Navegando por Autor "Gonzaga, Amarildo Menezes"

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Analogias e metáforas no ensino de ciências: vivências e experiências docentes em ambientes virtuais
(Universidade do Estado do Amazonas, 2021-06-10) Souza, Fabiane Carbajal de; Almeida, Whasgthon Aguiar de; Costa, Mônica de Oliveira; Gonzaga, Amarildo Menezes
Analogy and metaphors, which etymologically mean similarities between things and proper sense to the figurative, have been used in everyday life, in the evolution of science and as a teaching and learning resource, aiming to facilitate communication. Given this assumption, the aim of this paper is to narrate the challenges faced by teachers on the use of analogies and metaphors to teach science in virtual environments in the midst of the covid-19 pandemic. Aiming to answer the problems that guided the research, the ways that teachers use analogies and metaphors as a teaching resource, how the teaching and learning process takes place in virtual teaching environments and what teachers say about the importance of science teaching in their classes. In order to do so, eight primary school teachers were considered, who answered a questionnaire and an interview. The results show that the investigated teachers use analogies and metaphors in a spontaneous way without any defined planning, although they understand the importance of its use as a teaching resource. About the virtual teaching environments, the results show that teachers are increasingly overcoming the obstacles arising from technologies, it is possible to highlight the potential of virtual environments in the process of teaching and learning, teachers also highlight the importance of science teaching, which according to the results, science teaching can help considerably in the construction of new attitudes regarding scientific knowledge. Key-words: Analogies and metaphors. Science Teaching. Virtual environments Translated with www.DeepL.com/Translator (free version)
A aprendizagem de conhecimentos matemáticos em uma perspectiva interdisciplinar no projeto observatório da educação/CAPES/UEA
(Universidade do Estado do Amazonas, 2013-08-01) Costa, Yone Gama da; Barbosa, Ierecê dos Santos; Barbosa, Ierecê dos Santos; Gonzaga, Amarildo Menezes; Aguiar, José Vicente de Souza
The research investigated the Mathematic`s apprenticeship in a public school of Manaus where is executed an interdisciplinary project of the Observatory of the Education/CAPES/UEA, especially at the 8 year of Elementary School, the read and write competence, from the application of a conjoint of strategies centralized in Math`s know-how in a interdisciplinary process with Portuguese capable of transcend the hampered of Math`s apprenticeship. The first chapter discussed the interdiscipline to search for aspects contained in the teacher knowledge and in the student knowledge acquired at the daily school. To deepen the proposed studies, has been opted for Fazenda (2008), Japiassu (2006), Gusdorf (1985) e Vasconcelos (2009). Also has been discussed the math`s knowledge, impulsed for the reflection of the own characteristics of the Math`s teach and, to help in these reflections, dialogued with Miorim (1998), Machado (2002) e Bürigo (1989). Advancing at the concept`s investigation, has been amplified the comprehension of mathematic knowledge through the read and write competence, directed for Perrenoud (1996), Terezinha Rios (2006), Marise Ramos (2006), Lerner (2002) e Ferreiro (2009). The second chapter runs over the methodological way centralized in a qualitative approach anchored by Demo (1997), Gamboa (2000), Zabala; Arnau (2010) and the reflections of the methodological procedures came through strategy of teach for Anastasiou (2012). At the end, the third chapter presents the verification and contradictions obtained through methodological delineation, calling attention to the necessity of adaptations during the daily activities. At the end of the research has been presented the final considerations and the possibilities of new questions and reflections. All this scenery reflects opportunities for discursions about the importance of problem-situation as didactic resource, as apprenticeship contexts much as school evaluation, and mainly as a new way to found the apprenticeship when we want to appreciate the development of competencies.
Concepções de Ciência em narrativa de licenciados em Química no Amazonas
(Universidade do Estado do Amazonas, 2011-07-31) Nascimento, Gabriel Rodrigues do; Gonzaga, Amarildo Menezes; Gonzaga, Amarildo Menezes; Noronha, Evelyn Lauria; Castro, Patrícia Macedo de; Fachín Terán, Augusto; Campos, Manoel do Carmo da Silva
The research investigates the concepts of science teachers in training, specifically in the Bachelor's Degree in Chemistry from the Federal Institute of Education, Science and Technology of Amazonas (IFAM). Has as general objective to demonstrate scientific concepts in students' narratives of the fourth period of the course of the IFAM in Chemistry for the activities arising from the implementation of discipline Science Education. The methodological procedures have been focused on participatory research, with its basic concepts and fundamental principles, provided with theories of different disciplines and practical experiences during a semester. The support of the research participant was given from the narrative research, which offers the emphasis and value the voices of people involved, with reference to context and the teaching-learning interactions that occurred during class. In the reports of events lived / experienced by individuals was valued what was recorded in his memoirs, which was significant and that, by telling, (re) built what they lived.
