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

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Abordagem CTS e a alfabetização científica: implicações para as diretrizes do programa ciência na escola
(Universidade do Estado do Amazonas, 2015-03-17) Gomes, Orleylson Cunha; Aguiar, José Vicente de Souza; Aguiar, José Vicente de Souza; Souza, Ana Cláudia Ribeiro de; Costa, Mauro Gomes da; Fachín-Terán, Augusto; Araújo, Cleuza Suzana Oliveira de
The scientific and technological literacy emerges in the educational context with the development of the STS movement, based on the idea of allowing citizens to participate in discussions on the conduct of science and technology in society. The practice is widely supported by those who aim at the formation of autonomous individuals with the basic domain of scientific and ethical knowledge; they can participate in decisions involving the state and the S & T policies. In this sense, our research has focused on understanding how the Science Program in schooling PCE contributes to the formation of students scientifically literate, from projects developed in Manaus city schools in 2014. To do this we divided the work in two stages, the first characterized by the application of VOSTS questionnaire (Aikenhead, 1992) and the bibliographic research. The second stage was based on content analysis of scientific technical reporting (Bardin, 1977) and of the objectives proposed in the works selected in the light of the ideas advocated in Bloom's Taxonomy (2001). We also conduct the questionnaire application with open questions to the teachers who participated in the PCE and have had their projects selected for analyzes of this work with a view to know their views on the CTS interaction. The results allows us to show that possibly the projects developed in schools turn away from the idea of questioning, reflection and critical issues that deserve to be discussed in our view, on Science and Technology, so that they may be entering students in the debate on the implications of these two fields of knowledge nowadays. Implications for the PCE proposes to bring students to scientific literacy and thereby develop the ability to participate in scientific and technological development in the regional scenario, we find that the projects develop still laden with traditional assumptions about science, based on the transmission content and demonstration experiments, these activities, which in our view, distance themselves from the ACT assumptions widely disseminated in the educational environment and adopted by our work. However, the Program is believed one of the steps for initiation of students in scientific circles, allowing that develops among the participants the ability to follow the scientific career
Os agrotóxicos e a divulgação científica: o visível e o invisibilizado
(Universidade do Estado do Amazonas, 2017-03-26) Souza, Ana Carla dos Santos; Aguiar, José Vicente de Souza; Aguiar, José Vicente de Souza; Alexino, Ricardo Ferreira; Costa, Mauro Gomes da; Souza, José Camilo Ramos de; Aguiar , Ana Paulina
It is necessary to highlight the social importance of science and Scientific Divulgation, so that both can offer society, information on the relationship science / society, considering the direct link between the achievements of science and its direct and indirect impacts on the mankind and environment. The general objective of the research was to analyze the existence of political and economic forces in the approach of the subject on pesticides, focusing on the emergence of the discussion with Rachel Carson in the 60s of the 20th century in the USA, to the present day, mainly focusing on discussions Governmental organizations. Through the analyzes of the Magazines Science Today and Children´s Science Today, considering frequency, discursiveness and textual construction of the contents analyzed. We seek to identify the reports and their strategies of approach, considering the levels of problematizations present in the texts. To this end, a literature search was conducted using a qualitative approach in a theoretical perspective of Critical Discourse Analysis (CDA) of the magazines´ leads among 2000 and 2014. The magazines Science Today and Children´s Science Today publicly released 20 subjects with the theme that we present, in this temporal cut and their speeches are predominantly based on the environment, in spaces directed to the news. It should report that since the first edition, the magazine has positioned itself against the use of pesticides, not only presenting the dangers of use for humans and for the environment, but also arguing and advocating the use of ecologically viable alternatives such as sustainable use land, agro-ecology, the use of biopesticides or electronic tools pest detection, as well as presenting to the reader the latest changes as the legislation on the use of pesticides in the Brasil.
