Navegando por Autor "Ghedin, Evandro"

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A contribuição do vídeo como linguagem no ensino-aprendizagem de conceitos científicos no 9º ano do ensino fundamental
(Universidade do Estado do Amazonas, 2013-06-16) Dutra, Ana Cláudia Maquiné; Evandro, Ghedin; Ghedin, Evandro; Gonçalves, Carolina Brandão; Noronha, Evelyn Lauria
This presented dissertation was intended to analyze how the teaching-learning of scientific occures in Science Teaching, having as pedagogical mediation the movies language expressed in the videos that present and discuss scientific knowledge from the curriculum design proposed for the 9th year of elementary school. Even though, their approach was qualitative in the terms of hermeneutics. The first stage of the study refers to a documentary research and diagnosis from the existent literature in order to explain how a structured set of signs interacts with thinking being possible the language, that among its purposes is human communication, as well as to clarify the language as product of thinking dowry of a meaning of what is being seen and heard from the use of videos in the classroom. The second step talks about a field research in which it‟s made visits to the TV School library, located in the Secretaria do Estado e Qualidade do Ensino - SEDUC / AM in the building of the Centro de Estudos Padre Anchieta - Cepan. In particular, the videos were analysed to present, discuss and contribute to the learning of scientific concepts, according to the Course Proposal from 6th to 9th grade of elementary school of Natural Sciences and Mathematics, available in the Management of Primary Education of the previous secretary. In the third step, was selected a higher education institution that trains teachers of natural sciences to analyse the measure or proportion of the video is being used in the initial formation. Was made an investigation documentary of the course plans of teachers who teach subjects considered the base of the act of teaching. The fourth stage of the research was intend to investigate the possible contributions of didatic videos for learning scientific concepts, from the conception of the teachers about the cited resource for the following aspects: planning and assessment of the video usage in the classroom; purpose of the video usage in classroom, criteria of selection of the videos; approach and exploration of audiovisual material and possible products generated; way of obtaining the videos, notice the students' behavior before, during and after the exposure of the videos. The analyzes presented here make clear the importance of didatic video language in the school context, stressing that it makes the science teacher leads the student in two ways: reading the world, understand it, and interpret it using the function communication to alienate
O ensino com pesquisa como eixo articulador de uma pedagogia universitária na mobilização da totalidade da cognição
(Universidade do Estado do Amazonas, 2012-08-21) Gomes, Ruth Cristina Soares; Ghedin, Evandro; Ghedin, Evandro; Mendoza, Héctor José García; Gonçalves, Carolina Brandão
This work presents results from research accomplished in the Academic Master’s degree in Science Teaching in the Amazon, which had as a general objective in what point the to investigate teaching with research is constituted as pedagogical process able mobilize the totality of cognition constituting itself into the articulating axis of a university pedagogy. The research was accomplished at the Center for Advanced Studies in Parintins. The theoretical foundation was anchored in Sternberg (2010), Fonseca (2011), Ghedin (2011), Franco and Pepper (2010), Silva (2011), Masseto (2011) among others that discuss the relevance of teaching with research in process construction of knowledge through critical and reflective participation of students. The methodological route was based by in hermeneutic approach as we sought to interpret in the literature and in the speeches of subjects the meaning of a teaching with research. For this purpose, we used the techniques of bibliographical search, documentary and interviews with teachers and students of biology. The results indicate that the didactic of teaching with research can establish itself as an articulating axis of a university pedagogy which mobilizes various cognitive processes, because it privileges the ability that student has to think, analyze, question and stimulates the critical and reflective action of reality allowing it to act intelligently on it.
