Navegando por Autor "Segura, Eduardo Alberto das Chagas"

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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.
Ensino de Ciências Naturais em espaços educativos: o tema da exploração da seringa em uma perspectiva interdisciplinar
(Universidade do Estado do Amazonas, 2021-05-04) Oliveira, Ercilene do Nascimento Silva de; Terán, Augusto Fachín; Costa, Mônica de Oliveira; Souza, José Camilo Ramos de; Segura, Eduardo Alberto das Chagas
This work presents possibilities for pedagogical practices, specifically in the context of Hybrid Teaching using an element of nature, the rubber tree (Hevea brasiliensis) as a facilitator for Science Teaching in an interdisciplinary perspective. In times of pandemic, the virtual visit to a thematic museum was essential to arouse the interest, motivation, and interaction of the students participating in the research. Hence, the purpose of this work was to understand how interdisciplinarity practice takes place using hybrid teaching in the second year of high school, through the theme of the exploitation of the rubber tree in educational spaces. In methodological terms, this is a qualitative research with a descriptive and field study, having its philosophical foundation based on Merleau-Ponty’s (2018) phenomenological premises. The interdisciplinarity aspects are based on Fazenda (2003, 2011,2012, 2013, 2014), Japiassu (1976) and Lück (2013). We discussed Hybrid Teaching concepts by Kenski (2012) and Moran (2015) and Science Teaching by Chassot (2016), Delizoicov, Angotti and Pernambuco (2002), and Fachín-Terán (2013). For data collection, we used interviews, questionnaires, systematic observation, a virtual visit video, the didactic sequence with the natural element of the rubber tree, active practices such as Khoot, blog, QR-Codes, and the writing, through the argumentative essay. We took Bardin's categorical content analysis as the basis for the investigation of the collected data, from which we extracted the categories used in the inference of the results in our three research objectives. From the results, we realized that despite the physical distancing, the experience with the video brought sensations and sensory stimuli to the students, ratifying the phenomenological view beyond the experience lived in the face-to-face environment. As for facilities in this research, the technological resources available favor the interdisciplinary model in hybrid education. In the context of the difficulties, the facilitating technology may be a difficulty in view of the punctual inability of teachers in the face of internet resources. Regarding the virtual visit to the educational space, we can say that doing it brought perceptions similar to those caused in face-to-face excursions. Within the scope of pedagogical resources in the hybrid space, we observed that the active practice of learning leads to interdisciplinarity through the planning of actions based on the teaching modalities for which it is intended. Therefore, pedagogical practices in hybrid teaching collaborate for interdisciplinarity and make it possible to expand students' knowledge.
A interdisciplinaridade como perspectiva curricular em um objeto do programa do observatório da educação - CAPES no Amazonas
(Universidade do Estado do Amazonas, 2012-04-21) Segura, Eduardo Alberto das Chagas; Gonzaga, Amarildo Menezes; Gonzaga, Amarildo Menezes; Barbosa, Ierecê dos Santos; Aguiar, José Vicente de Souza
Research dealing with curriculum development from the Interdisciplinary between mathematics, Portuguese and Natural Sciences. Analyzes the effects of the first year of a project linked to the Programme of the Centre for Education / Capes / UEA, executed in a public school in the city of Manaus, in the search for evidence of interdisciplinary perspectives. In the first chapter curriculum development and interdisciplinary expose the necessary theoretical basis to support the thesis. In the second chapter dealt with the investigative course, contextualizing the events of the first year of the Project of the Centre for Education. The third chapter presents the subjects investigated by using a questionnaire and individual interviews. We come to the conclusion that there is openness, at school, to new teaching strategies, in which interdisciplinarity can be a possibility