Concepções de formação do professor de matemática ressignificando práticas
(Universidade do Estado do Amazonas, 2016-03-25) Beltrão, Isabel do Socorro Lobato; Gonzaga, Amarildo Menezes; Barbosa, Ierecê dos Santos
Study arising from a discipline in the doctorate in Education in Science and Mathematics, aiming to conduct a critical analysis from the ontological, theoretical and epistemological, and methodological dimensions of our history of teacher training, seeking to give a new meaning to knowledge, to overcome beliefs built in the training process. It highlights elements correlated to Education in Science and Mathematics, from conceptions on teaching knowledge that Mathematics teachers say is necessary for their practice with high school students. For this purpose, we used bibliographical research, relevant at the first stage to teachers training, and at the second stage, specific to teaching knowledge, as object/phenomenon of our research. The results indicate the need for complementary relationship between scientific and theoretical-epistemological propositions, with the possibility of giving new meaning and producing knowledge, constituting the reflective perspective as delimiter of the teaching action. Keywords: Education in Science and Mathematics, Teachers training, Teaching knowledge.
Diagnóstico dos aspectos cognitivos afetivos e sociais que impulsionam a aprendizagem em processos de educação em Ensino de Ciências na Amazônia
(Universidade do Estado do Amazonas, 2011-05-06) Tavares, Maria Trindade dos Santos; Barbosa, Ierecê dos Santos; Barbosa, Ierecê dos Santos; Gonzaga, Amarildo Menezes; Siqueira, Thomaz Décio Abdalla
This research was made at an elementary school from the city of Manaus state schools system and its purpose was constructing a diagnosis of the cognitive, affective and social aspects which propel the learning in the First Years of the Elementary School, evidencing elements that may be helpful to the learning process in the Teaching of Sciences. In order to do so, a qualitative research approach was adopted, since it is perceived as a process of analyzing and reflecting over reality. Interviews and questionnaires, applied to teachers of the first years of the Elementary School Teaching in the school environment itself, were the instruments used to collect data for the research. The findings after the analysis led to conclusion that the cognitive, affective and social aspects, characteristic of the pedagogical practices in the school routine, propel the learning process, contributing to make the teachers reflect about their own practice and school context.
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.
A didática das ciências na formação de professores de química e biologia: articulações entre os conhecimentos específicos das áreas de formação e o fazer pedagógico
(Universidade do Estado do Amazonas, 2010-05-06) Mourão, Ireuda da Costa; Gonzaga, Amarildo Menezes; Gonzaga, Amarildo Menezes; Monteiro, Ierecê Barbosa; Dalcin, Andreia; Barradas, Raimundo de Jesus Teixeira
Research on training of science teachers, especially in courses in Chemistry and Biology at the Federal Institute of Education, Science and Technology of Amazonas (IFAM), centered on the following problem: The design and implementation of a Plan of Action for the Undergraduate Courses in Chemistry and Biology, in implementing the discipline of sciences didactics, contributes significantly to teachers in training to create ways to minimize the dichotomy between specific knowledge in the area of training with the pedagogical practice? The methodological approach developed from a qualitative approach, legitimized by Action Research, focusing on a Plan of Action, which the techniques used were: Participant Observation and Life History, trough activities with autobiographical. The development and implementation of the Action Plan helped to create ways that minimized the dichotomy between the specific knowledge and pedagogical practice, that is present in the formation of those undergraduates who were, together with the researcher, the research subjects.