Alfabetização científica : o ensino da leitura e escrita em uma escola estadual de tempo integral em Manaus/AM
(Universidade do Estado do Amazonas, 2016-04-28) Castro, Valdeni Liborio de; Costa, Lucinete Gadelha da; Costa, Lucinete Gadelha da; Kalhil, Josefina Diosdada Barrera; Cavalheiro, Juciane dos Santos
Scientific literacy emerges in the educational context with the development of science, based on the assumption provide conditions for effective participation of people in their reality. The theme scholars seek to show the need for the construction of this the early years through an education that allows the manipulation of students with elements for reading the world around him. In this context, this master thesis titled scientific literacy in the teaching of reading and writing in full-time State School of Santa Terezinha that has the general objective to analyze the teaching of reading and writing the scientific literacy process and seek through the theoretical contributions Soares ( 2010), Kleiman (1995), Tfouni (2010); Chassot (2003, 2011) Sasseron (2008), Lorenzetti Delizoicov (2001), Lemke (2006) among others, reflect the construction of scientific literacy for teaching reasoning processes and learning of reading and writing. To seek to achieve the goal pretedindo made a methodological approach is a qualitative research that is characterized by the direct contact of the researcher with suejitos surveyed to analyze the interrelations that are built in a given reality. The research took place at a public school in the city of Manaus with a 5th class of elementary school and the subjects were the teacher and the students in this class, and the school pedagogue. The data collection instruments were participant observation, interview and completion of three (3) activities with the students of the 5th year of the initial years. The results showed a reading of teaching design and writing that goes against the concept of literacy and the pedagogical practice of the researched teaching is geared to work with genres based on a dialogical perspective. In this context, we highlight the scientific literacy indicators developed for the teaching of reading and writing process that enables thus affirm the scientific literacy process is process in the research group. Keywords: reading design and writing; teaching practice; scientific literacy indicators.
Alfabetização científica em espaços não - formais: um estudo com alunos indígenas
(Universidade do Estado do Amazonas, 2023-10-31) Santos, Maria Raimunda Martins; Almeida, Whasgthon Aguiar de; Aguiar, José Vicente de Souza; Lima, Maria Francisca Morais de
La investigación titulada: "Alfabetización Científica en Espacios No Formales: un estudio con estudiantes indígenas" tiene como objetivo mostrar cómo los estudiantes indígenas de una Escuela Indígena ubicada en el municipio de Alvarães - Am viven el proceso de Alfabetización Científica desde su propia comprensión de la ciencia en espacios no formales ubicados en su comunidad. Ante esto, tuvimos que utilizar una metodología para interpretar y describir los datos de 8 estudiantes mayoruna y un profesor indígena. A partir de ello, se recolectaron datos a través de la interacción con los sujetos involucrados en observación participante, ruedas de conversación, entrevistas, en las que se pudo identificar que los estudiantes indígenas tienen una forma única de pertenencia en los espacios no formales disponibles en sus comunidades. En las actividades realizadas durante el transcurso de la investigación, observamos que si bien los estudiantes indígenas no han tenido contacto con el conocimiento científico sistematizado, tienen una cosmovisión basada en una mirada peculiar a la ciencia que puede contribuir significativamente a la planificación de acciones que articulen la escuela indígena a estos espacios no formales. Vale la pena enfatizar la necesidad de que estas acciones estén dirigidas a la realidad de los estudiantes, teniendo en cuenta sus conocimientos previos basados en conocimientos tradicionales que contribuir a la adquisición y construcción de nuevos conocimientos científicos que ser construido según el diálogo entre los diversos conocimientos de la comunidad. Palabras clave: Alfabetización Científica, Espacios No Formales, Educación Escolar Indígena.
Alfabetização científica em espaços não-formais: fortalecendo a cidadania de estudantes ribeirinhos
(Universidade do Estado do Amazonas, 2023-10-31) Silva, Cassiane dos Santos da; Almeida, Whasgthon Aguiar de; Costa, Lucinete Gadelha da; Borges, Heloisa da Silva
Non-Formal Spaces for riverside students plays a fundamental role in preserving and valuing local culture, adapting the needs and realities of the community by relating it to local and scientific knowledge, seeking to promote the educational development of forest people through scientific literacy which aims to strengthen the feeling of citizenship of the people of the forest, in view of this the general objective of the research is to analyze how riverside students in the 5th year of Elementary School experience the process of Scientific Literacy possible to awaken feelings of citizenship, with specific objectives to analyze the Theoretical discourses that deal with Scientific Literacy in Non-Formal Spaces deal with the formation of a feeling of citizenship among riverside students. Know how the Scientific Literacy process works for riverside students. And to highlight how the feeling of citizenship is built among students who experienced a process of scientific literacy in non-formal spaces. The methodology used is bibliographical review and field research, using the techniques of participant observation, dialogue group and semi-structured interview, based on a qualitative approach which aims to interpret the investigative phenomena of the participants during the actions and reflections presented in the process experienced about the scientific literacy in non-formal spaces as strengthening citizenship. Thus, the final considerations present the results of the experiences during the investigative process, which we can see that Scientific Literacy goes beyond scientific methods, it also sharpens the perspective of knowledge that crosses generations, loaded with culture, identity in its place of belonging in the midst of rivers and forests that constantly dialogue with science, thus, non-formal spaces allow us to experience teaching freely, without the paradigm of having the school space as the only learning environment, bringing experiences that contribute to strengthening citizenship of seeking information. Keywords: Scientific Literacy; Non-formal spaces; Citizenship.
