DISSERTAÇÃO - PPGECA Programa de Pós-Graduação em Educação e Ensino de Ciências Na Amazônia

URI permanente para esta coleçãohttps://ri.uea.edu.br/handle/riuea/1636

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O ensino de ciências naturais: uma proposta intercultural nos anos iniciais multisseriados na escola municipal Aleixo Bruno na comunidade indígena Terra Preta
(Universidade do Estado do Amazonas, 2012-01-10) Ferreira, Edmilza dos Santos; Fachín Terán, Augusto; Fachín Terán, Augusto; Aleixo, Marcos Frederico Krüger; Aguiar, Vicente de Souza
This study emphasizes the teaching of Natural Sciences in the regular school of the Indian Community in Terra Preta, Baixo Rio Negro. Therefore, it stands out the contribution of the traditional knowledge of the local residents within a perspective of knowledge interactions, aiming the improvement of the students’ teaching-learning in the initial multi-sequenced years. The research developed in the community is of a qualitative nature with an approach of the ethnography and the ethnology, dealing with the description aspects and the analysis of the manifestations that were seized during the investigation. It is important to stand out the current changing process within reach of new methods and pedagogic resources that make a reachable scientific knowledge possible, as the emergent paradigm mentions that, among other developments, it emphasizes Nature and culture as factors of interlocutions among the different manners to know the reality. Because of it, the Natural Sciences understood as a group of specific subareas, such as: Astronomy, Biology, Physics, Chemistry, and Ethno Sciences amplify the school contents with the adding of quotidian knowledge. Therefore, we set a new look on the science as a way of developing significant activities, that is, a science that tells us about the universe and the new challenges for the future education.
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.