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
Navegar
152 resultados
Resultados da Pesquisa
Item A indisciplina e o processo de ensino e aprendizagem em ciências naturais: um estudo no ensino fundamental II(Universidade do Estado do Amazonas, 2013-12-17) Martins, Lizandra Vieira; Nicot, Yuri Expósito; Kalhil, Josefina Diosdada Barrera; Gomes, Ana Lúcia SilvaThe dissertation presents the results of a qualitative research on school indiscipline and the teaching and learning process in the curriculum component of Natural Sciences, a study in Elementary School II with students and teachers from two schools located in the city of Manaus, state of Amazonas. One from the public network and the other from the private network. Studying the phenomenon of school indiscipline and its implications for the teaching-learning process was the general objective of this research, since indiscipline in the classroom presents itself as one of the most worrying problems of school reality today. In this way, the composition of the theoretical framework was based on a variety of conceptual understanding about school indiscipline, highlighting its possible causes and influencing the student’s learning difficulty, going through texts, articles, monographs, dissertations, theses and books by theorists who studied about this topic.The research was developed in stages, the first referring to the study and observation of the initial conditions of the teaching-learning process that allowed to establish the theoretical foundation, the second where the field research was carried out, using the qualitative research method. This step, which can also be considered as data collection, allowed to make observations of the daily classroom, answering an observation questionnaire, in addition to also conducting a questionnaire to teachers and students of the observed series. Among the results obtained, it is noteworthy that the age group and family environment directly influence school indiscipline, with peculiarities and similarities between the undisciplined public school and the private institution, and that teachers and students share parts of blame on school indiscipline, each in their own way. In this way, the results confirm that school indiscipline make it difficult to learn student knowledge mainly about the form of lack of attention and concentration in classrooms. Keywords: school indiscipline; sciences; learning process.Item A contextualização do ensino de Ciências na educação do campo em uma escola na comunidade do Tarumã Mirim(Universidade do Estado do Amazonas, 2019-10-07) Vicente, Quesia de Freitas; Costa, Lucinete Gadelha da; Costa, Mauro Gomes da; Bettiol, Célia AparecidaThe research entitled "The Contextualization of Science Teaching in Rural Education in a School in the Tarumã Mirim Community" sought to identify the theoretical-methodological foundations of science teaching in Elementary School, observing the teaching work in science teaching, focusing on the contextualization of content as a principle of rural education. In the methodological procedures, the research had a qualitative approach with data analysis with reference to the content analysis guided by the assumptions of Bardin (2016) through observation. The research in its results showed us, on the one hand, that a science teaching marked by the distancing of contents from everyday life does not contribute to students in relation to the understanding of the world in which they live, on the other hand, science teaching has been building paths from practices built and under construction among education professionals. This process also made it possible to understand that when children are introduced to the concepts of Natural Sciences, through their respective manifestations, they are in the process expanding the elements to decipher the written code of the language and expanding their understanding of the reality they make. part as historically constituted subjects. Keywords: Science Teaching; Content contextualization; Countryside schools.Item Na "teia da vida" - eu, eles e a natureza: práticas pedagógicas sobre a natureza na educação infantil em Manaus(Universidade do Estado do Amazonas, 2019-11-20) Souza, Rosane Miranda de; Costa, Mauro Gomes da; Costa, Mônica de Oliveira; Araújo, Cleusa Suzana Oliveira de; Aguiar, José Vicente de SouzaThis study aims to analyze the conceptions related to nature among children of a preschool in the municipality of Manaus through the contributions of Science Education. With the intention of approaching answers, we analyze the pedagogical practices developed at school, related to Nature. We identified the theoretical sources in the legal documents of this stage of basic education, checking the north for the composition of its curriculum and the process of development of educational plans focused on nature. It was also observed the understanding of the classroom teacher, which we take as reference of the research, to know about his theoretical base and his pedagogical practice on this subject. We dialogue and interact with the children, developing activities that