Ensino de Ciências e formação de professores: diagnóstico, análise e proposta
(Universidade do Estado do Amazonas, 2008-02-15) Azevedo , Rosa Oliveira Marins; Gonzaga, Amarildo Menezes; Gonzaga, Amarildo Menezes; Ghedin, Evandro; Brasileiro , Tania Suely de Azevedo; Monteiro, Ierecê Barbosa
Research in the educational scope, specifically on teacher's formation, for effect of knowledge of how the teachers of the initial years of Basic Studies works with scientific concepts in Science Studies, when they use the new technologies. The adopted theoretical perspective pointed out the trajectory of Science Studies and its importance for students of the initial years of Basic Studies, indicating beddings to the quarrel of the formative necessities of the teacher of related education and school level. These necessities had lead the quarrels on the process of teach-learning of the scientific concepts, as well as the possibility of use of the new technologies, particularly the computer and the internet, as pedagogical resource to work such concepts. How much to the metodological perspective, on a qualitative research, legitimated research was constructed through strategies, as the comment and the interview. The State and Municipal Department of Education had been contacted and as well as three schools, for the collection data. From this, the research had been centered in a public school detainer of a large experience in Science Studies, making use of the new technologies. The collected data had been analyzed on the basis of the empiricist-interpretative analysis. The gotten results had shown that Science Studies if keeps centered in the transmission the students of the elaborated scientific knowledge already, from pedagogical practical one strong influenced by the memorization. Such this, beyond if constituting in impediments for the learning of the students, still points the limits out of the practical professor and its formation to teach Sciences. From this point, it was elaborated a pedagogical project of Specialization in Education of Sciences and New Technologies, as contribution for the formative process of professors of the initial years of Basic Studies and, consequently, for Science Studies.
A escola e os espaços não-formais: possibilidades para o Ensino de Ciências nos anos iniciais do ensino fundamental
(Universidade do Estado do Amazonas, 2008-04-18) Rocha, Sônia Cláudia Barroso da; Terán, Augusto Fachín; Terán, Augusto Fachín; Ghedin, Evandro; Filho , Arlindo Serpa
Whereas schools and non-formal spaces has among its objectives to enable people to acquire scientific knowledge, this study aimed assess whether experiences of visits to non-formal spaces can configure itself as a strategy for improving the Teaching of Science, and if that assessment would enable the development of teaching resources to facilitate the use of public spaces by teachers and students from public schools. To this, set up a methodological path characterized by mixed approach since, worked up with quantitative and qualitative data, constructed from the techniques of: documentary analysis, observation (naturalist and participant), semi-structured interview and application the questionnaires. This journey enabled to assess that the visits to non-formal spaces, as have been carried out by schools in the municipal network, does not constitute as a strategy for the Teaching of Science in the initial years of elementary school because they are not made with this purpose . But when the visits are intentionally designed to teach science by using available resources within the non- formal space, and are well planned, considering the preparation of students, the completion of the visit and its conclusion with the systematization of knowledge built by students, the visit allows for higher learning of the conceptual content of Natural Sciences and motivate new learning, arousing greater interest of students in science. Besides that activities developed in a non-formal space with the natural environment can enable the formation of values of protecting the environment. Thus, it is believed that this work contributes to: 1) expand the knowledge built in the Teaching of Science and 2) resignified the use of non-formal spaces of Manaus to teach science in the early years of elementary school.
