Navegando por Autor "Azevedo, Rosa Oliveira Marins"

Agora exibindo 1 - 11 de 11

Diálogos interdisciplinares no cotidiano da escola: vivências no desenvolvimento de um projeto do programa observatório da educação no Amazonas
(Universidade do Estado do Amazonas, 2014-01-13) Gonzaga, Amarildo Menezes; Segura, Eduardo Alberto das Chagas; Azevedo, Rosa Oliveira Marins
Research focused on interdisciplinary dialogues occurring between the fields of the Portuguese Language, Mathematics and Natural Sciences, arising from experiences and experiences of teachers in the 9th grade of basic education, participating in a project linked to the Programme Centre of Education / CAPES, run on a public school in the city of Manaus, Amazonas. The methodological approach was anchored in the qualitative approach, through the analysis of indicators Proof of Brazil, the diagnosis of the school and the reports generated by faculty research subjects, and also from interviews with their teachers. Showed that interdisciplinary experiences yet to overcome several challenges, such as the difficulty that both the teachers, the students have to design the "interdisciplinary culture", for still being involved in teaching processes that focus on a pragmatic approach and systematizing , the limited understanding of the epistemological process that needs to be used to legitimize interdisciplinarity. Key words: Interdisciplinary. Education Observatory. Basic Education. Teacher Training.
Divulgação científica : o uso do infográfico na escola estadual Princesa Isabel
(Universidade do Estado do Amazonas, 2016-06-20) Batista, Daniel Luiz dos Santos; Gonçalves, Carolina Brandão; Gonçalves, Carolina Brandão; Azevedo, Rosa Oliveira Marins; Gonzaga, Amarildo Menezes
Scientific Dissemination, a communication strategy to promote the propagation of scientific knowledge, is of paramount importance for the development of science itself, by making information erudite in something simpler and more accessible to all. Nowadays, with a series of alternatives of audiovisual resources, the students turn their attention to more dynamic contents to the detriment of classes that do not present so many mechanisms of attractiveness. Infographics are tools that communication uses to make information more dynamic. Images and texts are used to organize the information in a logical sequence so as to make the subject exposed more attractive and in some cases more simplified. This research seeks to present the potential of the infographic as a tool for Scientific Dissemination being used in science education in public elementary schools. The object of study was the Princesa Isabel State School, in which suggestions of teaching methodology were applied with the use of infographics to dynamize the science class and observe how students of the 4th grade perceive this proposal in the classroom. The results showed that there are concrete possibilities of stimulating the content of science classes with resources of scientific dissemination, especially with the use of infographics. Keywords: Scientific Dissemination, Infographic; Science teaching
Interdisciplinar idade no desenvolvimento da competência leitora e escritora: uma experiência no observatório nacional da Educação/CAPES/UEA
(Universidade do Estado do Amazonas, 2013-01-22) Marques, Fábio Francisco de Freitas; Costa, Yone Gama da; Arruda, Laila Christina Gundim; Gonzaga, Amarildo Menezes; Barbosa, Ierecê dos Santos; Azevedo, Rosa Oliveira Marins
This article is part of the investigative path and advisory of research work at the National Education Monitoring Project / Capes / UEA. Aims at understanding how interdisciplinary practices with the Portuguese Language, Mathematics and Science, through the adoption of teaching strategies may contribute to the development of reading and writ ing skills of elementary school students. The theoretical framework was based in Fazenda (2008), Japiassu (2006), Silva & Rego (2006), Passos (2008), Skovsmose (2008), Anastasiou (2012), among others. The methodological approach was based on a qualitative approach involving literature research, participant observation and pedagogical intervention.We perceive that a teaching-learning process, focusing on interdisciplinarity, may be a possibility of breaking the linearity of the process within a conception built on the inter-relationships and dialogues, as everyone involved with the process to assume all the responsibilities that it implies, including students as constructors subjects of their knowledge, focusing on the development of reading and writing skills of elementary school students. Keywords: Interdisciplinarity. Reading and Writing Skills. Teaching Strategies.