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
A divulgação científica da produção de professores em formação continuada do mestrado em educação em ciências - polo Parintins/AM
(Universidade do Estado do Amazonas, 2012-04-23) Carvalho, Mary Tânia dos Santos; Gonzaga, Amarildo Menezes; Gonzaga, Amarildo Menezes; Gonçalves, Carolina Brandão; Aguiar, José Vicente de Souza
It was investigated on the repercussions of the Scientific Popularization of the Scientific Knowledge systematized by 15 (fifteen) Teachers of the Pole Parintins, that went by a process of Continuous Formation in the Course of Master's degree in Education in Sciences, of the Program of Powders - Graduation in Education Teaching of Sciences in the Amazonian, of the University of the State of Amazon. It was had as parameter the participation of the subjects investigated in Scientific Events in the following scales: place (Seminar: The courses Investigative in Education in Sciences in the Pole / Parintins), Regional (XX EPENN and I DRY), National (VIII ENPEC accomplished in Campinas / SP). theoretical Considerations regarding the Scientific Popularization (DC) they were articulate to penetrate in an a more detailed vision of the presence of the science and technology in our society, as well as the Scientific Culture in the Dynamics of the Production of the Science, also defined as "dynamics of the scientific culture". In the methodological procedure the qualitative approach was prioritized through the bibliographical research and technical of the participant observation research of field exploratory, combined ace, questionnaires, interviews semi - structured centered in the Focal Group. The accomplishment of the interviews semi - structured with the Teachers in Continuous Formation (PFC) they happened in two ways, in the first it was the delivery of the interview form printed, and on Monday I send of the interview form for email, participant observation happened during the meetings of the Nucleus of Studies and Research in Scientific Education of Parintins - NEPECIP. The results showed the reflection as one of the important points of the Program of Master's degree in Education in Sciences in the Amazonian, leaving evident that the Scientific Production is in a cumulative process built by the actions of all the enterprising of the process: teachers / researchers / advisors, master degree / researchers / teachers.
Divulgação científica pelos desenhos animados da TV nos anos iniciais do ensino fundamental
(Universidade do Estado do Amazonas, 2018-11-27) Xavier, Jhonatan Luan de Almeida; Gonçalves, Carolina Brandão; Gonçalves, Carolina Brandão; Noronha, Evelyn Lauria; Gonzaga, Amarildo Menezes
The purpose of this dissertation is to understand how the Scientific Dissemination can be carried out from the cartoons of the television programming, with the specific objectives: a) To identify if the scientific divulgation has been realized in the cartoons of the TV; b) To know what skills and abilities can be worked out with students in the early years with TV cartoons and the dissemination of science in school; c) Check how the dissemination of science, through TV cartoons, energize science classes in the early years of elementary school. The research followed a qualitative approach with a phenomenological approach. As participants, 1 (one) teacher of the initial years of Elementary School and 20 (twenty) students of the 3rd year of Primary Education collaborated, for data collection we used the semi-structured interview and participant research, content analysis was done from theorists who relate TV cartoons to science teaching and scientific dissemination. The main results show that the media instruments influence children. Their products and animations are able to shape behaviors and opinions in front of the reality that the participants are inserted. We also note that TV cartoons are dense in meaning, and may contain scientific content that helps teachers streamline their science classes. The information presented in the drawings favors the children's entertainment, and learning, therefore, they perceive contents related to the studies, developed in the classroom, while watching the cartoon, exercising the criticism on the contents placed before them. Keywords: Scientific Disclosure. Cartoon. Education.
A educação matemática no município de Parintins/AM em narrativas de professores: um estudo investigativo
(Universidade do Estado do Amazonas, 2012-08-11) Beltrão, Isabel do Socorro Lobato; Gonzaga, Amarildo Menezes
This article presents the results of a research that investigated experiences of teachers who have ministered and / or teach mathematical discipline in the municipality of Parintins / AM, in the period from 1960-2010, aiming to build records about pedagogical practices in the Mathematical Education. For this, we used the Oral History as a qualitative research methodology, taking as references authors as Connelly and Clandinin (1995), Garnica (2005), Gattaz (1996), Meihy (2005) and Thompson (1998) discuss that of the following investigative purpose: preparation, elaboration and analysis of the narratives. The narratives of the teachers emphasized the approaches, teaching strategies and evaluative processes that sustained and / or sustain their pedagogical works. Among the results it stand out from the changes occurred in mathematics education and the intrinsic relationship between the faculty knowledge and pedagogical practices of the teachers of mathematics in last five decades. It was noticed that in the first decades of the study, there was a shortage of qualified teachers, of didactic resources and access to information; beside it add to the difficulties inherent to life in an island in the Amazon State, but in last decades of the study already see significant changes with the implantation of the universities in the municipality. Keywords: Mathematics Education. Training teachers of mathematics. Narratives of teachers.