Estágio docente na formação de professores para o Ensino de Ciências na Amazônia
(Universidade do Estado do Amazonas, 2009-10-02) Pereira, Waldileia do Socorro Cardoso; Ghedin, Evandro; Ghedin, Evandro; Cavalcanti, Lucíola Inês; Gonzaga, Amarildo Menezes; Barbosa, Ierece
This work is result of research realized at Profissional Master’s degree in Amazon Science Teaching at Amazon University of State. The general objective, was make analyses upon teachers training process in 2006 and 2007 classroom. The pretension is contribute to teachers’ formation at Amazon Science teaching master degree. Others objectives that orientated the research was: 1) to discuss about the development and organization of Pós-graduate in Science teaching at the Amazon observing the structure of master degree course in Science Teaching; 2) To reflect about the formation process and teachers training at master degree punctuating difficult and possibility in construction process of knowledge necessary for university pedagogy; 3) to discuss about people defined for research, conception of university, Pósgraduation, teachers training and pedagogical practice thus remarking the students supervised teaching practice report. The problematic source is the student’s process of knowledge construction including all elements present at teachers training moment and its relations, especially for the students that are not graduated in Science. This is qualitative analyses and we try to see the problem in differents dimensions with its relations between facts and people defined for the research. The subject is justified for its importance for teachers identify construction. Turn evident the possibility and necessity of constant dialogue between scientific knowledge produced in the university and what we live outside as people in constant historic formation process. Is a fact that we are habituated with work, survival, feelings and knowledge trying “to be more”. The result of this investigation is a proposal that introduce a equivalence between the disciplines for teachers training and his initial formation, this can possibility a re-signification of theorist and technical knowledge preparing the teachers for the university pedagogy.
A etnomatemática na educação do campo, em contextos indígena e ribeirinho, seus processos cognitivos e implicações à formação de professores
(Universidade do Estado do Amazonas, 2012-04-22) Costa, Lucélida de Fátima Maia da; Ghedin, Evandro; Ghedin, Evandro; Mendoza, Hector José Garcia; Noronha, Evelyn Lauria
The search for comprehension about educational relations on the country education context is several times complex and requires knowledge of different coexistent realities, how they built, rebuilt and influences the ways of teaching and learning from subjects who live in the country. In this dissertation are presented the results of a qualitative research which goal is to comprehend in what measurement the Ethno Mathematics and its cognitive processes constitute implications for the teachers’ training from the country schools. The investigation was developed into four distinct realities on the country education context, one concerning a continuous teachers’ training of the by the river inhabitants in the Parintins district, two concerning indigenous teachers’ graduation (the reality of non-indigenous developer teacher and the indigenous teacher in training), and one involving indigenous students, the latter takes place in Alto Solimões Region. For achieving data the participant observation was used next to the teachers of the by the river inhabitants communities, questionnaires were applied for developer indigenous teachers and the socio cultural direct observation like the production of manioc flour and wooden sculptures. The data obtained were analyzed by the light of the Ethno Mathematics, of mobilization of Cognitive Processes and Cognitive Education, taking for basis authors like D’Ambrosio (2005), D’Ambrosio (1993), Vygotsky (1995), Pinker (2002), Pinker (2008), Stemberg (2010), Fonseca (2009) and Freire (1981), who indicate the necessity of reflection on the teachers’ training processes, once that, on the country education context is impractable to think about mathematical education with no consider the construction of mathematical thought that occurs in the development of socio cultural activities realized by the subjects in the interactions that realize on their everyday life.
A fertilidade do conceito de professor-pesquisador a partir do desenvolvimento do estágio vinculado à pesquisa
(Universidade do Estado do Amazonas, 2008-06-16) Almeida, Whasgthon Aguiar de; Ghedin, Evandro; Ghedin , Evandro; Gonzaga, Amarildo Menezes; Cavalcante , Lucíola Inês Pessoa; Monteiro, Ierecê Barbosa