Jogos didáticos como estratégia para o desenvolvimento da competência leitora/escritora no ensino de ciências
(Universidade do Estado do Amazonas, 2014-02-23) Lima, José Luiz de Vasconcelos; Azevedo, Rosa Oliveira Marins
This work aims to make a link between the concepts of teaching Science, competence reader/writer and educational games as teaching-learning strategy, and explain what actions were designed, developed and evaluated, and educational games as teaching-learning strategy aimed competency development reader/writer of the students in the 8th grade level in a public school in Manaus. We applied four learning games in a classroom of 8th grade, with thirty-five students during science lessons. The results showed that the didactic game can facilitate the development of critical thinking and articulation of students' knowledge, is of great importance for the development of their academic competence as to its reader/writer also shown to facilitate the interaction between socio affective teacher and students. Key words: Educational Games. Reading Competence/Writer. Science Teaching.
Laboratório móvel: possibilidade de contextualizar a prática pedagógica no ensino de ciências
(Universidade do Estado do Amazonas, 2014-03-22) Pereira, Lucas Gabriel do Amara; Azevedo, Rosa Oliveira Marins
The Mobile Laboratory Project grew out of our perception by the need of a space to contextualize the practice of Science Teaching in the State School Arthur Araújo, place of performance of the Observatory of Education Project and stage of our Supervised Curricular Internship activities. With this, we aim to support the pedagogical practices in Science Teaching through experimentation, with focus on ninth grade, through a mobile structure that could be used to construct experiments, as an alternative to the lack of physical space in the School for the preparation of laboratory practices. We build the Mobile Laboratory with the students thinking of using resources available to them, such as scissors, paper, PET bottles, glue, etc. The Mobile Laboratory consists of a structure made with supermarket trolley with a built-in grill on the front, rubber and covered with paper ornaments made by the students themselves. We think that evenhaving a primeval structure, the meaning given to the Project is to enable the science teacher thought that the practices explored by textbooks or even known practices can be made even in schools without structural conditions for both. The results showed that the Mobile Laboratory can meet the need of the school to promote to the students a laboratory to perform Sciences practices, promoting the contextualization of pedagogical practice, and can incite a creative spirit, both for students and teachers. Key words: Science Teaching. Pedagogical Practices. Mobile Laboratory Project.
As perspectivas de professor pesquisador em narrativas de egressos do programa de pós - graduação em educação e ensino de ciências na Amazônia
(Universidade do Estado do Amazonas, 2015-11-12) Mota, Elizangela da Rocha; Gonzaga, Amarildo Menezes; Gonzaga, Amarildo Menezes; Azevedo, Rosa Oliveira Marins; Fachín Terán, Augusto
This research has as object of investigation the redefinition of professor researcher trend by the Academic Master´s course egresses in Science Education in the Amazon the University of the State of Amazonas and the contributions brought to their living and investigative experiences. The subjects of research were six egresses, three Academic Masters and three College Professional Masters. The research is defined as qualitative, legitimated by the technical semistructured interviews and life´s report. The treatment of collected data were based on interpretative analysys divided on four areas: (1) Living and experiences with the master´s degree research; (2) Perspective of the Professor Researcher Trend; (3) The emphasis on Professor Researcher Trend during the Master´s degree training; (4) The Professor researcher trend features on daily work. The analyzed reports allows us to understand that the egresses act as professor researchers, giving a new meaning on their professional practices providing the students an education with research mediated by several strategies, as internship use, field analysis, articles elaboration and realized survey publication. The Master degree as a graduation course provides a variety of knowledge and skills to a transforming educational practice, as the professor researcher graduation, leaving up to them to take or not this position. The route in master´s course resulted in the redefinition of the ontological, epistemological and methodological aspects of the egresses and researcher
O portfólio como estratégia de ensino - aprendizagem no ensino de ciências em um processo interdisciplinar com estudantes do 6ºano do ensino fundamental
(Universidade do Estado do Amazonas, 2013-01-11) Gonzaga, Adana Teixeira; Gonzaga, Amarildo Menezes; Azevedo, Rosa Oliveira Marins; Oliveira, José Alcinei Pinheiro de
This research aims to understand how a process focused on interdisciplinarity using portfolio as a teaching-learning strategy could contribute to the development of reading and writing competence of Elementary School students in a public school in the Manaus city. We resorted on theoretical support for interdisciplinary: Silva (2004), Schnetzeler (1992); for reading and writing competence: Raquel and Machado (2012); and for portfolio: Anastasiou (2012) and Raizer (2007), among others. The methodology has a qualitative research, focused on the portfolio application, in teaching-learning strategy, as the research technique. Through the strategy application in the classroom environment, students, more than participate actively, they had the opportunity to exercise the development of reading competence autonomously, performing a competent reading and writing. Key-words: Interdisciplinarity. Teaching School Strategy. Portfolio. Reading and writing competence.
