Navegando por Autor "Souza, Maud Rejane de Castro e"

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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.
Concepções dos professores de matemática sobre o desenvolvimento de habilidades no processo de ensino no 3º ano do ensino médio
(Universidade do Estado do Amazonas, 2021-07-08) Delgado, Brenda Samanta de Lima; Kalhil, Josefina Diosdada Barrera; Souza, Maud Rejane de Castro e; Rodrigues, Jorge de Menezes
Faced the challenges of the XXI century Education, we may consider the difficulties in the learning process, mainly when we consider as reference the Math subject. This way, we must take a look to the development of the abilities In High School and how they can collaborate to cognitive formation building in the learning process. Emerging from the concerns raised, the research searches to answer this scientific issue: How can we develop the abilities in statistic and geometry in the Math learning process in High School Senior Year? In order to do it, we had three math teachers from a state school from Manaus to check what would be the abilities in their classes and the ones that should be developed based on the Common National Curriculum Base document and the Math curriculum proposal to high school in Amazon State. Three interviews were applied, one for each teacher, using Google meet. The approach of the research was qualitative, data structuring being carried out, the analyzes based on the studies of Bardin and the theoretical discussion through the Zabala and Vygotsky perspective. After data analyses, the research brought some important results to analyze and discuss. A chart showing the abilities found in teacher´s speech, the abilities from the present planning document and orienting education documents -BNCC- was made. The results of the research allowed us to conclude that teachers know in a superficial way what they had to do to develop the abilities but there is a difficult in how to do it in classroom in order to have the contents reached. Through the research, we present suggestions of activities that potentialize the development of the abilities. Key-words: Developing abilities, Math Learning, Statistic, Geometry and Concept of teacher education
Um novo olhar no Ensino de Física nos cursos de engenharia na Amazônia
(Universidade do Estado do Amazonas, 2011-05-01) Souza, Maud Rejane de Castro e; Kalhil, Josefina Diosdada Barrera; Kalhil, Josefina Diosdada Barrera; Nicot, Yuri Exposito; Lizardi, Patricia Sánchez
This dissertation consists of a new proposal for teaching physics, whose aim is to analyze the effect of an innovative methodology applied in physics I, in a class of Engineering, University Nilton Lins, where the emphasis is on dialogue, rescue know the students. Looking subsumers needed to discover a meaningful learning, we use the problem-solving, engineeringrelated with the daily lives of students, in order to arouse the same interest in the discipline and demystify physics as a difficult subject and without context. Even through activities in experimental physics lab, where students made observations, collection, interpretation and analysis of data in bursts, thus allowing the development of attitudes towards the exercise of democratic practice and exchange of experiences. The results showed that the proposed methodological improvements took effect and can be used along with other proposals to strengthen the teaching and learning of physics in the Amazon.
O Role-Playing Game - RPG na educação STEAM: inovando na aprendizagem de ciências na Amazônia
(Universidade do Estado do Amazonas, 2021-06-23) Barros, Thiago Pessoa; Souza, Maud Rejane de Castro e; Valente, Wagner Rodrigues
The present work aimed to develop a teaching-learning process based on the RPG-STEAM approach , on the main protozooses that affect the Amazon region. After building a game, we created a Guide for students entitled “Defenders of the Amazon”, and applied it to students in the eighth year of Natural Sciences, in order to assess its functionality and enhance knowledge of tropical diseases with the recognition of symptoms , forms of transmission and prophylactic methods of diseases caused by protozoa, in addition to stimulating the development of skills such as creativity, critical thinking, collaboration, communication and group work; for data collection, we used questionnaires, interviews and audio recording, which were analyzed qualitatively, through a phenomenological approach where we tried to hear the voices of those involved in the research, minimizing the unilateral relationships between the researcher and the study participants, facilitating integration of different areas of knowledge by STEAM education, with phenomenology being responsible for highlighting the views that all participants have of the phenomenon they experience. The results show that this approach is an effective mediator between knowledge and student-players. We conclude that RPG, through STEAM education, has great possibilities to increase the active learning of Nature Sciences in the school environment, working curricular componentes little explored to increase their interest and motivation in students through a playful perspective that favors and complements formal learning. Keywords: Active Learning, RPG, STEAM education
O uso da sala invertida como metodologia no ensino de Biologia para o 3º ano do ensino médio em uma escola da rede estadual de Manaus-AM
(Universidade do Estado do Amazonas, 2021-08-06) Benevides, Viviane de Lima; Amorim Neto, Alcides de Castro de; Souza, Maud Rejane de Castro e; Oliveira, Alzira Miranda de
This dissertation is about the use of the Flipped Classroom with the support of the Google Classroom educational platform, as an active methodology to place the student at the center of the teaching and learning process, considering that current students are said to be digital natives, with skills to interact in activities involving technologies. Thus, this proposal is justified by considering that the Digital Technologies of Communication and Information entered the school as a pedagogical support resource to contribute to the students' learning process. The study aimed to analyze the effectiveness of the inverted classroom methodology with the help of Google Classroom in Biology classes in a 3rd grade high school class in the city of Manaus/Am. In this virtual classroom space, links to video classes and activities to be answered from the visualization of posted materials were made available, in order to subsidize prior knowledge of the contents to be studied by students, and thus become a learning experience significant.This investigation, regarding the method of approach, was characterized as a research being a mixed method, which combines qualitative and quantitative approaches; as for the objectives, as exploratory research, and as for the technical procedures, it is a field research, with participative observation, characterized as an action research. To carry out the research it was necessary to apply a Socioeconomic Questionnaire to verify the feasibility of accessing the virtual room. The investigation of the students' learning performance was through the written evaluation notes and/or other evaluative instruments, which allowed a statistical analysis to represent, through a single or central value, the set of information of the observed results. And, finally, the Online Survey Form was applied, to check the level of student satisfaction with the inverted classroom methodology with the help of Google Classroom, and point out any points to be improved and/or corrected, and also the which changed after the experience. The results of the research allowed us to conclude that the inverted classroom methodology was effective in teaching Biology, as the researched students who committed to studying with the classroom inversion method obtained higher averages than students who did not adhere to the proposal. And, we also infer, from the observations, that the attitude of the learners changed, that is, they were (re)placed at the center of the teaching and learning process, they became protagonists in the construction of their knowledge. As a proposal to continue the research, we suggest studying the use of the Flipped Classroom in elementary school grades, in order to verify the effectiveness in this segment. Keywords: Flipped classroom; teanching Biology; Google Classroom.
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.