teaching, in search of improvements in the offering of High School in Paraense public schools, making it possible to affirm that contributions were found in the SEP / PA that approximate the STSE approach in the Innovative High School Teaching (IHSPRO) in Pará. However, it has also been fully demonstrated that, from the six keywords highlighted for analysis, four - "citizenship", "technology", "society" and "values" - are not expressly mentioned in both documents analyzed, leading us to consider that were not properly used all aspects of the STSE approach and the science teaching by the federal and state public authorities in the preparation of the reported public politics, built for the High School level education. Thus, it is clear that the documents analyzed were not built in the perspective of the STSE approach, even if High School Education values science and technology in the student's human formation, in the sociocultural aspects, for the formation of citizenship. It was possible to verify, therefore, that the objective of this research was reached.
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Aprendi no insta! : os studygrams e a educação online de biologia
(Universidade Federal do Pará, 2022-08-30) COELHO, Yuri Cavaleiro de Macêdo; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
Studygrams are profiles on the social network Instagram that share different types of digital content with an educational, informative and instructional bias, such as study routines and materials. The growth of this type of profile highlights the need for contemporary society to learn, teach and obtain information in ways different from traditional ones. Faced with this new movement in the use of social networks on the internet in education, this study aimed to understand the difficulties and possibilities of using Studygrams in the context of teaching Biology learning and training for citizenship, in online education initiatives in higher education. . The research is characterized as qualitative, within the approaches of netnographic research and research-education in cyberculture. The information was recorded in a hypertextual field notebook and submitted to Discursive Textual Analysis. In the netnographic research, we explored ten Studygrams with high engagement that published content related to Biology. The context of research-training in cyberculture was based on an Interactive Didactic Design (IDD) for the creation and management of 17 Studygrams, implemented in a private Higher Education Institution in Belém, capital of the state of Pará, with 154 students from the area of health – Nutrition, Physiotherapy and Pharmacy – who were studying Histology and Embryology. The results reveal that Studygrams represent a new culture of learning and teaching, which can be used in online Biology education as a source of information and a space for carrying out activities. The IDD activities allowed students to approach histological knowledge in an informative, explanatory, critical, interdisciplinary and contextualized way; to elaborate and share (co)authorships and academic experiences; and horizontalize the relationship with the teacher. On the other hand, students reported difficulties in selecting, organizing and presenting in a succinct, logical and creative way the large amount of information available on the internet on the topics covered. Although they emphasize that real-time monitoring of the dynamics and actions of the teams and their Studygrams demands time, planning, organization and increases the workload outside the classroom, the professors-researchers point out that working in online Biology education potentiated co-participation in (co)authorship shared virtually; the exercise of creative capacity of pedagogical intentions for hypertextual, interactive and plural environments; the appropriation of the continuous training path; and the resignification of teaching and training experiences. The experiences with the IDD raised elements with the potential to guide processes of evaluation of the learning of biological contents and the development of values and attitudes towards citizenship, as well as to support the construction of evaluation instruments capable of bringing data on the real impact of the IDD and providing opportunities reflections on students' understanding and performance; the obstacles that prevent them from achieving better performances and developments; and the different skills that can be promoted in online Biology education in higher education.