This is a research study based on a theoretical perspective, epistemologically as a tool for analysis of a pedagogical practices for teacher-researchers on a course for graduation. Discusses the process of training of teacher-researcher from the development of a practical stage bound for the search. Want to investigate to what extent a process of probation tied to the research contributes to the legitimacy of identity in teaching and promoting professional autonomy / intellectual of the teacher to the Teaching of Science. Aims to: investigate how the process of probation tied to the research helps in the training of teacher-researcher of the field in order to legitimize their identity to awake from his teaching and professional autonomy / intellectual. It also aims to discuss the interface between the Philosophy of Science and scientific research from the process of historical development in research in the West, reflect on the need for education to act as articulating science of science education to consolidate the stage tied to search, view the theoretical nuances that characterize the epistemology of the teacher-researcher demonstrating how they can sustain their professional autonomy / intellectual identity and its teaching; describe the process of probationary teacher's showing of the field as his relationship with the research contributes to the Science Education teacher. Guided to a qualitative approach focused on action research using the techniques of participant observation and semi-structured interview. Reflects on the various dimensions of the concept of research and training related to the teaching process. Initially shows the picture of modern science commenting on the epistemology of theorists who have contributed to its consolidation. Supports the need to treat education as a science education aimed at legitimizing a process of Science Education toward the training of teachers. Sets out the definitions and distinctions made by theoreticians who study the Teaching of Science, Education and Scientific Literacy for Scientific then suggest a perspective that envisages the training of teacher-researcher. It proposes that the elements characteristic of teacher training, such as: identity, knowledge, independence and professionalism are treated as concepts that underpin the prospect of Science Education. It develops an idea that the stage is also tied to search is a process of Science Education focused on teacher training may help in re of their teaching practices from their own experiences in the classroom. With this, believes that the teacher will object to the subject of knowledge, and able to deconstruct it and rebuild it. In this context, describes a process of stage toward the training of teacher-researcher, developed in the field of education, showing the steps of her life and methodological systematising the data obtained during the investigation. Aiming to offer subsidies that enable the creation of strategies and methodologies for the training of teacher-researcher is presented as a product of research on the structure of a methodological model of the elements that characterized the research.
Formação contínua dos professores do Programa Ciência na escola: uma análise reflexiva para uma práxis emancipatória em Álvaro Vieira Pinto
(Universidade do Estado do Amazonas, 2011-03-24) Herculano, Villian da Costa; Ghedin, Evandro
Este estudio propone que se busque un análisis de investigación sobre el Programa de Educación Continua para los Maestros de la Ciencia en la Escuela de los fundamentos de la teoría de la educación de Álvaro Vieira Pinto (1909-1987). La base teórica de Vieira Pinto en este estudio ha proporcionado la legitimidad epistemológica de nuestra discusión, garantiza el pensamiento crítico y reflexivo como herramienta para el análisis de investigación. La teoría y método están correlacionadas, ambas están en armonía hacia el descubrimiento del objeto investigado. En este trabajo de los Maestros, el método de aproximación fenomenológica a la cuestión de los maestros permitió que el círculo de investigación a pie en dirección a los resultados de estudio, ya que la fenomenología contribuye al fenómeno demuestra el investigador con el fin de sacar a la luz nuestra comprensión de la dialéctica interna del objeto investigado. El itinerario de la investigación fluye en un caso de estudio, métodos en los que el campo etnográfico celebró las voces de los temas que se trató de construir un proceso de autonomía del profesor y la emancipación. Buscamos en este estudio para analizar las contribuciones del pensamiento educativo de Vieira Pinto para una crítica pertinente de la formación docente. Para este educador, la dialéctica nos permite ver el lugar de las contradicciones del objeto investigado, mobiliza el pensamiento crítico hacia la autonomía. La hermenéutica en este estudio también representa la posibilidad de entendimiento sobre el significado y la importancia asignada a la realidad de investigación. Se pueden hacer reflexiones desde el pensamiento de Vieira Pinto por sus contribuciones a la educación Ciencias de la Educación teoría, ya que el conocimiento científico para ser interrogado y Enseñanza de las Ciencias, a la vista de este autor, es pertinente para proporcionar una formación científica adecuada las necesidades los derechos culturales de las personas. Científicamente personas alfabetizadas o una sociedad, el Vieira Pinto, la posibilidad de intervención contra la alienación cultural, porque al invertir en la formación docente, la sociedad legitima el destino social de las personas y su emancipación humana, propuesta basada en el pensamiento crítico independiente.