Tecnologia como mediação pedagógica na formação de professores reflexivos
(Universidade do Estado do Amazonas, 2015-09-28) Lopes, Auxiliadora Cristina Corrêa Barata; Azevedo, Rosa Oliveira Marins
The objective of this work is to discuss the meaning of technology as pedagogical mediation to train more reflective teachers. For this purpose, we discuss about some understandings of technology, addressing the concept of reflection in professional practice training of teachers, and about the reflective teacher, facing technology as pedagogical mediation. The discussions had an interpretive approach, based on the bibliographic research, survey conducted on books, texts in proceedings of events, and journals. The discussions aimed to interpret them, then to conclude that the use technology enables a pedagogical mediation; able to generate a more reflective teacher training, because it may aid to build a more critical education. Keywords: Educational technologies. Reflective teacher. Pedagogical mediation.
Temas geradores no ensino de química na educação de jovens e adultos
(Universidade do Estado do Amazonas, 2016-10-11) Costa, Mauro Melo; Azevedo, Rosa Oliveira Marins; Del Pino, José Claudio
This paper presents impressions, reflections and considerations related with a experience in high school, with 97 students of a Adult Education Center, located in the city of Manaus - AM in 2014, during an internship. We investigated the aspects of using generating themes that contribute to the teaching-learning process in Chemistry for Adult Education students. The methodology have a qualitative basis, focused on using a field diary and questionnaire. The results were divided into four categories: Questioning; Obtaining generating themes; Thematic reduction and development of the program for classroom; and Evaluation. As regards the use of generating themes, they enable improvements in the teaching-learning process in Chemistry, because we noticed in the students a criticism posture and active participation in the construction of knowledge, in addition to favoring a more flexible curriculum organization with possibilities to involve interdisciplinary knowledge and also specific aspects of Chemistry. Keywords: Themes generators. Chemistry education. Adult education.
O uso do blog no ensino de ciências
(Universidade do Estado do Amazonas, 2014-01-22) Santos, João Pedro Rebelo dos; Arruda, Laila Christina Gundim; Khan, Vitor Hugo da Silva; Azevedo, Rosa Oliveira Marins
We seek to address the opportunities and challenges encountered in the course of interventions for the use of the blog in the school environment for the development of reading competence and writer of elementary school students. Sustained in Rodrigues (2008) and Pimentel (2010), under the Project Education Observatory - POE, our work consisted, as Community of Science, use the blog as a virtual learning environment can enable the active participation of students in the teaching and learning. We note that one must know the virtual tools and better understand its implications in everyday life to a better use in the school, particularly in science teaching. Keywords: Blog. Competence reader and writer. Science Teaching.
O uso mapas conceituais no desenvolvimento da competência leitora/escritora no ensino de ciências
(Universidade do Estado do Amazonas, 2014-02-11) Ferreira, Jorge Tavares; Azevedo, Rosa Oliveira Marins
This study presents partial results of a survey conducted in a public school in Manaus, whose proposed work is the construction of concept maps as a strategy for the development of reading competence / writer of students in science education. The study began with a diagnosis in which students showed difficulties to read and write and when they did not understand what they read or wrote. Data were collected through video recording and field diaries, and reflective moments. The results point to the concept map as a promising strategy to contribute to science education by promoting the development of these skills in students. Key words: Conceptual map. Competence reader/writer. Teaching strategy.