A alfabetização científica no ensino de Ciências no 5º ano do ensino fundamental em uma escola de tempo integral no município de Manaus/AM.
(Universidade do Estado do Amazonas, 2017-11-07) Melo, Rafael de Azevedo; Costa, Lucinete Gadelha da; Costa, Lucinete Gadelha da; Cavalcante, Lucíola Inês Pessoa; Costa, Mauro Gomes da
This dissertation with the theme The Scientific Literacy in the Teaching of Sciences in the 5th year of Elementary School in a School of Integral Time in the city of Manaus / AM, linked to the Postgraduate Program in Education and Teaching of Sciences in the Amazon, by the State University of Amazonas, is guided by the following scientific problem: how is the process of Scientific Literacy in Science Teaching developed in a class of the 5th year of Elementary School in a School of Integral Time in the City of Manaus? For this purpose, we have outlined the general objective: to understand how the process of Scientific Literacy in Science Teaching is developed in a group of the 5th year of Elementary School in a School of Integral Time in the City of Manaus. In order for us to achieve this goal, we draw the following specific objectives: Identify the theoretical-practical foundations of scientific literacy and science teaching; To know the conceptions of scientific literacy and science teaching expressed in the pedagogical proposal of the School of Integral Time and of the subjects researched; To analyze the pedagogical practice of the teacher, the use of the spaces and / or resources used in the science classes that can favor the Scientific Literacy. Our methodological approach was based on the qualitative approach, where we used interviews, observation and documentary research, and content analysis guided the analysis procedures. In the results and discussions indicated that the pedagogical practice, well developed and intentional, in Science Teaching, based on connections with natural phenomena, sociocultural and the training of students for the full exercise of citizenship, with a view to their social well-being, provided possibilities in the process of Scientific Literacy, developing students' scientific skills, such as observing and elaborating hypotheses through systematized thoughts. We verified the indicators of Scientific Literacy, pointed out in the work of Sasseron and discussed in our research. Keywords: Scientific Literacy. Science teaching. Pedagogical Practice. Learning
Alfabetização ecológica na percepção ambiental de estudantes de uma escola municipal em Parintins/AM
(Universidade do Estado do Amazonas, 2019-08-29) Duarte, Mateus de Souza; Souza, José Camilo Ramos de Souza; Costa, Lucélida de Fátima Maia da Costa; Aguiar, José Vicente de Souza Aguiar
The present construction reflects the following problem: “Considering the environmental perception of riverine students about Amazonian ecosystems, what can be evidenced from their reports as indicators of Ecological Literacy”? To this end, we go along with the general objective of “understanding the learning of riverine children from the articulation of Ecological Literacy with the dynamics of floodplain and terra firme ecosystems, highlighting the effects they generate on their perceptions and socio-environmental representations of the place of life”. Three general objectives were sewn to the general objective: To verify, from the reports of the riverine students, their perceptions about the ecological dynamics observed in the Amazonian ecosystems; Identify elements from students 'perceptions about ecological dynamics, which may contribute to the construction of their Ecological Literacy and Articulate students' knowledge about the dynamics of Amazonian ecosystems to scientific knowledge, highlighting their approximations and distances. The theoretical and methodological course was organized in Odum (1988), Jacaúna (2012), Capra (2003; 2006; 1990), Morin (2003; 2005; 2006; 2007), Krasilchik and Marandino (2007), Lopes (1999) , Souza (2013), Chassot (2003, 2007, 2008), building our contribution on Ecological Literacy, Riverside Community and Science Teaching. The research is qualitative and phenomenological, focused on ethnography and case study. The data collection techniques used were participant observation, field diary, drawing, interview. The activities were developed through observations of the Natural Sciences classes, with the construction of a terrarium and a water filter for soil study, a drawing workshop based on a Didactic Sequence. We analyzed the speeches of the subjects, which were 14 students. The method of analysis was the Phenomenological Analysis, by Bicudo et al (2011). A questionnaire was applied to the class teacher. Finally, we affirm that indicators of Ecological Literacy can be perceived from the reports of riverine children, such as notions of ecosystems and their importance to life, when considering the environmental perception of Amazonian ecosystems. The research was designed to understand and reflect on the initial question, but is open for future research, reference, corroborations and contradictions in the area.
