Navegando por Autor "Zurra, Raiziana Mary de Oliveira"

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Um Estudo Etnográfico sobre as Tradições Culturais e Linguísticas dos Povos de Etnia Kaixana em Tefé-AM
(Universidade do Estado do Amazonas, 2022-10-18) Carvalho, Marcela Balieiro; Monteiro, Rosineide Rodrigues; Monteiro, Rosineide Rodrigues; Ana de Nazaré Egas Praia, Ana de Nazaré Egas Praia; Zurra, Raiziana Mary de Oliveira
The article is the result of the research An ethnographic study on the cultural and linguistic traditions of the Kaixana peoples in Tefé-AM. With this, we intend to investigate the reasons that led these people to lose their linguistic identity, through an ethnographic approach, since their mother tongue is not spoken so much by them. The Nheengatu language was replaced by the general language imposed by the missionaries when having contact with the native population. In preparing this article, a bibliographic survey was carried out in sources such as Luciano (2006), Kruppa (1994), Terra (2019), Patriota (2009) and Laraia (2015). The methodology was based on Lakatos and Marconi (2017), Prodanov (2013), Oliveira (2009), Cervo and Bervian (2007) to support the field research, qualitative research with an ethnographic approach and techniques such as the questionnaire, participant observation and document analysis. The target audience consisted of 01 shaman, 04 mothers, 04 fathers and 05 indigenous students. The sample was represented by all native participants of the 6th year of a single class of Elementary School and family members residing in the community who answered the questionnaire. The results indicate that the Kaixanas currently speak the Kaixana language among themselves, but when they have contact with other people, they use the Portuguese language. At school, education is being specific, intercultural and bilingual to maintain the lexicon. In this way, we emphasize the need to preserve cultural and linguistic traditions through the wisdom of the shamans and teaching the families and bilingual teachers who will be the agents of spreading the cultural wealth of their own people.
A importância da Leitura e Escrita nas séries finais do Ensino Fundamental
(Universidade do Estado do Amazonas, 2023-08-22) Lima , Valdecy Patrício de; Monteiro, Rosineide Rodrigues; Monteiro, Rosineide Rodrigues; Zurra, Raiziana Mary de Oliveira; Costa , Teresinha de Jesus de Sousa
Through observations and workshops carried out in a public school, it was possible to highlight and understand the crisis in the teaching of reading and writing in the final grades of elementary school, so that the student often concludes elementary school without knowing how to read critically or interpret a text. This discussion is the product of a field research that investigated the reading and writing practices developed in the classroom to detect/minimize the difficulties of students in the final years of elementary school in the school selected in the study. The bibliographic survey was based on Lerner (2002), Grossi (2008), Mercado (2002), Leopoldo (2002), among others. The methodology was guided by Gil (2010), Martins (1986), Marconi and Lakatos (2017), to carry out the bibliographic survey, techniques and methods of research work. The research consisted of 22 students of both sexes, being students of a 9th grade class of the morning shift and 01 teacher trained in the area of Portuguese Language who teaches classes in Elementary School II. The results collected in a descriptive and interpretative way show that at the Municipal School located in Tefé/AM, students have the habit of reading frequently, however, contact with diverse texts happens only in the classroom. In this sense, it is essential to highlight that reading brings benefits by adding knowledge, expanding vocabulary and improving writing. In view of the above, it is good to point out that the teacher faces major challenges in the classroom, with regard to the practice of reading and writing by students, who show little enthusiasm when it comes to reading and writing
Narrativas da floresta nacional de Tefé: expressões de saber do aluno ribeirinho e a sua transposição didática para o Ensino de Ciências Naturais
(Universidade do Estado do Amazonas, 2011-04-30) Zurra, Raiziana Mary de Oliveira; Aleixo, Marcos Frederico Krüger; Aleixo, Marcos Frederico Krüger; Ruiz, Maria Auxiliadora de Souza; Silva, Allison Marcos Leão da
This research is a reflection about the implicit types of knowledge in the narratives of Tefé National Forest (FLONA) population and its practical application in the teaching and learning process of Natural Sciences. The present research intended to learn how you can translate the scientific knowledge about traditional knowledge found in these popular narratives within the multisseriate classrooms composed by elementary school students for the purpose of optimizing the process of teaching and learning of Natural Sciences. The present research consists in highlighting the mythical and legendary narratives as a cognitive enhancer, arousing curiosity and fostering new opportunities of understanding conceptual contents, procedures and attitudes, once learning requires a significant set of complex cognitive processes. This work presents a qualitative and quantitative studys under a structuralist approach, based on the principles of Anthropology, Biology, Literature, Psychology and Pedagogy. In order to perform the proposed analysis, we searched for authors who would theoretically support our subject: the theoretical and methodological knowledge by Edgard Morin and Cecilia Minayo, Mircea Eliade, Vladimir I. Propp, Marcos Frederico Krüger, Terry Eagleton, Therezinha de J.P. Fraxe, Maria Zaira Turchi, Boaventura de Souza Santos, Carlos Antonio Mascia Gottschall, Chevallard, David Ausubel e L. S. Vigotski. At the end of the present study it was possible to propose as a product, a methodology strategy whose narratives are used to elicit students' previous experiences, and thus mediate the chain of didactic transposition about Natural Sciences contents. This feature is indicated, preferably where the multigrade schools are still a reality, in order to facilitate both the redefinitions of specific science content, and further prospects of development of an interdisciplinary classroom. The obtained results by the mentioned survey indicate that few studies focus on the relationship between popular literature and Science teaching, and the local folklore narratives, especially myths, legends and tales, provide new possibilities to overcome two serious Illiteracies: the scientific and the literary ones. It is expected that this research can possibly contribute to student‟s teaching and learning process and that others realize the importance of acquiring other knowledges for science education development in schools where this research was conducted.
