Revista Areté - Artigos de Periódicos
URI permanente para esta coleçãohttps://ri.uea.edu.br/handle/riuea/4825
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9 resultados
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Item O portfólio como estratégia de ensino - aprendizagem no ensino de ciências em um processo interdisciplinar com estudantes do 6ºano do ensino fundamental(Universidade do Estado do Amazonas, 2013-01-11) Gonzaga, Adana Teixeira; Gonzaga, Amarildo Menezes; Azevedo, Rosa Oliveira Marins; Oliveira, José Alcinei Pinheiro deThis research aims to understand how a process focused on interdisciplinarity using portfolio as a teaching-learning strategy could contribute to the development of reading and writing competence of Elementary School students in a public school in the Manaus city. We resorted on theoretical support for interdisciplinary: Silva (2004), Schnetzeler (1992); for reading and writing competence: Raquel and Machado (2012); and for portfolio: Anastasiou (2012) and Raizer (2007), among others. The methodology has a qualitative research, focused on the portfolio application, in teaching-learning strategy, as the research technique. Through the strategy application in the classroom environment, students, more than participate actively, they had the opportunity to exercise the development of reading competence autonomously, performing a competent reading and writing. Key-words: Interdisciplinarity. Teaching School Strategy. Portfolio. Reading and writing competence.Item Interdisciplinar idade no desenvolvimento da competência leitora e escritora: uma experiência no observatório nacional da Educação/CAPES/UEA(Universidade do Estado do Amazonas, 2013-01-22) Marques, Fábio Francisco de Freitas; Costa, Yone Gama da; Arruda, Laila Christina Gundim; Gonzaga, Amarildo Menezes; Barbosa, Ierecê dos Santos; Azevedo, Rosa Oliveira MarinsThis article is part of the investigative path and advisory of research work at the National Education Monitoring Project / Capes / UEA. Aims at understanding how interdisciplinary practices with the Portuguese Language, Mathematics and Science, through the adoption of teaching strategies may contribute to the development of reading and writ ing skills of elementary school students. The theoretical framework was based in Fazenda (2008), Japiassu (2006), Silva & Rego (2006), Passos (2008), Skovsmose (2008), Anastasiou (2012), among others. The methodological approach was based on a qualitative approach involving literature research, participant observation and pedagogical intervention.We perceive that a teaching-learning process, focusing on interdisciplinarity, may be a possibility of breaking the linearity of the process within a conception built on the inter-relationships and dialogues, as everyone involved with the process to assume all the responsibilities that it implies, including students as constructors subjects of their knowledge, focusing on the development of reading and writing skills of elementary school students. Keywords: Interdisciplinarity. Reading and Writing Skills. Teaching Strategies.Item O uso mapas conceituais no desenvolvimento da competência leitora/escritora no ensino de ciências(Universidade do Estado do Amazonas, 2014-02-11) Ferreira, Jorge Tavares; Azevedo, Rosa Oliveira MarinsThis study presents partial results of a survey conducted in a public school in Manaus, whose proposed work is the construction of concept maps as a strategy for the development of reading competence / writer of students in science education. The study began with a diagnosis in which students showed difficulties to read and write and when they did not understand what they read or wrote. Data were collected through video recording and field diaries, and reflective moments. The results point to the concept map as a promising strategy to contribute to science education by promoting the development of these skills in students. Key words: Conceptual map. Competence reader/writer. Teaching strategy.Item O uso do blog no ensino de ciências(Universidade do Estado do Amazonas, 2014-01-22) Santos, João Pedro Rebelo dos; Arruda, Laila Christina Gundim; Khan, Vitor Hugo da Silva; Azevedo, Rosa Oliveira MarinsWe seek to address the opportunities and challenges encountered in the course of interventions for the use of the blog in the school environment for the development of reading competence and writer of elementary school students. Sustained in Rodrigues (2008) and Pimentel (2010), under the Project Education Observatory - POE, our work consisted, as Community of Science, use the blog as a virtual learning environment can enable the active participation of students in the teaching and learning. We note that one must know the virtual tools and better understand its implications in everyday life to a better use in the school, particularly in science teaching. Keywords: Blog. Competence reader and writer. Science Teaching.Item Laboratório móvel: possibilidade de contextualizar a prática pedagógica no ensino de ciências(Universidade do Estado do Amazonas, 2014-03-22) Pereira, Lucas