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A aprendizagem inventiva no ensino de ciências: composições, traçados nômades e outros encontros
(Universidade Federal do Pará, 2017-08-24) RAMOS, Maria Neide Carneiro; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
The teaching of science, when influenced by modern scientism, leads to its educational and scholastic practices a dogmatic modeling, taken by a regal science / state science. The idea is to problematize a learning that happens in a heterogeneous field, marked by multiplicities, that put students and teachers in a science class in experiential encounters with what is problematic in science teaching. Faced with this, one asks: what meetings can one be prone to in a science class? As a student and teacher move a science class by the contingency of events and signs in science teaching? What leads teaching and learning to a challenging field that triggers inventive ways in science classes? How do these events, meetings, and signs mark cracks in standardization, methods, norms, theories that tend to tell you how to teach and how to learn in science teaching? The research aims to: Map the lines on which science teaching moves in science class by means of heterogeneous variations and compositions; Mapping the affections, the games of forces, the fissures, the cuts, the openings, that go through science classes and place learning as an inventive process; To problematize under what circumstances an experimentation with a problematic field can produce elements for an inventive learning in sciences. The study is mobilized by the bibliographic reference of the Philosophy of Difference of Gilles Deleuze and Félix Guattari, as well as connection and agency with commentators, authors of the area of science teaching and education. In the ways of the concept of Event he ventures into an inventive-experimental game of a research-thesis, taking some philosophical reflections as interpretive tools to compose a kind of scenario, taking off philosophical concepts from the authors mentioned above, to think about education in sciences. The research also presents an empirical work, carried out in the Science Club, in the Institute of Scientific Education and Mathematics of the Federal University of Pará, presented in the form of thematic cuts. Faced with theoretical and empirical work, it can be said that learning in science education is traversed by aberrant forms that foster a strange variation in teaching and learning, which, not being model, runs through a problematic field produced by the signs in which the student it is prone, signs of a triggering learning of sensations, producer of affects in science teaching - Here called inventive learning, upon which the body, thought finds its own lines when mobilized by encounters, arranges its own (of) compositions of learn, although they are not always harmonious or at least in accordance with the way knowledge is instituted.
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Aprendizagem significativa como alicerce para metodologias ativas no ensino de ciências: uma interlocução em prol da educação de jovens e adultos
(Universidade Federal do Pará, 2021-03) AUGUSTINHO, Elizabeth; VIEIRA, Valéria da Silva
The article presents reflections on how the education of young people and adults can be reframed, in the search for an active participation of the student, in which he is the protagonist and subject of his learning. It highlights the importance of teacher training to work in this type of teaching. This is a bibliographic, descriptive research, based on the experience in the classroom and through the reading of vast bibliographic material, which motivated the deepening of the theme, prioritizing reference authors, such as: Freire, Ausubel, Moran, Chassot. In addition to presenting fundamental concepts related to meaningful learning, the importance of active methodologies is highlighted, which can become effective strategies for meaningful learning in science in youth and adult education.
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Atividade experimental e o desenvolvimento de habilidades de investigação científica em um clube de ciências
(Universidade Federal do Pará, 2019-09-17) SANTOS, Natalino Carvalho dos; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402; https://orcid.org/0000-0002-2495-7806
The study aims to analyze the context of an Investigative Experimental Activity on types of mixtures and the possibilities of developing research skills of 6th grade students. The research emerges from participation as a teacher monitor in a science club where practical activities are developed. The Investigative Experimental Activities are developed as a pedagogical resource in education, as it presents, in the context of the activities, among other aspects, greater participation of students, and also provides the opportunity to develop teaching and learning, using Investigative Teaching, approached in science teaching. The research approach was classified as participant, in the qualitative bias, with exploratory and descriptive characteristics, in the development of Investigative Experimental Activities entitled “Daily mixtures”. For this, we used the use of a four-stage Investigative Teaching Sequence (ITS), in the perspective that students had investigative skills according to the investigative levels established in the research. As instruments of data constitution were used the video recordings, audio recordings, with subsequent transcription of the speech of the subjects. We chose to use Content Analysis to interpret information obtained from the experimental context. The survey participants involved three teaching teachers and eight students of the 6th grade of elementary school. The activities were held at the Science Club “Prof. Dr. Cristovam W. P. Diniz” of the Federal University of Pará - Castanhal / Pa campus. The results demonstrate the relevance of Investigative Experimental Activities as an alternative in the teaching and learning process, as it contributes to the development of research skills and constant transformation in search of students' autonomy for a scientific formation. The research product consists of a video that guides and demonstrates the stages of investigative experimentation. It also highlights the interactions of the participants of the Investigative Experimental Activity, in order to collaborate with the teacher's work for the emergence and development of research skills. among the students.