A formação do pedagogo e a CTS contribuições a partir do projeto pedagógico do curso de pedagogia da UERR
(Universidade do Estado do Amazonas, 2015-11-20) Ferst, Enia Maria; Araujo, Cleusa Suzana Oliveira; Ghedin, Evandro
This article discusses the initial teachers training from the analysis of the Educational Project of the Undergraduate Course in Pedagogy (PPC) of the State University of Roraima-UERR, using the Analysis of Content of Bardin as methodology and statements of the teachers as a base for the analyzed aspects. In the Analysis of Content we listed thirteen subcategories and three categories to understand the process of construction of the project that they give indicative of the teachers training. We bring the history of the Pedagogy Course to understand the context of the educator training. In the methodological procedures we contemplated the category of Science, Technology and Society (STS) in PPC of UERR. The results indicate a general training; the teachers demonstrate concern with the process of initial training, the Sciences teaching, but a lack of attention to STS in the Course. Keywords: Initial training. Pedagogy. CTS
Implicações do conceito de inteligência de Howard Gardner a uma didática na educação em ciências
(Universidade do Estado do Amazonas, 2013-03-22) Teixeira, Hebert José Balieiro; Ghedin, Evandro; Ghedin, Evandro; Noronha, Evelyn Lauria; Mendoza, Héctor José García
Se trata de una investigación sobre la teoría de las Inteligencias Múltiples aplicada en la enseñanza de la Ciencia, desarrollada en el segundo semestre de 2010, una clase magistral, un Programa de Postgrado, una universidad pública en el Estado de Amazonas, donde ocupó una Planificación Integrada Disciplinas. La investigación se centró en la siguiente problemática: ¿cuál de las Inteligencias Múltiples propuestas por Gardner parece en tracto pedagógica espacio master class en el segundo semestre de 2010, y en qué medida las prácticas pedagógicas de los profesores de la Maestría en Ciencias de la Educación contribuye a la producción de conocimiento de los alumnos del Máster? Los fundamentos de la metodología fueron subvencionados por el nivel de la investigación cualitativa, en la perspectiva hermenéutica. Se encontró que la enseñanza de la ciencia utilizada por los profesores, desarrollados en el segundo semestre de 2010, el proyecto fue Planificación Disciplinas Integradas, donde los sujetos estaban conectados en una conjetura integrado, y de las inteligencias múltiples más estimulado en este proceso fueron las inteligência lingüística, lógico-matemática, el personal y naturalista.
Implicações do conhecimento de inteligência de Howard Gardner a uma didática na educação em ciências
(Universidade do Estado do Amazonas, 2013-03-23) Teixeira , Herbert José Balieiro; Ghedin, Evandro; Ghedin, Evandro; Noronha, Evelyn Lauria; Mendoza, Hector José Garcia
Se trata de una investigación sobre la teoría de las Inteligencias Múltiples aplicada en la enseñanza de la Ciencia, desarrollada en el segundo semestre de 2010, una clase magistral, un Programa de Postgrado, una universidad pública en el Estado de Amazonas, donde ocupó una Planificación Integrada Disciplinas. La investigación se centró en la siguiente problemática: ¿cuál de las Inteligencias Múltiples propuestas por Gardner parece en tracto pedagógica espacio master class en el segundo semestre de 2010, y en qué medida las prácticas pedagógicas de los profesores de la Maestría en Ciencias de la Educación contribuye a la producción de conocimiento de los alumnos del Máster? Los fundamentos de la metodología fueron subvencionados por el nivel de la investigación cualitativa, en la perspectiva hermenéutica. Se encontró que la enseñanza de la ciencia utilizada por los profesores, desarrollados en el segundo semestre de 2010, el proyecto fue Planificación Disciplinas Integradas, donde los sujetos estaban conectados en una conjetura integrado, y de las inteligencias múltiples más estimulado en este proceso fueron las inteligência lingüística, lógico-matemática, el personal y naturalista.