Alfabetização ecológica no ensino fundamental utilizando o "caramujo africano" achatina fulica
(Universidade do Estado do Amazonas, 2013-03-07) Queiroz, Ricardo Moreira de; Fachín Terán, Augusto; Fachín Terán, Augusto; Gonçalves, Carolina Brandão; Jacobucci, Daniela Franco Carvalho
La introducción de especies exóticas en ambientes como Amazonia tiene una serie de consecuencias, incluyendo la pérdida de biodiversidad, la introducción de enfermedades y otros problemas. Comprender las causas y consecuencias de la perspectiva histórica de la ciencia sobre la inclusión de especies exóticas en ambientes prístinos, así como los problemas que esta acción puede ocasionar al medio ambiente y la sociedad, es una de las preocupaciones de la educación. Esta investigación buscó relacionar e integrar un tema de relevancia social, la invasión biológica de Achatina fulica "caracol africano", la importancia de trabajar en Educación Primaria este tema, ya que es parte de la vida cotidiana de las personas que viven cerca de esa zona. En este sentido, esta investigación tuvo como objetivo investigar si es posible que los estudiantes de primaria ecológicamente alfabetizados escolares con especies invasoras, caracol africano en diferentes espacios educativos, a fin de aclarar la representación de estudiantes locales en el tema de las especies invasoras y los problemas que puede hacer que las relaciones ecológicas en un ecosistema. El enfoque metodológico se fundamenta en el enfoque cualitativo descriptivo y el uso de técnicas de observación, entrevista y cuestionario. También, se consideraron los datos cuantitativos para el análisis interpretativa. Los sujetos del estudio fueron 51 estudiantes y dos profesores de las clases de 4 º y 5 º de primaria en el turno de la mañana. La recolección de datos tuvo lugar en el salón de clases, en el Jardín Botánico de Manaus Adolpho Ducke, y un lugar situado cerca de la escuela. Los datos se analizaron por medio de la construcción del Discurso del Sujeto Colectivo. Los resultados están anclados en los indicadores de alfabetización ecológica demostrada por Capra (2006) y se basan en el cambio de diseño relacionado con el tema "caracol africano" Achatina fulica, porque la situación no era visto como un problema de relaciones más ecológicos. Por lo tanto, la evidencia ecológica, recogidas y presentadas en esta investigación, ya que hay un cambio de actitud en relación con el tema de la invasión de reconocimiento organismos de nuestras acciones cotidianas como educadores y de los contribuyentes en la formación del resultado construcción crítica y reflexiva de los primeros fundamentos de una alfabetización Ecológica.