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Base nacional comum curricular e ensino de ciências: uma análise à luz da inclusão
(Universidade Federal do Pará, 2021-04-06) SOUSA, Louíze Roberta Mafra de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The Science curriculum, for a long time assumed a passive, cold and distant character from the social issues that permeate education, until the last century we observed the great appreciation of a science taught in a mechanical, content and decorative way for students, in this way, being considered a discipline with a high degree of difficulty and not accessible to everyone. It was from the social movements for an accessible education to all that we could then envision the possibility of science teaching having its development carried out through an inclusive perspective, considering objectives, methods, practices, and assessments that could meet diversity for all, highlighted, students with disabilities, global developmental disorders, syndromes, high skills and / or giftedness that constitute the target audience of Special Education. Currently the National Common Curricular Base (NCCB) is the document responsible for guiding the construction of the school curriculum of Basic Education, however its elaboration was marked by a long process, totaling the production of previous versions, until we reached the final version. Bearing in mind that science teaching is elementary for understanding and establishing relationships between the natural and social processes of the environment, this research aims to analyze the curricular guidelines presented by the National Common Curricular Base (NCCB) throughout its three versions (2015, 2016 and 2018) for the construction of the Science curriculum, focusing on Elementary Education - Final Grades, and with this verify whether the curricular guidelines for Science Teaching present at the BNCC followed the social and political discussions about the socio-educational inclusion of students who are the target audience of Special Education . To achieve the proposed objective, this qualitative research, of the documentary type, used Discursive Textual Analysis (MORAES; GALLIAZI, 2016) as the reference for analysis. Throughout its versions, NCCB organized its curricular orientations based on reductionist conceptions, valuing instrumentalism, as well as the performance of experimental procedures and practices that are not dynamic or open to adaptations, promoting through its guidelines the construction of a rigid curriculum, not consistent with educational inclusion policies. In its second version, we observed an initial movement that is consolidated in its final version with the selection of learning objectives that guides Science Teaching from research, proposing an open curriculum, which gives freedom to adapt, as well making it possible to accommodate the learning conditions.
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Ciências naturais no ensino profissional do Pará: : Instituto de Educando Artífices e Instituto Lauro Sodré (1870/1901)
(Universidade Federal do Pará, 2019-04-04) TEIXEIRA, Kelúbia Soares; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The aim of this paper was to analyse the process of insertion of the Natural Sciences in the curriculum of the first Institute of Vocational Training of Pará (Belém, Pará state, Brazil), during both periods: from 1870 to 1897 – when it worked as Institute of Educating Artificers – and from 1897 to 1901 – when it functioned as Lauro Sodré Institute. Our results showed that the Natural Sciences were part of the Institute of Educating Artificers with subjects as “Brief Rudiments of Physiscs and chemistry” during the primary school from 1870 to 1883, and also in the Industrial Course of the Lauro Sodré Institute with the subjects Physics, Chemistry, History of the Three Kingdoms, Notions of Zoology and Botany from 1899 to 1901. It is noteworthy that modern scientific rationality began to be expanded in the Amazon by the sea with the steamships arriving from Europe. Then, the city of Belem began to take off as an urban center around the 70,s, under the particular name of Amazon Belle Èpoque. From the establishment of the Republic in Brazil, the urbanization process accelerated and Belém modernized. It is evidenced that the modernization of the city of Belém during the Belle Èpoque ofefered conditions for the instruction of the Natural Sciences in the curriculum of the Institute of educating Artificers and Lauro sodré Institute, reflecting the Amazonian context of valorization of the sciences as indispensable knowledge for modernization prmoting the formation of a type of individual whose discourses investigated pointed as being a workman. Our study suggested that since childhood, the student was introduced in this discursive order to receive instruction for a “useful” carrer to the state – generating profit the province – and for the constitution of modern civilized society, being in the order of discourse a subject who dominated the scientific knowledge of the modern world, wisdom that came to the Amazon as a model to be followed.