Educar pela pesquisa: uma proposta metodológica para a alfabetização científica nos anos iniciais do ensino fundamental
(Universidade do Estado do Amazonas, 2011-05-01) Morais, Ponyelen da Silva; Barbosa, Ierecê dos Santos; Barbosa, Ierecê dos Santos; Gonzaga, Amarildo Menezes; Mubarac Sobrinho, Roberto Sanches; Fachín Terán, Augusto; Siqueira, Thomaz Décio Abdalla
This study has as objective to analyze if educate by research, as a methodology proposal, has viability on scientific alphabetization of Elementary School Initial Years in a public school of Manaus City. The methodology is based in: bibliographical survey, contemplating the thematics educate by research, research and scientific alphabetization; participant research with boarding qualitative and two pedagogical workshops with students in intention to facilitate the process teach-learning. The results signalizes for the possibility of educating by research in Elementary School Initial Years as a innovative proposal of scientific alphabetization.
O ensino da leitura e escrita no ensino fundamental e sua contribuição na formação de conceitos científicos
(Universidade do Estado do Amazonas, 2011-05-05) Sousa, Ellís Regina Vasconcelos de; Fachín Terán, Augusto; Fachín Terán, Augusto; Gonzaga, Amarildo Menezes; Noronha, Evelyn Lauria
En las escuelas el proceso de enseño-aprendizaje depende básicamente de la interacción profesoralumno y los recursos y metodologías utilizadas para facilitar ese proceso. El enseño de ciencias hace mucho tiempo viene buscando cambiar la forma de como se trabaja los contenidos en sala de aula, o sea dejar de lado la “vieja manera” de enseñar a través de las cansativas aulas expositivas en que solamente el profesor habla y los alumnos escuchan, y memorizan las informaciones. Partiendo de ese conocimiento de cómo se aprendía y la falta de incentivo que se da al alumno para la práctica de la investigación científica, y ciertamente por el interés al enseño de ciencias naturales, se percebe que el desafío de enseñar esta en contemplar en sus metodologías la participación del estudiante en la construcción de su saber relacionando conceptos científicos a los ya existentes en su estructura cognitiva, considerando la necesidad de dominio de las habilidades de lectura y escrita, una vez que en el enseño de las ciencias, las temáticas presentadas en los libros didácticos necesitan de la lectura y entendimiento de los conceptos científicos allí publicados. En ese sentido, nuestra investigación se propuso analizar como el enseño de la lectura y la escrita en el tercer año del enseño fundamental contribuye para la formación de conceptos científicos. La investigación fue realizada en una escuela Municipal localizada en la zona oeste de Manaos, con 56 alumnos de dos secciones del tercer año del enseño fundamental y sus respectivos profesores. El criterio de selección de los terceros años fue el alto índice de alumnos repitentes, que presentaban problemas en la adquisición de las habilidades básicas de leer y escribir. La pesquisa de cuño exploratorio, trabajo con datos cuanti-cualitativos, elaborados a partir de las técnica de analices de documentos, observación, entrevista, grabación de audio, fotografías y dibujos de los alumnos. Las discusiones de los resultados fueron realizadas llevando en consideración el enfoque de la formación de los conceptos cotidianos y científicos propuestos en la perspectiva de la aprendizaje constructivista basado principalmente en las concepciones de Vygotsky y de otros investigadores que se preocupan con el proceso de formación de conceptos en ciencias y la adquisición de la lenguaje oral y escrita. Los resultados indican que el proceso de alfabetización hace mucho tiempo vivencia diferentes métodos en la intención de facilitar el desempeño de los estudiantes, sin embargo, todos de alguna forma presentaron fallas que llevaron al surgimiento de críticas y preguntas cuanto a su eficiencia y, por consiguiente a la substitución por otro considerado más apropiado. El enseño de las ciencias se presento como un enseño que se desarrolla casi exclusivamente, a partir de aulas expositivas de los contenidos del libro didáctico a través de los procesos de lectura de los textos y imágenes, explicación del profesor y la realización de actividades seleccionadas del libro. A partir de este estudio, defendemos la necesidad de cambios en la práctica pedagógica cuanto a la forma de enseñar ciencias en los años iniciales del enseño fundamental, para eso proponemos la posibilidad de establecer relaciones entre el enseño de la lectura y de la escrita y la formación de conceptos científicos desde que tenga objetivad en las actividades desarrolladas
O ensino das terminologias biológicas através da aprendizagem significativa: proposta para a formação de professores
(Universidade do Estado do Amazonas, 2009-11-04) Maia, Dayse Peixoto; Monteiro, Ierecê Barbosa; Monteiro, Ierecê Barbosa; Gonzaga, Amarildo Menezes; Nagem, Ronaldo Luiz; Fachín Terán, Augusto