Alfabetização ecológica usando os anfíbios anuros em espaços educativos
(Universidade do Estado do Amazonas, 2017-08-29) Cunha, Renata Gomes da; Terán, Augusto Fachín; Terán, Augusto Fachín; Silva, Cirlande Cabral da; Araujo, Cleusa Suzana Oliveira de
Considerando la importancia de la cuestión ambiental en el momento actual y la relevancia de trabajar el tema de la Alfabetización Ecológica desde las primeras fases formativas del niño, hemos visto en el tema anfibios anuros la posibilidad de trabajar esta temática, ya que en esa fase los niños pasan por procesos de construcción y adquisición de nuevos conceptos, valores, habilidades y actitudes. El proceso educativo cumple el papel de traer elementos motivadores para una mayor interacción y conectividad con la naturaleza. El objetivo de esta investigación fue comprender en qué medida el tema anfibio anuros favorece el proceso de Alfabetización Ecológica en los niños de Educación Infantil. Se trata de una investigación de enfoque cualitativo con características de investigación-acción utilizando técnicas de observación, entrevista y cuestionario semi estructurado. El trabajo fue realizado en el Centro Municipal de Educación Infantil y Jardín Botánico de Manaus Adolpho Ducke. Los sujetos de la investigación fueron cuatro profesoras y 75 niños de ambos sexos. Los datos fueron analizados por medio del análisis del discurso, usando la conversa de las profesoras y de los niños. Se identificaron los indicadores de Alfabetización Ecológica mediante la técnica del Discurso del Sujeto Colectivo, anclados en los principios de Fritjof Capra, que se sustentan en la formación del sujeto ecológico. Encontramos deficiencia en la formación de las profesoras, pues no poseían conocimientos biológicos específicos. Los niños presentaron conocimientos previos satisfactorios sobre los anfibios anuros, y se ven como parte del ecosistema, comprendiendo la función de cada ser vivo y las consecuencias de la desaparición de las especies. La interacción e intercambio de experiencias traspasó los muros de la escuela, llegando a las casas, a los vecinos y principalmente a los otros niños. Palabras clave: Alfabetización Ecológica. Anfibios Anuros. Educación Infantil. Espacios educativos
Análise das percepções dos alunos do 3º ano do ensino médio e professores sobre os impactos socioambientais causados pelo consumo de energia elétrica
(Universidade do Estado do Amazonas, 2021-05-20) Santos, Débora Oliveira dos; Aguiar, José Vicente de Souza; Lima, Vilma Terezinha de Araújo; Almeida, Whasgthon Aguiar de
School physics, as well as the other Basic Education subjects, acts in the task of explaining a large part of everyday phenomena. We can then say that the student performs better in his teaching and learning process when the phenomenon is present in everyday life and that it makes sense to him. For the unfolding of the research, we answered the following question: What perceptions do 3rd year high school students and teachers in a public school in Manaus have regarding energy consumption and its socio-environmental impacts? Initially, a questionnaire was prepared with closed and open questions with students and teachers regarding the perception of the relationship between energy consumption and socio-environmental impacts. The questionnaire was divided into four parts, which are: 1st part: profile of the respondent; 2nd part: questions about electricity consumption; 3rd part: questions about alternative energy sources; and 4th part: questions on socio-environmental impacts. The results show that part of the students are unaware of the relationship between energy consumption and the socio-environmental impacts caused by hydroelectric plants. Most say they save energy because the energy bill increases, and not because of the consequence of consuming it for the environment. The students' perception of energy consumption and its impacts is still minimal, since analyzing the answers given by them, the environmental issue is still a subject that we must address in the classroom. The teachers who were interviewed showed interest in discussing important contents for the preservation of the environment, as is the case of the research that was carried out. Even from other areas, it is possible to relate mathematical content, for example, with energy consumption. Another important point is that the teachers are well qualified, this means that despite the difficulties encountered in public schools in relation to teaching and structure, many teachers are able to take a Postgraduate course carrying out their continuing education. Keywords: Physics teaching; Socioenvironmental Impacts; Energy consumption.
Analogias e metáforas no ensino de ciências: vivências e experiências docentes em ambientes virtuais
(Universidade do Estado do Amazonas, 2021-06-10) Souza, Fabiane Carbajal de; Almeida, Whasgthon Aguiar de; Costa, Mônica de Oliveira; Gonzaga, Amarildo Menezes
Analogy and metaphors, which etymologically mean similarities between things and proper sense to the figurative, have been used in everyday life, in the evolution of science and as a teaching and learning resource, aiming to facilitate communication. Given this assumption, the aim of this paper is to narrate the challenges faced by teachers on the use of analogies and metaphors to teach science in virtual environments in the midst of the covid-19 pandemic. Aiming to answer the problems that guided the research, the ways that teachers use analogies and metaphors as a teaching resource, how the teaching and learning process takes place in virtual teaching environments and what teachers say about the importance of science teaching in their classes. In order to do so, eight primary school teachers were considered, who answered a questionnaire and an interview. The results show that the investigated teachers use analogies and metaphors in a spontaneous way without any defined planning, although they understand the importance of its use as a teaching resource. About the virtual teaching environments, the results show that teachers are increasingly overcoming the obstacles arising from technologies, it is possible to highlight the potential of virtual environments in the process of teaching and learning, teachers also highlight the importance of science teaching, which according to the results, science teaching can help considerably in the construction of new attitudes regarding scientific knowledge. Key-words: Analogies and metaphors. Science Teaching. Virtual environments Translated with www.DeepL.com/Translator (free version)
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.