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Clube de ciências da Universidade Federal do Pará: ensino de ciências e divulgação científica: um estudo iconográfico antropológico narrativo
(Universidade Federal do Pará, 2021-08-04) BANDEIRA NETTO, Felipe; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
I seek in this dissertation to analyze epistemological and historical aspects of science teaching at the Clube de Ciências da Universidade Federal do Pará - CCIUFPA. For this, I make use of photographic images of the collection of the Clube de Ciências and the personal collection of teachers and coordinators graduated from this training space. In this research, I begin with my first contacts with photography, which is designed since my childhood in Quilombo de Mangueiras, located in the Ilha do Marajó, in the city of Salvaterra, in the Estado do Pará, until the current moment of this master's research. The problematization of this research occurs through memorialistic reports evoked from photographs of people who lived the CCIUFPA in different times. For the analysis of speeches and images, I make use of relevant theoretical elements that help me in the collection of information and in the construction of data. I seek anthropological theoretical contribution in the thinking of theorists such as Geertz, Campos, Bourdieu, Kossoy, as well as Hine and Turkle to discuss virtual anthropology. As this is a qualitative research in the narrative modality, I take the theoretical perspective of Clandinin and Connelly. For the analytical movement, I make use of the discursive textual analysis of Moraes e Galiazzi. As the research took place during the Covid-19 pandemic, caused by the Sars-Cov 2 coronavirus, part of the interviews were conducted virtually, and to respect scientific limits, I make use of theorists who assist me in this process. The analytical movement made it possible to build two categories dealing with Scientific Initiation and Scientific Communication in the historical trajectory of science teaching at CCIUFPA.
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Conceitos e saberes astronômicos da disciplina cosmografia (1892-1932)
(Universidade Federal do Pará, 2021-02-17) SOUZA, Elenton Oliveira de; VIEIRA, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/ 0000-0003-1641-7014
This research aims to carry out an analytical description of the astronomical knowledge of the Cosmography discipline (1892-1932), in order to verify if there is Continuity or discontinuity like these Astronomical knowledge of the Cosmography discipline as school knowledge in relation to Astronomy. For this, a Genealogy of knowledge based on Michel Foucault will be carried out, to analyze statements in pursuit of the objectives of this research text and analyze whether there is continuity or discontinuity “delimiting” the text in the epistemological perspective on the knowledge of the Cosmography and Astronomy disciplines in the books of Cosmography. Assuming the theoretical foundations of Foucault. Thus, they will be asked about the power relations that will emerge from astronomical knowledge, its statements, and mechanisms of interdiction on discourse. Also make a list of the importance of teaching Astronomy today and its relationship with the teaching of Science today, and also the training of Natural Science Teachers and the teaching of Astronomy.
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O conhecimento tecnológico pedagógico de conteúdos (TPACK) na prática docente em ciências naturais: a projeção do TPACK dos formadores nas intenções de ensino dos professores em formação na UFPA-Belém
(Universidade Federal do Pará, 2022-09-30) VILLA-GARCÍA, Leidy Yurani; ZAMBRANO, Alfonso Claret; https://orcid.org/0000-0003-4795-6037; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This thesis proposes to advance the knowledge about the development of the Technological Pedagogical Content Knowledge (TPACK) in the training of bachelors, identifying the influence of the TPACK of the teacher educators who guide the disciplines of the teaching practice, in the teaching intentions of the teachers in training. on this specific case, the study addresses three central aspects: (i) Identification of the theoretical-methodological contributions evidenced by the state of the art (national and international) on the TPACK built before year 2020, (ii) Identification and analysis of the theoretical-methodological contributions that are evidenced in the TPACK of the mentor professors in the Natural Sciences Bachelor's program at UFPA, and the (iii) identification and analysis of the theoretical-methodological contributions of the TPACK of the mentor professors that are evidenced in the teaching intentions of the professors in training in the UFPA Bachelor's degree. The research used a qualitative methodology with an interpretive approach, as an instrumental case study, with which it was possible: characterize theoretical-methodological contributions that support the elements of TPACK in teaching practice and the indicators for their identification; identify the theoretical-methodological contributions in the practice of the mentor teacher through the analysis of the decisions and actions of the teachers who guide the disciplines of teaching practice during planning and teaching; and, finally, the theoretical-methodological contributions in the teaching intentions of the future teachers were identified. With this, the analysis leads us to verify that there is a projection of the TPACK of the mentor teachers in the teaching intentions of the teachers in training. Thus, the research offers a point of view on the inclusion of reflection in the dynamics of teaching practice in a specific context, in order to enhance the construction of the TPACK and contribute to improve the processes in which we learn to teach science from the experience. Among the relevant results, we can identify the theoreticalmethodological contributions that expanded the conceptual framework of the TPACK and allow us to analyze the TPACK that is being built through teaching practice in the Bachelor's degree. These results can be used by teacher trainers in postgraduate, undergraduate and basic education programs, as well as in open programs and courses with the intention that teachers in training and in service can identify their TPACK and develop it.