A inteligência naturalista e a educação em espaços não formais um novo caminho para uma educação científica
(Universidade do Estado do Amazonas, 2012-08-04) Teixeira, Hebert Balieiro; Queiroz, Ricardo Moreira de; Ghedin, Evandro; Almeida, Danielle Portela de; Terán, Augusto Fachín
This paper proposes a new approach to education in educational spaces outside the classroom, from a cognitive analysis. It is based on the theory of multiple intelligences by Howard Gardner, which asserts the existence of eight human intelligences, including the naturalist intelligence. The text is developed through evaluation of educational practice, from the perspective of naturalistic intelligence. This work includes a bibliographical review of ideas related to the topic in question. The goal proposed by this theoretical essay is to analyze how the naturalist intelligence proposed by Gardner may apply in non-formal educational spaces and promote scientific education. The conservation of natural resources is essential to a better quality of life and education outside of school, comes this line of thought to stimulate the process of scientific knowledge and awareness of the environment in which we live. The use of these spaces helps in the process of teaching and learning and makes the classes in these spaces, motivational and inspirational teacher should take to teaching with the responsibility to provide the student the privilege of building scientific knowledge. Several educators, for they ignore the characteristics of educational spaces in your community, do not fully utilize their educational potential turning this practice into educational or recreational ride, letting slip the opportunity to build from that moment experienced, a scientific education. Keywords: Naturalistic Intelligence. Non-formal spaces. Science education
Os processos cognitivos desenvolvidos no ensino de didática no curso de licenciatura em matemática
(Universidade do Estado do Amazonas, 2012-08-21) Figueiredo, Angela Maria Rodrigues de; Ghedin, Evandro; Ghedin, Evandro; Mendoza, Héctor José García; Gonçalves, Caroline Brandão
This article results of the study accomplished in the Center of Superior Studies of Parintins / UEA and he/she had as theme "The cognitive processes in the didacticism teaching in the degree course in mathematics", the motivation for his/her development was due the little emphasis given to the pedagogic formation of the exits of those courses, being translated in a posture that legitimates the mathematics as isolated of the real and little susceptible context to the I dialogue with the school reality. In an approach process and appropriation of the knowledge to know as the teachers in formation they organize their cognitive processes to give meaning to the pedagogic work, it turns the didacticism, it disciplines integradora of the action teoria/prática and that he/she has fundamental importance in the teacher's professional formation, be of mathematics or other knowledge area. For the recital of our analyses we dialogued with Sternberg (2008), Bransford (2007), Candau (1984); Pimenta (2000); Borges and Ghedin (2010); Astolfi and Develay (1990) and Libâneo (2004) among others.
Professor pesquisador - educação científica: o estágio com pesquisa na formação de professores para os anos iniciais
(Universidade do Estado do Amazonas, 2010-05-05) Oliveira, Caroline Barroncas de; Gonzaga, Amarildo Menezes; Gonzaga, Amarildo Menezes; Shuvartz, Marilda; Ghedin, Evandro
Esta investigación se llevo a cabo durante el período de práctica docente de la materia Investigación y Práctica Pedagógica II, en el noveno semestre de la Licenciatura en Pedagogía de la Escuela Normal Superior de la Universidad del Estado de Amazonas, y se enfocó en el siguiente problema de investigación: Como contribución para la Educación Científica, ¿qué impactos un Plan de Acción podría generar en la formación de profesores de los años iniciales, considerando principalmente las posibilidades de resignificar la concepción de profesor-investigador centrada en la articulación entre práctica e investigación? Los fundamentos metodológicos se basaron en la investigación participante, consolidada a partir de un Plan de Acción constituido en cuatro etapas: diagnóstico, elaboración, ejecución, y evaluación. Los sujetos de la investigación fueron la investigadora y los estudiantes de la Licenciatura mencionada. Se constató que la formación de profesor-investigador, cuando se resignifica a partir de la concepción de práctica docente con investigación, es una alternativa innovadora capaz de contribuir en la Educación Científica durante la formación de profesores.