A aprendizagem de conhecimentos matemáticos em uma perspectiva interdisciplinar no projeto observatório da educação/CAPES/UEA
(Universidade do Estado do Amazonas, 2013-08-01) Costa, Yone Gama da; Barbosa, Ierecê dos Santos; Barbosa, Ierecê dos Santos; Gonzaga, Amarildo Menezes; Aguiar, José Vicente de Souza
The research investigated the Mathematic`s apprenticeship in a public school of Manaus where is executed an interdisciplinary project of the Observatory of the Education/CAPES/UEA, especially at the 8 year of Elementary School, the read and write competence, from the application of a conjoint of strategies centralized in Math`s know-how in a interdisciplinary process with Portuguese capable of transcend the hampered of Math`s apprenticeship. The first chapter discussed the interdiscipline to search for aspects contained in the teacher knowledge and in the student knowledge acquired at the daily school. To deepen the proposed studies, has been opted for Fazenda (2008), Japiassu (2006), Gusdorf (1985) e Vasconcelos (2009). Also has been discussed the math`s knowledge, impulsed for the reflection of the own characteristics of the Math`s teach and, to help in these reflections, dialogued with Miorim (1998), Machado (2002) e Bürigo (1989). Advancing at the concept`s investigation, has been amplified the comprehension of mathematic knowledge through the read and write competence, directed for Perrenoud (1996), Terezinha Rios (2006), Marise Ramos (2006), Lerner (2002) e Ferreiro (2009). The second chapter runs over the methodological way centralized in a qualitative approach anchored by Demo (1997), Gamboa (2000), Zabala; Arnau (2010) and the reflections of the methodological procedures came through strategy of teach for Anastasiou (2012). At the end, the third chapter presents the verification and contradictions obtained through methodological delineation, calling attention to the necessity of adaptations during the daily activities. At the end of the research has been presented the final considerations and the possibilities of new questions and reflections. All this scenery reflects opportunities for discursions about the importance of problem-situation as didactic resource, as apprenticeship contexts much as school evaluation, and mainly as a new way to found the apprenticeship when we want to appreciate the development of competencies.
Aprendizagem significativa em espaços educativos: o uso dos quelônios como tema facilitador
(Universidade do Estado do Amazonas, 2013-05-22) Almeida, Danielle Portela de; Fachín Terán, Augusto; Fachín Terán, Augusto; Barbosa, Ierecê dos Santos; Lemos, Evelyse dos Santos
The learning content of science has always been a subject of fundamental importance in public schools. The scientific content of such manifest in everyday life, it is imperative to purchase these for a better understanding and interaction of reality. The acquisition of knowledge of science is also related to the question of where and how learning occurs. In this context include the Theory of Meaningful Learning developed by Ausubel (1963 ) and its importance in the different educational spaces . Given this reality this research sought to integrate the Theory of Meaningful Learning and educational spaces using the theme of Amazonian turtles, aiming to show the characteristics of these animals and their cultural and economic importance. Thus, the objective of this research was to analyze the possibility of meaningful learning in educational settings using the turtles as tools to facilitate the teaching- learning process. Institutionalized non-formal educational spaces visited by students were: The Laboratory of Amphibians and Reptiles and Science Forest both in National Institute for Research in the Amazon - INPA. This is a qualitative research, we used the techniques of observation, questionnaires, interviews and analysis of the responses of the students resorted to the focus of the content analysis. The subjects of our research were 50 students of the classes 7th of Elementary School Morning of the turn .It was possible to work the Theory of Meaningful Learning in and out of the classroom , in the different educational spaces , developing teaching sequences and exploit the prior knowledge of students . In these spaces the students could find and discover resources and different scenarios not found in the classroom, as well as practical experience in the content covered in class. In this light we understand that it is possible that students learn significantly in different educational spaces using the theme of turtles as a facilitator instrument that the teaching-learning process.
