Navegando por Autor "Ghedin, Iliane Margarete"

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As aulas de campo em espaços não-formais no curso de licenciatura em ciências biológicas da Universidade Estadual de Roraima (UERR)
(Universidade do Estado do Amazonas, 2013-12-17) Ghedin, Iliane Margarete; Castro, Patrícia Macedo de; Castro, Patrícia Macedo de; Delgado, Oscar Tintorer; Chassot, Attico Inacio; Rizzatti, Ivanise Maria; Noronha, Evelyn Lauria
By considering the importance of the Not Formal Educational Spaces for the Education in Sciences, this study had as objective to investigate how the lessons field in Not Formal Spaces, performed into the course of the biological sciences of State University of Roraima – UERR, gave to the future teacher a pedagogic praxis based on the construction and production of knowledge. The theoretical framework was based on Freinet (1998, 2004, 2010), Freire (1996), Gadotti (1995), Soares (2010), Chassot (2003 e 2004). The methodological process was composed by a quality approach by using bibliographical survey technicalities, participant observation and analysis of the questionnaire applied to the biological sciences course’s instructors besides the students of the same course who took part in the survey. The methodological process had as result the analysis of the lessons field which solution indicates the importance of the Not Formal Spaces used by UERR’s biological sciences course for improving the teaching and learning, the construction and production of the knowledge by contributing to the development of the science teaching by helping to overcome the difference between theory and practice by giving in fact the necessary support for the performance of the future teachers. The pedagogic practice, developed in the lessons field in Not Formal Spaces, shown by itself several challenges to the biological sciences course’s instructors by contributing to the knowledge construction. As we can see, the emotion and the sensation, felt during the lessons field in Not Formal Spaces, developed the learning of the contents by helping to understand the reality besides the possibility realized through the motivation and interaction between student and instructor as the base for the construction and production knowledge process besides to offer a transformer pedagogic practice being able to improve the future teachers’ professional practice. Key-words: Education in Sciences. Not Formal Spaces. Pedagogic Practice. Construction and Production of the Knowledge.
A educação científica na educação infantil
(Universidade do Estado do Amazonas, 2013-01-11) Ghedin, Leila Márcia; Marques, Fábio Francisco de Freitas; Terán, Augusto Fachín; Ghedin, Iliane Margarete
This article addresses the relation and importance of scientific education in early childhood education and its place in the curricular plan of training course of teachers. This work has a bibliographic approach, analyzing the possibilities of development at scientific education in early childhood education. For this purpose, we resort authors like Corrêa (2003), Cachapuz (2005), Oliveira (2009), Rocha & Fachín-Terán (2010), Demo (2010), Chassot (2011), Fachín-Terán (2011), Santana et al. (2011). Based on these authors we perceived paths to vehemently elucidate this relevant subject in childhood education. Throughout the activity, it was revealed that early childhood education, the scientific education and the teacher training are completely related. Thus, the difficulty to apply the scientific education in early childhood education begins at the teacher training, because they should be provided and based with new methodologies that truly promote this relationship of science education in early childhood education. Keywords: Scientific Education. Teacher Training. Early Childhood Education.
Processos cognitivos considerações acerca das dificuldades de aprendizagem
(Universidade do Estado do Amazonas, 2013-01-11) Dutra, Ana Claudia Maquiné; Ghedin, Iliane Margarete; Ghedin, Leila Marcia; Nicot, Yuri Expósito
The knowledge of theoretical aspects about the cognitive process involving the science didactics allows to obtain a systematic vision of the structural functions built by the human through their sensorial reflex, representations, thoughts and remembers, taken of the external world and that are communicated by the language, as well as their implications facing the difficulties of everyday learning at school. The anxieties aroused by the teacher‟s during different discussion moments and teamwork, into the Postgraduate program of Academic Masters‟ in Science Teaching of Amazon leaded to try to contribute, even shyly, for such problems. The article aims to study the cognitive processes in order to bring some contributions that could clarify even more the learning difficulties in school life. In this sense, for methodology we opted bibliographic research based in authors whose address in their works the cognitive process and its relation with learning difficulties. Emphasizes the language dominance importance and the communication for the student, as an indispensable for the improvement of the cognitive capacities and the mental operations that can demonstrate the great brain function in individuals who learn, even being limited some of his entrances for the reception of incentive and everyday knowledge and the science content. Keywords: Cognitive Process. Learning Difficulties. Consciousness and Language. Motivation, Affectivity and Emotion.