bring us closer and make them more comfortable to contribute with their speeches and perceptions about our object of study. The research was developed in the first semester of 2018, having as participants: eighteen children and 1 teacher of the II period, in a kindergarten in the city of Manaus. Bringing for analysis the theme Nature is of great relevance, given the impacts that the action of man causes in the natural environment, having a direct influence on the life and survival of societies on planet Earth. Reflecting on this perspective with this age group is essential, since the child should be encouraged from an early age to wake up to reflect on surrounding situations, in order to change behaviors that may contribute to the maintenance and preservation of natural resources. We base our methodological approach on the qualitative approach of research in education, presenting a dialectical character, understanding that social reality can be considered from the perspective of the relationship phenomenon and essence. In this way, we use data collection instruments such as semi-structured interviews with the teacher, observation of the pedagogical practices in the reference room and the realization of a pedagogical intervention through a didactic sequence with the creation of a “Green Space” in the courtyard. from school. Divided into three chapters, this research covered the theoretical foundation that underlies the concepts and subjects approached, observation and records in locus, analysis of data obtained. After the development of the activities, we noticed the change of several concepts previously present and later reformulated. Thus, we consider that activities that provide more direct experiences with natural elements contribute to the process of building more meaningful knowledge. Keywords: Science Education; Conceptions; Nature.Item 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 AguiarThe 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.Item As concepções dos professores sobre as dificuldades no processo ensino-aprendizagem de matemática em duas escolas públicas na cidade de Manaus(Universidade do Estado do Amazonas, 2013-08-04) Dantas, Derlei Maria Correa de Macedo; Kalhil, Josefina Diosdada Barrera; Sánchez Lizardi, Patricia; Kalhil, Josefina Diosdada Barrera; Barbosa, Ierecê dos Santos; Siqueira, Thomaz Décio AbdallaLa tesis aborda la concepción de lós profesores sobre las dificultades en la enseñanza y el aprendizaje de la matemática . La investigación se llevó a cabo con 06 profesores en dos escuelas públicas de la ciudad de Manaus. El objetivo estuvo relacionado con la comprensión de los profesores de sexto año de escuela primaria acerca de las dificultades que presentan lós alumnos en Matemáticas . Los datos fueron recolectados a través de cuestionarios con preguntas subjetivas, entrevistas com lós profesores y observación no participante en el aula. Optamos por la investigación cualitativa y el análisis de datos se centró en el análisis de contenido de Bardin . En cuanto a los resultados se encontró que los maestros corroboran el mismo concepto con respecto a las dificultades en Matemáticas presentados por los estudiantes . Por lo tanto , fueron unánimes en afirmar que la base viene de los primeros años y sobre todo la falta de ayuda de la familia son agentes colaboradores para el déficit presentado por los estudiantes en relación con las dificultades en matemática . Teniendo en cuenta esta declaración , nuestro problema científico fue respondida . La matemática es una ciencia exacta y requiere que tanto los profesores y la familia están involucrados en el proceso de enseñanza aprendizaje para poder juntos vencer las dificultades que fueron relatadas en la investigación.Item As vozes das crianças à sombra da palmeira de urucuri: um diálogo para educação em ciências(Universidade do Estado do Amazonas, 2013-08-04) Santos, Silvia Lima dos; Noronha, Evelyn Lauria; Noronha, Evelyn Lauria; Mubarac Sobrinho, Roberto Sanches; Freire, Eliane FazoloThis study aimed to understand the knowledge of Science Education through the palm tree from urucuri through of children's voices in the formal and non-formal space. The theoretical-methodological support is the sociology of childhood and the search is configured as an ethnographic study which has as a principle the child as a social actor able to prepare and provide the proper sense of the context in which they operate. In this sense, through interaction with their peers and with adults build their cultures. Participated in this search 16 children and two teachers as central subjects. The study was conducted in a public school in the city of Urucurituba - AM. We use as instruments participant observation and conversations meeting, the instruments of data collection were the voice recorder , camera and a field diary. It was possible to verify that the voices of children show a strong relationship with the city streets Urucurituba, showing how non-formal space conducive to formal school and non-school activities. Also show that learning science is (re)meaning from the relationship the