Aprendizagem significativa sobre a dengue em espaços educativos
(Universidade do Estado do Amazonas, 2016-06-17) Shimada, Marly Satimi; Fachín Terán, Augusto; Fachín Terán, Augusto; Silva, Cirlande Cabral da; Serpa Filho, Arlindo
The learning of science in educational becomes positive when students can make associations with their experienced reality, for better understanding and clarity in the formative aspect of science content. This research sought to use the Theory of Meaningful Learning and educational spaces having as theme dengue disease. It was emphasized mosquito Aedes aegypti characteristics, life cycle, breeding ground, as well as the symptoms, transmission, diagnosis, treatment and prevention of disease. The aim of this study was to analyze the possibility of meaningful learning in educational environments using dengue in the learning process. The students visited the institutionalized non-formal educational spaces, Laboratory of Malaria and Dengue and the Forest Science belonging to the National Institute for Research in the Amazon - INPA. This is a qualitative research, and the techniques used were observation, questionnaires and interviews. The study subjects were 33 students in a class of seventh year of morning shift of elementary school of a school of public network of Manaus. It was concluded that it was possible application of the Theory of Meaningful Learning in educational spaces, inside and outside the school environment sharpening the prior knowledge of the students who had the opportunity to learn beyond the classroom, expanding to different places and making new discoveries, expanding on practice the content presented. Given this, we can say that the students learned significantly in educational spaces using the dengue issue in the learning process.
A arqueologia das ciências naturais nos anos iniciais do ensino fundamental a partir das propostas pedagógicas da SEMED
(Universidade do Estado do Amazonas, 2022-04-09) Silva, Shirley Vitor da; Costa, Mônica de Oliveira; Costa, Lucinete Gadelha da; Rodrigues, Luciane de Assunção
The research has as object the study of Natural Sciences in the first years of Elementary School, with the objective of problematizing the historical and regulatory trajectories of the Natural Sciences in the pedagogical proposals of the first years of the Elementary School in SEMED Manaus, highlighting the conceptions of Science present in this curricular component. The study is based on post-critical theory, with which we invent a new way of doing and saying our research. We approach the studies of the Philosophy of Difference, especially in Foucault's tools as a theoretical-methodological foundation for thinking about science teaching. We created an archeology of research that allowed us to dig into the documents analyzing the discourses as monuments built there. We developed a conceptual approach to the curriculum in the post-critical perspective, and more specifically to the science curriculum in the early years. We intertwined understandings about a curriculum that is a field of disputes, in which knowledge-power relations are established. We observed that science teaching is built from continuities and ruptures; that in the educational space, teaching is regulated so that truths can be established. When approaching such fossils that are said to be under a critical, socio interactionist, constructive view, we point out that they use technicist strategies, emphasize the development of certain intellectual acquisitions and evaluate skills and abilities in a traditionalist way. This allows us to affirm that Science Teaching in SEMED Manaus' proposals seem to become increasingly captive of episodic and successive demands and, not infrequently, present their objectives designed to meet random fads. All this in the quest to meet the formative requirements of economic, political and social discourses that preach updating, self responsibility and adaptation. Excavating in SEMED's Pedagogical Proposals and analyzing the trajectory of the Science component has brought us other possibilities to problematize the conditions of existence of other fossils in this field and the subject that is produced in it and/or from it in different constructions to look with suspicion at the monuments that are built in the so-called normative documents, to deconstruct the truths that are regulated in them. These are some layers that may be excavated in new expeditions. Keywords: curriculum; natural Sciences; early years; speech; Michel Foucault.
