Navegando por Autor "Cotta, Tathiana Moreira Diniz Ribeiro"

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Alternativas inovadoras para o ensino de ciências naturais na Amazônia
(Universidade do Estado do Amazonas, 2022-09-20) Marques, Ataiany dos Santos Veloso; Bezerra, Célia Sandra Carvalho de Albuquerque; Ley, César E. Mora; Alcântara Filho, José de; Souza, José Geraldo de Pontes e; Kalhil, Josefina Barrera; Souza, Maud Rejane de Castro e; Lizardi, Patricia Sánchez; Cotta, Tathiana Moreira Diniz Ribeiro; Botelho, Sandra de Oliveira; Chagas, Zândor Marques; Ana Lucia Garcia Chayen; Ataiany dos Santos Veloso Marques; Eduardo Alberto das Chagas Segura; Josefina Diosdada Barrera Kalhil
This book is the result of several research projects on education in the Amazon, in which innovative alternatives for teaching science in the Amazon are considered. In addition, challenges and lessons learned on the subject in Brazil and Mexico are discussed.
Aprendizagem ativa de matemática na educação de jovens e adultos
(Universidade do Estado do Amazonas, 2022-07-29) Lorenzoni, Sandra Mara de Almeida; Cotta, Tathiana Moreira Diniz Ribeiro; Souza, Maud Rejane de Castro e; Machado, Dinamara Pereira; Rodrigues, Jorge de Menezes; Oliveira, Lúcia Helena Soares de
The present research proposes a study about the curricular methodologies in the teaching of mathematics for the modality of Education of Youths and Adults - EJA final years, guided by the following questions: "How can we prepare lesson plans that fit into the teaching modality? of EJA? “How to organize workshops of practical activities with students so that they can develop content knowledge? “What are the changes felt and effectively practiced by the students after the construction of knowledge related to the new methodologies? In this sense, the objective was to list a theoretical reference on the methodologies to be worked on in the discipline of mathematics, which could meet the needs of the public attending this type of education. Therefore, it was necessary to take into account the mathematics curriculum and its concepts present in official documents such as the National Curricular Common Base - BNCC. Thus, this research also aims to guide the teacher's work with the specific needs of these students, proposing alternatives that are significant to the educational practices developed in EJA. Therefore, the academic relevance of this research lies in the contribution to enhance the teacher's knowledge and consequently contribute to the Meaningful Learning of students, through active methodologies. Qualitative research was used in this study and, initially, a literature review and document analysis were carried out, using the case study approach. The participating subjects were 20 elementary school students, final years of EJA Phase 7 and 8 and it was carried out in a school of the state teaching network of the night shift in the city of Manaus-AM, located in the Center, they participated in practical and theoretical classes about the Power content. Among the teaching methodologies, a data collection was carried out from the students' Concept Maps after the application of the activities. As for the theoretical approach, this was supported by authors such as: Bizzo (2012); Brazil (1997); Falssarela (2004); Freire (1996); Seixas (2017), among others that enabled the reflections carried out in this research. Therefore, it was found that the results presented showed that the Conceptual Maps applied as a teaching methodology favored student learning, motivating and helping them to solve mathematical problems. Keywords: EJA Final Years. Active Methodologies. Concept Maps. Mathematics Curriculum.
Aprendizagem ativa: educação STEAM e o uso das tecnologias digitais
(Universidade do Estado do Amazonas, 2022-03-25) Silva, Maria Lúcia Castro da; Souza, Maud Rejane de Castro e; Amorim Neto, Alcides de Castro; Machado, Dinamara Pereira; Cotta, Tathiana Moreira Diniz Ribeiro
The present dissertation is the result of a research process developed with a group of professionals working in the field of education such as teachers and pedagogues, and brings as a justification the problem of the rapid technological advance that has occurred in recent times, demonstrating that this is a factor determinant for the development of societies, since its impacts are being observed in all areas, thus interfering in the very dynamicsof society. We problematize the use of digital technologies, their impact on the practice of Natural Science teachers and their consequences in the area of Education. We investigated the possibilities of active learning guided by STEAM education (Science, Technology, Engineering, Arts and Mathematics), through the stages ofDesign Thinking. The research, which had a qualitative approach, was characterized as action research. We approach the Environment Theme in the teaching of Natural Sciences; aiming at the implementation of sustainable practices in the treatment of waste in the communities surrounding the schools, for this we set the participants in the resolution of real world problems in order to guide them through an active and experiential learning that involved the integration of several areas of the knowledge, contextualized to the events and needs of the 21st century. For this, we carried out a virtual workshop called: "STEAM Education and Digital Technologies", through which we seek to reach answers to the proposed question: "How can STEAM Educationand the use of Digital Technologies enhance the pedagogical practice of teachers, contributing to for Active Learning?”. The results achieved showed that it is necessary to take a closer look at the guarantees of working conditions and satisfactory continuing education so that both education professionals and students become authors of contemporary and innovative practices. However, the debate on the insertion of Digital Technologies in the classroom and the efforts that are made to develop the teaching-learning process in environments withouttechnological infrastructure, does not exempt government entities from proposing actions aimed at better teaching and working conditions. an education of excellence. Keywords: Digital Technologies. STEAM Education. Active Learning.
A Utilização da plataforma arduino no processo de aprendizagem da física por meio da abordagem STEAM
(Universidade do Estado do Amazonas, 2021-03-26) Silva, Daniel Gomes da; Souza, Maud Rejane de Castro e; Machado, Dinamara Pereira; Cotta, Tathiana Moreira Diniz Ribeiro
The present dissertation is the result of a research developed with future physics teachers that justifies the problem of high school students, who classify it as a tedious and difficult to understand discipline, thus making the task of the teacher in teaching and an apathy in learning. With the advances in the field of digital electronics and computing, communications and more specifically telecommunications have gained a new guise through the advent of smartphones, smart TV and the internet. The objective was to develop a Task-Centered Learning (TCL) process guided by the objects of learning from the Revised Bloom Taxonomy in relation to the content of Thermodynamics in a Degree in Physics. The research had a qualitative, exploratory and descriptive focus. The possibilities of practical thermodynamic learning were examined using the Arduino electronic prototyping platform guided by STEAM education (Science, Technology, Engineering, Arts and Mathematics) in the Remote Teaching modality. The applied methodology consisted of setting the participants up to solve real-world problems in order to guide them through learning that involved the integration of different areas of human knowledge and contextualized with the events and needs of the 21st century, in a practical perspective. The results of the data were analyzed and discussed in this dissertation. The conclusion is that STEAM education contributes to an environment that facilitates and promotes the learning of Thermodynamics from the use of Arduino.