Acesso aberto (Open Access)
Contação de histórias no ensino-aprendizagem de ciências na perspectiva da inclusão
(Universidade Federal do Pará, 2019-11-19) DIAS, Helen do Socorro Rodrigues; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972; https://orcid.org/0000-0001-5750-5868
The following research is about the process of teaching-learning of science through the ludic strategy of storytelling for people with disabilities (PwD), articulated with the concepts of language, regarding a dialogical context in the education field. Having as an object, the analysis of telling and retelling practice of stories in the dialogical teaching-learning of science, that works with the scientific knowledge for the PwD, in the perspective of educational inclusion. Therefore, this research is based on the studies of Bakhtin (2017, 2018 and 2019) under the enunciative-discursive perspective of language, alterity, responsiveness and emotive-volitional tones that are fundamental concepts for this research; Chassot (2002 and 2018) that works with scientific literacy for the context of science teaching and learning; Vygotsky (2012), who argues about important issues related to the development of PwD; Dohme (2011), Rau (2013) and Huizinga (2008) who discusses about the ludic; Zumthor (1997; 2018), Abramovich (2008) and Sisto (2007) discuss about the performance of storytelling and retelling. The methodology was based on action research (Tripp, 2005), having as a participant a teacher from an institution focused on specialized educational services and four students, one with Down Syndrome, two ID students and one with autism, all between the ages of 06 and 09 years old, with stages of selection of the theme and subtheme of the teaching of science, construction of inedited narrative and pedagogical resources, development of activities with students. The results show that the use of storytelling and retelling stories enhances the dialogical interaction among the individuals, favoring the teaching-learning process of PwD sciences.
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O corpo e a experiência de si: experimentações com o ensino de ciências
(Universidade Federal do Pará, 2021-04-13) SILVA, Nadson Fernando Nunes da; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/ 0000-0002-0478-5285
This writing process brings the body as a mechanism of forces which pass through the research and the researcher by a writing of itself, delineating the pathways which they take from the difference and multiplicity that compose their exits to expatiate on other forms of understanding what may be a body. Along these lines, we share the thoughts of Deleuze and Guattari going to the Philosophy of Difference, making the thought goes in the possibility of achieving other places where memory, body, science and education meet themselves, thus they create together comings where the research obtains power. The writing, in this context, emerges as a fragmented breaking point between poetic lines, collage, photographs, drawings and scribbles, which collide with the text causing openings to experience the diversity of a gay body that transits the education as a science teacher and occupies the Amazon territory as a place of experience. From these experiences, the education is brought as a space which consumes the existence by social markers that punctuate the difference, producing bodies by a very fine line which fits in the biological pages and consequently in science classes. In tracing these questions, we seek the experimentations as processes, which dislocates in directions to other forms of manifestation, where they are possible to create possibilities of teaching for science classes, displacing the embodied images of their biological status at feeling their vibrations, sexuality, identity, subjectivity and desires that rip the forms, dislocating them away from their organized functions. Through these traverse, it is desired to break with the idea that has been being architected about body, focusing it on the images which textbooks bring us as a source of knowledge and learning for science teaching, emerging it as an invitation that dislocates the body and the thought of its solid base. As a result, it may collides an education more soluble and aesthetically sensitive to experiment with moving images. Thus, we have, by these displacements, a body and a moving education which misaligns the hard seams and incarnates a new approach of body-image in the sense that the experimentation happens inside and outside the educational path. Stem from this, the science classes are also composed of their deconstructions in the desire of achieving an education where the body becomes a source of invention, and education becomes a place to be experienced in its plurality.