This research locates in the area of the Teaching of Sciences, including the teachers' formation and grew through the approach of the biological terminology, analyzed under it constituent genesis, articulate to the theoretical propositions of the Significant Learning, formation of scientific concepts, and communication aspects and language in classroom. It is treated of a research of qualitative orientation and it looked for through the observation, of the documental analysis of the text books and in questionnaires, the explanation of relevant possibilities to investigate as the Biological Terminologies are being approached by the teachers in their pedagogic practices, in the High School and which the linguistic support that the text books have been giving to teachers and students. Twelve schools, public and private, of High School of the city of Manaus and their teachers of Biology were part of the research. Theanalysis of the data was of empiric-interpretative nature. The obtained results demonstrate the ignorance of methodological theoretical aspects of the biological terminology on the part of teachers and students, the non appreciation of this theme in the courses of initial or continuous formation, as well as the superficial present terminological approach in the text books. Starting from such evidences a Strategy was elaborated of it Semantics Analyzes as base in the Theory of the Significant Learning, seeking to aid teachers in winning the pertinent difficulties to the morphology and semantics of the biological terms. This work opens perspectives for new researches about pedagogic application of the Biological terminology, as well as for analyses epistemológicas regarding the construction of the specialized lexicon of the Biology, among other possible unfoldings in the areas of the linguistics and of the communication regarding the teaching process and learning
O ensino de Ciências e a relações com a sociedade e a tecnologia no 3º ano do ensino fundamental de uma escola de educação integral
(Universidade do Estado do Amazonas, 2019-02-22) Rodrigues, Anderson Clay; Costa, Mauro Gomes da; Costa, Mauro Gomes da; Aguiar, José Vicente de Souza; Araujo, Cleusa Suzana Oliveira de; Kalhil, Josefina Diosdada Barrera; Gonzaga, Amarildo Menezes
The present research portrays the reality of a public school inserted in a community of peripheral area in the district of São Geraldo, in Manaus, that assumes practices of transformation from the changes in its educational and social context. This school develops pioneering works, of a pedagogical nature, as it is guided by the proposal of integral education, with a view to a democratic, welcoming and quality education, which values the student as a singular historical subject and of rights. The presentation of the presented education stimulated our investigation based on the question of research: The students of the 3rd year of elementary school of a school of integral education learn Sciences considering the relations with the technology and society? As a consequence, we analyze the process teaching science learning of the students of the 3rd year of Elementary School and its relations with technology and society. The research path consisted of the qualitative approach, bibliographic research, in situ observation and use of procedures (interview, talk and workshop) and use of the instruments (field diary, interview script, voice recorder and camera) for data collection. The analysis of the data occurred continuously in function of the narrative and dialectical character, contextualizing the conceptions of Science in the light of Pierre Bourdieu and the theoretical and practical approach of teaching of science, technology and society in the field of integral education. Finally, we conclude that the educational experiences found in the school context regarding the teaching-learning process are configured as meaningful and coherent with the development of pedagogical practices that contemplate the educational needs of the students of the 3rd elementary school. Keywords: Science Teaching; Technology and Society; Integral Education
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.
Ensino de ciências e pedagogia de projetos: (re) significando o processo ensino aprendizagem na abordagem de prevenção ao uso indevido de drogas
(Universidade do Estado do Amazonas, 2011-05-05) Gomes, Eunice Carvalho; Fachín Terán, Augusto; Fachín Terán, Augusto; Gonzaga, Amarildo Menezes; Abdalla, Thomaz Décio
La temática de las drogas es una preocupación permanente de la sociedad en general y de la escuela en particular. A cada año aumenta el uso de las drogas, principalmente entre los adolescentes, siendo su inicio cada vez más precoz. Esta situación afecta personas de diferentes grupos sociales, lo que permite afirmar, que el uso de drogas responde a aspectos sociales, económicos, culturales, biológicos y psicológicos diferenciados, afectando sobre manera el aprendizaje. La problemática del uso indebido de drogas es grave en nuestra sociedad y llego a la escuela de modo que ni los profesores tienen formación adecuada para tratar de este asunto. Es necesario una reflexión por parte de la escuela, cuanto al modo de tratar este problema. Nuestra investigación evaluó en qué medida la propuesta metodológica orientada por la pedagogía de proyectos, puede contribuir en el proceso de enseñanza y aprendizaje con el tema de prevención del uso indebido de drogas en una escuela pública de la zona sur de Manaos. Para responder este objetivo adoptamos la pedagogía de proyectos y analizamos las metodologías utilizadas en la enseñanza de ciencias sobre la abordaren de prevención al uso indebido de drogas. El