children establish with their peers and with adults in and out of school. We also note that the aspects related interpretations, from Palm, are relevant to their lives, thus revealing a Science Education and enriching knowledge in the context of the city.Item Ensino das ciências: diálogo na educação infantil e a aprendizagem da criança surda, na cidade de Parintins/AM(Universidade do Estado do Amazonas, 2017-08-04) Amoedo, Francisca Keila de Freitas; Souza, José Camilo Ramos de; Souza, José Camilo Ramos de; Aguiar, José Vicente de Souza; Oliveira, Meire Terezinha Silva Botelho deThis work entitled: "The teaching of science: dialogue in Early Childhood Education and the learning of the deaf child in the city of Parintins / Am" aims to understand how teaching and learning of deaf children occurs in Early Childhood Education, based on the Teaching of science, considering the mental exercise performed by the child to assimilate the multiple contents taught in the classroom. It seeks to construct a theoretical framework regarding the teaching of the sciences to discuss the teaching and learning process of the deaf child in Early Childhood Education, as well as to describe how deaf children learn the contents worked in a particular Early Childhood Education Center, analyzing how the teaching of Sciences contributes to the learning process of these children in the Early Childhood Education Center. The reflections allowed us to analyze the education of the deaf child in the teaching and learning process, believing that they are able to overcome the barriers that limit their learning and there is a need for quality teaching within a bilingual school for the deaf or school that is prepared to act in Of the inclusive process, respecting the language and identity of the subject, who wants to be deaf or hearing impaired; Society must respect deaf subjects who are still seen and judged as incapable. This analytical reflection was built from the methodological procedures of qualitative research, based on phenomenology; The data collection paths were based on the instruments and techniques of systematic observations in the classroom and on the premises of the school; Semistructured interviews with two female teachers, one from regular education and the other from special education. With the deaf child, writing and drawing activities were developed to enter the learning universe and thus try to see the form and degree of learning of the deaf child. The realization of the deaf students' rights will gain more space when respect for the subject, language and identity of the deaf, with bilingual schools or schools that are prepared for the inclusive process, so that the desired social and school interaction takes place.Item Neuroeducação e práticas pedagógicas dos professores de escolas públicas das séries finais do ensino fundamental em ensino de Ciências(Universidade do Estado do Amazonas, 2016-12-16) Santiago Júnior, Clorijava de Oliveira; Barbosa, Ierecê dos Santos; Barbosa, Ierecê dos Santos; Aguiar, José Vicente de Souza; Siqueira, Thomaz Décio AbdalaIn this research, linked Line of research tem cognition Curriculum and pedagogical an understand practices as two professors who work years early we do Primary Education Sciences, having as basis Neuroeducation gives you grounds. The emergence in Neuroeducação it gave the using intercession enters Psychology, Neuroscience and Education series. Try de uma emerging field and that helps to modify or human functional structures limiting in learning and perfect headquarters operations intelligence of using your brain mapping, allowing at maximum expression of its potential. Barnacle is that as important pedagogical Practices are more tools to turn effective and appropriate as requirements of each student. That, this is happening or teacher must direct its activities and evaluation to objectives catch up mutual, with a level diversified curriculum, differentiated pedagogical Practices. I main authors underpin this research were Piaget (1967); Gardner (1994); Houzel (2002); Lundy-Ekman (2008); Relvas (2010); Cosenza and Guerra (2007); Lent (2013) Krasilchik (1987); (Heber Maia (2014) we chose a qualitative method obtaining dice. The sample found 16 teachers Public Elementary School State Network submitted voluntarily to form um, contain eight Questions. About here, questions sought to reflect on Knowledge the two non-respect teachers to use the teaching techniques fundamentals in Neuroeducation. Concluded that Neuroeducation should be present pedagogical Practices at the, because seeks to instrumentalize or teacher using application practices. Was modernity developed to turn to education more enjoyable and overcome disabilities as learningItem O ensino das ciências e os saberes vividos: um estudo do ensino a partir do currículo da escola ribeirinha de Várzea no município de Parintins/AM(Universidade do Estado do Amazonas, 2016-12-02) Melo, Hugo Levy da Silva de; Souza, José Camilo Ramos de; Souza, José Camilo Ramos de; Costa, Lucinete Gadelha da; Nogueira, Amélia Regina BatistaThe Science Teaching Study in Ribeirinhas