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Da sala de aula para o instagram: os studygrammers e o ensino-aprendizagem em ciências e biologia
(Universidade Federal de Mato Grosso, 2022-08) COSTA, José Maria Martins; COELHO, Yuri Cavaleiro de Macêdo; ALMEIDA, Ana Cristina Pimentel Carneiro de
In post-modernity, information and knowledge are produced and disseminated through technologies, especially the internet and digital media. Students and teachers have in their hands resources that allow open access to knowledge, which inspires changes and constant inventions in the field of education. In the Internet social networks, profiles are being created to explain materials and/or study routines, in order to share experiences, inspire others and disseminate and discuss relevant topics, known as Studygams. In this sense, the objective of this study was to identify trends and contributions of Studygrams to the teaching and learning of Science and Biology, in the view of a panel of Studygrammers who produce and publish content related to Biological Sciences in Brazil. The work was developed from a qualitative approach, with elements of netnographic research such as participant observation and online fieldwork. The results showed that Studygrams have the potential to explore and develop skills and abilities in both those who post and those who access the content. It is understood that this new practice of teaching and learning in informal spaces has aroused attitudes of entrepreneurship, autonomy, organization, interaction and creativity, which allow the fixation of contents, interdisciplinarity, contextualization and training for citizenship.
Acesso aberto (Open Access)
Densidade e força de empuxo: imaginação e produção de um recurso didático
(Universidade Federal de Mato Grosso, 2020-08) PARENTE, Andrela Garibaldi Loureiro; ALVES, José Moysés; BEZERRA, Sérgio Henrique de Oliveira
In this article, we present a biographical (auto) formative research on the role of imagination in the activity of a teacher, during the production of a didactic resource, to teach the concepts of density and buoyancy. From the field text, describing the initial motivation and the creation process, we carried out the analytical-interpretive process, inspired by narrative research, to elaborate the biography of the resource's production path. The biography contains the interpretation of the process by explaining the guiding principles of the production path of the didactic resource. We conclude that the production of the resource and, especially, the reflection on the process of its production, are moments of learning and training for the teacher, due to the possibilities of theorizing about the problems, solving them and proposing practical solutions to them. This narrative has the potential to contribute to the area of science education, inspiring the creation of new teaching materials, other research on the production pathways and strengthening spaces for sharing teachers' biographies, which value the personalization of teaching.
Acesso aberto (Open Access)
A divulgação científica na Amazônia: um estudo sobre iniciativas de difusão e popularização de ciência e tecnologia da Universidade Federal do Pará
(Universidade Federal do Pará, 2019-12-20) CALDAS, Jocasta; CRISPINO, Luís Carlos Bassalo; http://lattes.cnpq.br/4033994493756291; https://orcid.org/0000-0003-0710-7241
The act of disseminating science has undergone numerous transformations over the years. Among these transformations, the social, educational and cultural dimension of scientific communication was gradually reformulated to combine the diffusion of ancient, classic and contemporary scientific knowledge to contribute to the formation of citizens, more critical and active, aware of human social evolution. After assuming an educational role with a democratic scope, the spaces for scientific dissemination also began to reinvent themselves, improving their techniques to disseminate and relate different themes of scientific knowledge. The Museums and Science Centers are among the spaces for the popularization of science through which most new educational activities emerge daily. In order to reach different types of audiences, different methodologies and pedagogical trends underlie the educational activities, which transit through the use of interactive exhibitions, lectures, workshops, short courses, among others. In Brazil, most of the institutions that promote educational activities for scientific dissemination are in the major capitals, mainly in the South and Southeast. The Brazilian Amazon is home to museums and science centers, even if in smaller numbers when compared to the South and Southeast regions, which operate with public activities that have great relevance in the educational scenario of the region. Thus, research that analyzes and communicates these scientific dissemination practices carried out in the Amazon community become fundamental to contribute to the improvement of education at regional and national level. Aiming to initiate a movement for the study of Museums and Science Centers in the Brazilian Amazon, this dissertation on aggregation of scientific articles with integrative text aimed to present the educational actions promoted by the extension initiatives Demonstration’s Laboratory, Astronomy Nucleus, Physics Interactive Museum and Physics and Technology for the School of the Federal University of Pará, exploring and highlighting the importance and contribution of these practices to social and economic, regional and national development. Finally, the articles published during the development of this research, within the scope of the theme of university extension at the Federal University of Pará, are presented as a product of the professional master’s degree and aim to motivate the emergence of scientific dissemination initiatives in several Brazilian regions, especially in the Amazon.