Gabriel do Amara; Azevedo, Rosa Oliveira MarinsThe Mobile Laboratory Project grew out of our perception by the need of a space to contextualize the practice of Science Teaching in the State School Arthur Araújo, place of performance of the Observatory of Education Project and stage of our Supervised Curricular Internship activities. With this, we aim to support the pedagogical practices in Science Teaching through experimentation, with focus on ninth grade, through a mobile structure that could be used to construct experiments, as an alternative to the lack of physical space in the School for the preparation of laboratory practices. We build the Mobile Laboratory with the students thinking of using resources available to them, such as scissors, paper, PET bottles, glue, etc. The Mobile Laboratory consists of a structure made with supermarket trolley with a built-in grill on the front, rubber and covered with paper ornaments made by the students themselves. We think that evenhaving a primeval structure, the meaning given to the Project is to enable the science teacher thought that the practices explored by textbooks or even known practices can be made even in schools without structural conditions for both. The results showed that the Mobile Laboratory can meet the need of the school to promote to the students a laboratory to perform Sciences practices, promoting the contextualization of pedagogical practice, and can incite a creative spirit, both for students and teachers. Key words: Science Teaching. Pedagogical Practices. Mobile Laboratory Project.Item Jogos didáticos como estratégia para o desenvolvimento da competência leitora/escritora no ensino de ciências(Universidade do Estado do Amazonas, 2014-02-23) Lima, José Luiz de Vasconcelos; Azevedo, Rosa Oliveira MarinsThis work aims to make a link between the concepts of teaching Science, competence reader/writer and educational games as teaching-learning strategy, and explain what actions were designed, developed and evaluated, and educational games as teaching-learning strategy aimed competency development reader/writer of the students in the 8th grade level in a public school in Manaus. We applied four learning games in a classroom of 8th grade, with thirty-five students during science lessons. The results showed that the didactic game can facilitate the development of critical thinking and articulation of students' knowledge, is of great importance for the development of their academic competence as to its reader/writer also shown to facilitate the interaction between socio affective teacher and students. Key words: Educational Games. Reading Competence/Writer. Science Teaching.Item 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 MarinsResearch 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.Item Tecnologia como mediação pedagógica na formação de professores reflexivos(Universidade do Estado do Amazonas, 2015-09-28) Lopes, Auxiliadora Cristina Corrêa Barata; Azevedo, Rosa Oliveira MarinsThe objective of this work is to discuss the meaning of technology as pedagogical mediation to train more reflective teachers. For this purpose, we discuss about some understandings of technology, addressing the concept of reflection in professional practice training of teachers, and about the reflective teacher, facing technology as pedagogical mediation. The discussions had an interpretive approach, based on the bibliographic research, survey conducted on books, texts in proceedings of events, and journals. The discussions aimed to interpret them, then to conclude that the use technology enables a pedagogical mediation; able to generate a more reflective teacher training, because it may aid to build a more critical education. Keywords: Educational technologies. Reflective teacher. Pedagogical mediation.Item Temas geradores no ensino de química na educação de jovens e adultos(Universidade do Estado do Amazonas, 2016-10-11) Costa, Mauro Melo; Azevedo, Rosa Oliveira Marins; Del Pino, José ClaudioThis paper presents impressions, reflections and considerations related with a experience in high school, with 97 students of a Adult Education Center, located in the city of Manaus - AM in 2014, during an internship. We investigated the aspects of using generating themes that contribute to the teaching-learning process in Chemistry for Adult Education students. The methodology have a qualitative basis, focused on using a field diary and questionnaire. The results were divided into four categories: Questioning; Obtaining generating themes; Thematic reduction and development of the program for classroom; and Evaluation. As regards the use of generating themes, they enable improvements in the teaching-learning process in Chemistry, because we noticed in the students a criticism posture and active participation in the construction of knowledge, in addition to favoring a more flexible curriculum organization with possibilities to involve interdisciplinary knowledge and also specific aspects of Chemistry. Keywords: Themes generators. Chemistry education. Adult education.