Articulando saberes no ensino de ciências usando o tema quelônios em escolas ribeirinhas no município de Parintins - Am
(Universidade do Estado do Amazonas, 2019-05-17) Fonseca, Ana Paula Melo; Fachín -Terán, Augusto; Fachín -Terán, Augusto; Souza, José Camilo Ramos de; Costa, Lucélida de Fátima Maia da
This study deals with questions related to popular and scholastic knowledge coming from riverside schools, bringing the articulation of these knowledge to the teaching of sciences. Therefore, the objective of this research is to understand how the flow of information in the school occurs, and the connection of popular and scholarly knowledge, using the theme of the Amazonian chelonians in riverside schools of Parintins-AM. The methodology of the study is molded qualitative research with a phenomenological approach. Research techniques were used: participant observation, oral and written oral interview, pre and post-test questionnaires, as well as drawing activities with children's reports about drawings. For the analysis of the data was used content analysis, where it was established categories of analysis for the construction of indicators of knowledge in riverside context. We point out that the knowledge derived from the daily life of children is elements that facilitate teaching and learning in the classroom. The shared knowledge originates new discoveries and questions giving the opportunity for the student to build their knowledge. The articulation of knowledge is carried out with the community and parents of the students in a participative way, with greater visibility during the execution of the project of preservation of chelonians in the communities
A Atividade experimental para o desenvolvimento de habilidades cognitivas dos alunos no ensino de Ciências, em uma escola pública na cidade de Manaus
(Universidade do Estado do Amazonas, 2020-08-24) Botelho, Sandra de Oliveira; Kalhil, Josefina Barrera; Costa, Mônica de Oliveira; Lima, Aldeniza Cardoso de Lima
Considering the development of experimental activities in Science classes, it is not a simple strategy to prove the theory through the application of pre-established scripts or handling laboratory materials, being far beyond the expectations of teachers. Through experimental activities, students can develop skills that will reflect their cognitive thinking. In this context, we organize the research, having as a scientific problem: the experimental activities in the Science classes, contribute to the development to cognitive skills of the student? The aim of this work it consists in analyze if the use of experimental activities in science classes can contribute with the development cognitive skills of the student. The research was carried out in a public school in the city of Manaus, in a class of the 8th year of Elementary School II, based on the qualitative approach, whose dialectical method, a participatory research, in which we conducted an interview with the teacher, observation in class classroom, application of an experimental activity and the focus group. The data generated allowed us to realize that through the application of experimental activity, students' cognitive skills can be developed, since the teacher did not perform due to some factors, not having a laboratory at school, the lack of time to develop experimental activities, support of equipment and materials provided by the school and students' lack of interest. This last factor was proven in the application of the experimental activity and in the focus group, in which the students had interest, discipline, commitment and intellectual maturity when carrying out the experimental activity. We believe that the lack of epistemological deepening in teacher education is one of the factors that contributed to the lack of knowledge of the procedures for the application of an experimental activity, and, in which they can be developed for the teaching learning process. In our observation in the classroom, the teacher did not perform an experimental activity, so it was possible to apply together with the teacher, and what made the difference for our research the teacher felt motivated, and realized that it was possible to perform in the classroom experimental activities, therefore applied four more experimental activities, these being demonstrative with the class. The research demonstrated the importance of the relationship between epistemology and application of experimental activity, defended by the theory of cognitive development, indicating the importance of promoting theoretical reflections with the teacher about pedagogical practice in the development of cognitive skills through experimental activities.
As aulas de campo em espaços não-formais no curso de licenciatura em ciências biológicas da Universidade Estadual de Roraima (UERR)
(Universidade do Estado do Amazonas, 2013-12-17) Ghedin, Iliane Margarete; Castro, Patrícia Macedo de; Castro, Patrícia Macedo de; Delgado, Oscar Tintorer; Chassot, Attico Inacio; Rizzatti, Ivanise Maria; Noronha, Evelyn Lauria
By considering the importance of the Not Formal Educational Spaces for the Education in Sciences, this study had as objective to investigate how the lessons field in Not Formal Spaces, performed into the course of the biological sciences of State University of Roraima – UERR, gave to the future teacher a pedagogic praxis based on the construction and production of knowledge. The theoretical framework was based on Freinet (1998, 2004, 2010), Freire (1996), Gadotti (1995), Soares (2010), Chassot (2003 e 2004). The methodological process was composed by a quality approach by using bibliographical survey technicalities, participant observation and analysis of the questionnaire applied to the biological sciences course’s instructors besides the students of the same course who took part in the survey. The methodological process had as result the analysis of the lessons field which solution indicates the importance of the Not Formal Spaces used by UERR’s biological sciences course for improving the teaching and learning, the construction and production of the knowledge by contributing to the development of the science teaching by helping to overcome the difference between theory and practice by giving in fact the necessary support for the performance of the future teachers. The pedagogic practice, developed in the lessons field in Not Formal Spaces, shown by itself several challenges to the biological sciences course’s instructors by contributing to the knowledge construction. As we can see, the emotion and the sensation, felt during the lessons field in Not Formal Spaces, developed the learning of the contents by helping to understand the reality besides the possibility realized through the motivation and interaction between student and instructor as the base for the construction and production knowledge process besides to offer a transformer pedagogic practice being able to improve the future teachers’ professional practice. Key-words: Education in Sciences. Not Formal Spaces. Pedagogic Practice. Construction and Production of the Knowledge.