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Ecosofia e formação de professores: composições de experiências formativas em tempos de emergência ambiental
(Universidade Federal do Pará, 2021-01-05) CASTRO, Bárbara Fernandes do Nascimento; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; ttps://orcid.org/0000-0002-0478-5285; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
Through this writing we intend to provoke reflection on environmental issues and the ecological emergency experienced today, using meetings, passages, which is not clear. Our intention here is not to show solutions to make us sustainable, but to encourage dialogue and, mainly, to encourage experiences in feeling part of the Earth. We also intend to reflect on some concepts, such as the care and appreciation of nature's relationships with us and with others. In this sense, we propose to teach the subject: ―Education in science and mathematics and sustainability‖, which is part of the mandatory subjects of the Postgraduate course in teaching in Sciences and Mathematics at the Institute of Mathematical and Scientific Education at UFPA (PPGDOC- IEMCI), focusing on climate change and its relations with other areas of knowledge. As a theoretical basis for such a proposal, we resort to reflections on the Ecosophy of Félix Guattari. Thus, we ask ourselves about the extent to which continuing education is preponderant for the linking of environmental issues in a critical and broad way to teachers, and, therefore, we propose to investigate: What could be lurking in the experiences, problematizing contemporary environmental issues, through the assumptions of the three ecological records of Félix Guattari, as a driver in the construction of subjectivities? With the central objective of mapping experiences and sensitization of subjects about environmental issues, such as climate change, considering the production of individual and collective subjectivities, observed mainly in the daily logbook device, we were able to experience possibilities of resingularization of the participating subjects and, observing the importance of this type of intervention in the training of teachers and seeking to make explicit the compositions and crossings built during the meetings in the discipline, we come to some inferences that come close to our initial inquiries. The students were able to experience the theme ―climate change‖ so that they were free to build their own sensations and that they made use of the daily logbook device as a way to expose their narratives. We observed that the vast majority of students still have great resistance in reconciling scientific themes with art and philosophical thinking. The dichotomy evident in their speeches is not surprising, since our bodies, as students, were well trained, docilized for certain tasks and a certain way of understanding the world. Therefore, we did not expect sudden behavioral changes, our goal was to produce sensitivity to the theme.
Acesso aberto (Open Access)
A educação ambiental na prática docente em ciências em uma escola da rede municipal de Paragominas-PA
(Universidade Federal do Pará, 2021-09-24) SOUZA, Jamille Silva Rodrigues de; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This research presents itself as a qualitative one, which aimed to understand under what theoretical-methodological terms Environmental Education is inserted in the teaching practice of science teachers who work in higher elementary education in a public school in the municipal network of Paragominas. The case study (unique and holistic) was used as a research strategy. This is a research in which data triangulation was based on three sources of evidence: from semi-structured interviews with teachers, from document analysis of the Political Pedagogical Project of the Anésia da Costa Chaves school, as well as from the analysis of the Project Public Green Municipalities with regard to Environmental Education. Data were transcribed and analyzed using Bardin's Content Analysis (2011), in the light of the theoretical framework of currents in Environmental Education by Lucie Sauvé (2005). Four science teachers actively participated in the study. In this movement of analysis, two categories emerged: The look of science teachers on Environmental Education, and The Relation of Anésia school with Environmental Education, which present the results of the meanings attributed to Environmental Education and the different theoretical-methodological perspectives emerging in the dialogues , likewise, brings an understanding of how the school defines and inserts Environmental Education in its different curricular components. From these data obtained, it was observed that the different trainers claim to work with Environmental Education and that the resolutive current is predominant in the way they conceive and practice Environmental Education in this school. Thus, it is notorious that even with educational advances in the municipality of Paragominas, actions are needed that escape the critical educational perspective, which questions the socio-environmental practices and problematize the discourses that underlie these actions, in order to encourage autonomous thoughts in students.