Narrativas populares alternativa didática ao ensino de ciência
(Universidade do Estado do Amazonas, 2015-04-20) Zurra, Raiziana Mary de Oliveira; Oliveira, Ethel Silva de; Costa, Mônica de Oliveira; Aleixo, Marcos Frederico Krüger
The paper is based on a reflection about different types of implied knowledge in the narratives of the river population from the Tefé National Forest, and its practical application in the teaching-learning process in Natural Sciences. The research leads to the possible intersection between knowledge originating from ethno-science, and their traditions; and the scientific knowledge sanctuarised in mixed-grade schools curricula, composed of elementary school students. The work aims to demonstrate that narratives such as storytelling, myths and legends works as cognitive stimulants, arousing the curiosity and fostering new perspectives of understandings of the conceptual, procedural, and behavioring contents, in Natural Science teaching, since learning in a meaningful way requires to use complex cognitive processes and schemes. This was a qualitative study based on a phenomenological approach guided by references to Anthropology, Biology, Literature, Psychology and Pedagogy. The results indicate a lack of studies about the relationship between local and popular Literature and Natural Science Education, and the narratives derived from local imagination, especially myths, legends and tales, which provide possibilities to circumvent two major illiteracies: scientific and literature. Keywords - Popular Narratives. Didactic. Natural Science Teaching
Novas Práticas Metodológicas Necessárias no Ensino de Jovens e Adultos
(Universidade do Estado do Amazonas, 2023-08-23) Souza, Jociane Magalhães de; Costa, Teresinha de Jesus de Sousa; Costa, Teresinha de Jesus de Sousa; Zurra, Raiziana Mary de Oliveira; Arruda, Maria Ozana de Lima
The research “Necessary methodological practices in teaching of youth people and adults”, came from studies carried out for the course conclusion work, whose general objective was to investigate which methodologies should be practiced in the Education of Youth People and Adults (YAE) so that there is an education adequate and transformative, and whose specific objectives established the difference between pedagogy and andragogy, highlighted the rights to education in the YAE legislation, found out the teaching practice in YAE classrooms and identified the students' greatest difficulties and possible solutions. The methodology consisted of the qualitative method with application of bibliographical and field research, using the questionnaire for data collection and had as research subjects six students who belong to YAE. The theoretical framework was based on Freire (1980), Tardif (2000), Mizukami (1986), Brasil (2016), Nascimento (2013) among others. As a result of the research, after analyzing and interpreting the data, it was possible to perceive that the traditional teaching model, which is worked in all teaching modalities through the pedagogical model, cannot meet the demands that young people and adults bring, causing gaps in learning and discouraging them from continuing their studies.
As Tecnologias Digitais como Ferramentas de Aprendizagem na Perspectiva dos Acadêmicos de Letras em Tefé-AM
(Universidade do Estado do Amazonas, 2023-08-22) Moraes, Fabíola Gomes; Monteiro, Rosineide Rodrigues; Monteiro, Rosineide Rodrigues; Zurra, Raiziana Mary de Oliveira; Costa , Teresinha de Jesus de Sousa
Abstract: In order for the use of digital technologies to be successful in the pedagogical process, it is necessary that the institution where the formation of the Degree courses is taking place is in accordance with the moment in which education is being transmitted to the students. In this sense, it is emphasized that the general objective of the research aims to reflect on the use of new technologies as teaching methodologies that contribute to the education of academics of the Languages course at the Center for Higher Studies of Tefé (CEST) of the State University of Amazonas (UEA). The bibliographic collection was based on Leite and Ramos (2017), Bergmann and Sams (2019), Lévy (2010) and Moran (2015). In the methodology, a bibliographical survey was carried out based on Severino (2017), Marconi and Lakatos (2017) and Chizzotti (2010). The techniques used were observation and the mixed questionnaire applied to the target audience consisting of 7 students and 4 teachers from CEST/UEA. Field research was necessary in the search for true data; the qualitative research was fundamental in the observation and understanding of the meaning of the object of study, while the phenomenological approach method was also of great value in the perception of the phenomena that occur in the classroom. The sample represented by 4 teachers and 7 students showed that digital tools were beneficial in teaching and learning during the pandemic. Therefore, we emphasize that the digital tools were valid when the professors provided learning that was a little different from traditional education to students who did not have the use of digital platforms as an educational practice.