Communities Schools from Amazonas, allows the students to approach their reality and enter to the complex universe of floodplain environment from socio-educational, socio-cultural and socioenvironmental relations, in order to understand the lived world of each apprentice fellow and on learning relationship with their parents and other community members, based on the curriculum relation, the daily life and the lived knowledge, in order to show the dynamics world local, in communication with the regional, national, global and all educational process of building knowledgeable citizens and critical readers of their realities. This dissertation aims, through its general objective, to understand the posture of the social subjects, teacher and students of the Nossa Senhora de Nazaré School from Limão de Baixo, to make a reflection on the articulation between the science teaching from the curriculum and the knowledge preexisting in the life’s history of Ribeirinhos students from Parintins, evidencing the types of effects that generate their social, cultural and historical place representations where the school is inserted. To direct the look within the school universe and community of Parintins, it was necessary to base the research in the phenomenology; unmasking the hull and navigating the research routes to discover a small community and school community, because one always wants and seeks to know each place to understand the process of teaching and learning, not only in Parintins, but in every Amazonian dimension. Each place in the Amazon has multiple relationships and can only be felt, perceived when they are lived, even for small spaces of time. Navigating, they reached at floodplain school from Paraná do Limão de Baixo, and each row was given by interviews, free and participant observation, and the use of mental maps; These procedures allowed visualizing the multi-serial teaching in the school and the dynamics of the teachings knowledge lived; all the data and results obtained through them, were translated and divided into three chapters, these being: "Desatracando Casco e Remando" (Unhooking Hull and Rowing): among Curriculum, Science Teaching and Lived Knowledge, "A travessia" (The Crossing) by the place of research; And the last chapter, "Ensino das Ciências na Escola Nossa Senhora de Nazará (Science Teaching at Nossa Senhora de Nazaré School): between the Curriculum and the Living Knowledge". This research allowed us to perceive the need to open spaces for deconstruction dialogues and thus to construct collectively a multicultural and multidimensional curricular proposal to recover the lived and practiced knowledge in order to strengthen the cultural identity of each Ribeirinho student of floodplain school, from the life’s place knowledge, enabling them to better understand their place of life and building and rebuilding their knowledge within the natural laboratory that is the floodplainItem O estudo da cadeia alimentar como facilitador da alfabetização científica em crianças do 1º ano do ensino fundamental(Universidade do Estado do Amazonas, 2017-06-08) Aguiar, Lívia Amanda Andrade de; Fachín Terán, Augusto; http://lattes.cnpq.br/6646400621099687; http://lattes.cnpq.br/3405754239635541; http://lattes.cnpq.br/5626168979329885; Fachín Terán, Augusto; Fachín Terán, Augusto; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; Tolentino Neto, Luiz Caldeira Brant de; Tolentino Neto, Luiz Caldeira Brant deSeveral biological and ecological processes have been interrupted in nature; this leads to a series of imbalances in natural ecosystems. Energy flows are important in food chains. Therefore, teaching these processes and promoting the Scientific Literacy (AC) since the first grade in elementary school is extremely important for the preservation of the planet. In the Amazon, there are numerous elements of which may be used to work with AC, one of them is the " harpy eagle" (Harpia harpyja) which is the largest bird of prey in the Amazon and is at the top of the food chain. Our research aims to study the food chain as a facilitator for Scientific Literacy for first graders. This is a qualitative and participatory research , with a deductive approach. It was carried out with three teachers and 67 students attending the first grade in a public a school in the City of Manaus - AM. Data collection took place at the school and in two non-formal spaces: INPA Science of Forest and CIGS Zoo. The evaluation of the scientific literacy process was through practical activities in which the students expressed the knowledge acquired during the lessons. It was possible to identify AC indicators in the speeches, games, child play and drawings of the students. Teachers understand this process as something that takes place beyond the classroom, in this way, they develop experimental activities for proportioning these activities. The study on the theme of the food chain presents itself as a promoting content of the AC as it is contextualized with elements of the culture of the students. School excursions are an important tool to help with this AC process in children