Acesso aberto (Open Access)
Ensino de ciências e glossário de frutas do Pará em libras: instrumento pedagógico no processo de ensino e aprendizagem de educandos surdos e ouvintes
(Universidade Federal do Pará, 2021-01-21) SILVA, Tamyres Gyslane Ferreira; LEITÃO, Wanderléia Azevedo Medeiros; https://orcid.org/0000-0002-7107-6630; https://orcid.org/0000-0002-7107-6630
This study corresponds to a qualitative, exploratory research, linked to the universe of special education, from the perspective of inclusion. The objective was to create signs in Libras, aimed at the teaching of Natural Sciences, for the 3rd year of Elementary School, addressing the content of the thematic unit fruits, specifically, fruits from Pará, aiming to contribute to the pedagogical process and consequently to the learning of students. deaf people and with the practice of educators. It was established as specific objectives to rescue and create signs in Libras for the teaching of Natural Sciences and, thus, build a glossary with emphasis on the thematic content of fruits. In this perspective, in order to support our actions, the following steps were carried out: meeting with people, representatives of the deaf community, from the municipality of Castanhal - Pá. Bibliographic survey, based on the following references: Machado and Victor (2015); BRAZIL (2001; 2004; 2018); Brito (1995); Lacerda (2006, 2007); Quadros (1997; 2003; 2004; 2006); Strobel (2006; 2007; 2009), Skliar (2019), among others. During the investigative process, it was also decided to use semi-structured interviews and video recordings as a data collection instrument. These were conducted through the Google Meet application, in order to understand the level of sign language knowledge of the subjects involved in the research, in relation to the investigated object of study. Content analysis, proposed by Bardin (2010), was adopted as an interpretative method for the data, in order to support the proper interpretation of perceptions and other data provided by the participants. After reading and organizing the material resources gathered, the analysis categories listed were delimited, based on the responses and results obtained in the meetings that were held with the research participants. In this sense, it was concluded at the end of the investigation how relevant it is to create a glossary of signs in Libras, containing information about the regional fruits studied, as well as access to this information through a glossary that can be printed, as well as how a website was made available, containing the same signs of fruits from Pará, with a digital format that allows the visualization of the movements and expressions of each fruit. In this way, it is expected that this research will contribute significantly to the teaching and learning of those who sympathize with and need the Brazilian Sign Language to communicate and thus help deaf and hearing teachers and students in natural science classes.
Acesso aberto (Open Access)
Ensino de ciências na educação de jovens e adultos: aproximações com a perspectiva freireana
(Universidade Federal do Pará, 2023-05-12) SILVA, Marcelo Eduardo Silva da; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585
This work was guided by the reality of Youth and Adult Education (EJA), where the reproduction of social inequalities is crystallized, where two actors stand out, teacher and student. The question that motivates the research is to know how activities based on the curricular proposal of the Freirean Thematic Approach - ATF can contribute to the teaching and learning of science in this modality. To do so, we used as theoretical reference the contributions of Paulo Freire and Demétrio Delizoicov, called Generative Themes and Freirean Thematic Approach respectively. Both made it possible to achieve the general objective, which was to investigate the contributions of activities based on ATF for science teaching and learning, in the 2nd stage of EJA, in a peasant school in the municipality of S J. de Pirabas / PA. The main results found, pointed out that the aforementioned approach is perfectly feasible, as it proved capable of producing: relevant knowledge, motivated students to continue learning and mitigated evasion. In addition to demonstrating the importance of praxis as a tool that provides not only a progression of year / stage, but the transition from ingenuity to criticality. The aforementioned experience provided the construction of an Educational Product in the form of a Guidance Guide for Developing Activities Based on ATF, aimed at EJA classes. In which a rupture with the conceptions of teaching of traditionalist nature is presented, because it uses social contradictions linked to the knowledge of science contained in BNCC as an increase of the school curriculum.