camino metodológico fue fundamentado por el método de la investigación participante y los datos fueron analizados cualitativamente. Este estudio tuvo cuatro fases: diagnostico, elaboración, desarrollo y evaluación del proceso. Los sujetos participantes fueron los investigadores, profesores y estudiantes del 8º año del enseño fundamental de una escuela de la rede estadual de enseño de Manaos-AM. Se constato que la metodología de proyectos es viable en la implementación de acciones preventivas en la escuela, detectada a partir de los cambios de concepciones de profesores, alumnos y investigadores, optimizando y resinificando el proceso de enseño aprendizaje en la enseñanza de las ciencias. La abordaje de prevención al uso indebido de drogas, fue posibilitada a través de elaboración de los proyectos, criando situaciones de aprendizaje más dinámicas y efectivas en la optimización de la enseñanza de las ciencias. El conocimiento elaborado con los estudiantes sirvió para subsidiar actitudes preventivas frente a las vulnerabilidades relativas al uso indebido de drogas. Es necesario considerar la prevención al uso indebido de drogas en las preocupaciones pedagógicas y en los currículos, y también consolidar una concepción de educación pública comprendida a partir de la socialización del conocimiento entre profesores y estudiantes y escuela-comunidad. Fue elaborada una propuesta metodológica de proyectos para articulación de los contenidos de ciencias naturales y prevención al uso indebido de drogas sobre una perspectiva contextualizada e interdisciplinar.
Ensino de Ciências para surdos através de Software Educacional
(Universidade do Estado do Amazonas, 2008-11-10) Trevisan, Patrícia Farias Fantinel; Gonzaga, Amarildo Menezes; Gonzaga , Amarildo Menezes; Nicot, Yuri Expósito; Sá , Nídia Regina Limeira de
This essay aims to understand how to deal with Science teaching for deaf students of elementary school initial grades and how a computerized resource can be created and used for improving it in the pedagogical practice of teachers, from the use of educative qualities provided by the media language. This research has had four moments. At the first moment, there is a reflection about the deafs´ language, the scientific concepts and the educational software. At the second moment, we improve the development of the research, from the quantitative and qualitative research, legitimized through the techniques of content, observation and interview analyses. The research has focused on the contrastive analyses of three Science educational softwares and in the practice and speech of Sciences teachers of deaf children of a oralist school and a socio-integrationist school. At the third moment, we present the results, which demonstrate that the educational softwares concerning scientific concepts of Science are not appointed for deaf students. The educational softwares, as do the teachers, work on the scientific concepts in a traditional, mechanical and labeled way, not giving the deaf students the opportunity to build their thoughts. Front to these checks, on the fourth moment, we generate a prototype of an educational software, making use of the signs language and the Portuguese language, to work on scientific concepts with deaf students, based on a socio-integrationist view of the deafness, trough a flexible net of concatenated knowledge.
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.
O estágio supervisionado como componente curricular na formação inicial e continuada do professor de Biologia
(Universidade do Estado do Amazonas, 2012-08-01) Brasil, Osimar Bezerra Magalhães; Gonzaga, Amarildo Menezes; Gonzaga, Amarildo Menezes; Costa, Lucinete Gadelha da; Aguiar, José Vicente de Souza
Dissertation Research that deals with the continuing education of Biology teachers, in an autobiographical approach. Assuming that the Supervised Curricular Internship is one of the curricular components in the Biology Degree Course, we ask: what is possible to be analyzed, based on the experiences obtained both during the Supervised Internship in initial training and in the training continued, in a formative trajectory of a professor of Biology? The methodology was constructed from the History of Life Method, which is constituted in the first part of Chapter -1, "On the choice of the Method of Life History", where we address, among other topics, "The researcher's self-knowledge in understanding the role social of the teacher ". In the second part, we address "The fundamentals of the formative trajectory of the researcher", highlighting the acquisition of a new posture: "the researcher professor". In chapter - 2, we address, in the third and fourth part, relevant aspects such as: "teacher training and education professionals" and "the researcher in the supervised curricular stage". Chapter - 3, in the fifth part, deals with the retrieval of the researcher's narratives during his undergraduate period, where aspects of the researcher's self - construction and teaching identity are highlighted. And, finally, in the sixth part: "Supervised Curriculum Internship in Continuing Education", we approach the legal presuppositions of the internship, the planning, the narratives of the practices performed and we weave our final considerations. Keywords: Teacher Training, Supervised Internship, Autobiography.