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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Resultados da Pesquisa
Item Contribuições para uma aprendizagem significativa de alunos da educação de jovens e adultos(Universidade do Estado do Amazonas, 2023-07-26) Castro, Inaíria dos Santos; Souza, Maud Rejanede Castro e; Machado, Dinamara Pereira; Rodrigues, Jorge MenezesYouth and adult education is aimed at many people who, often, for socio-cultural and political reasons, did not have access or continuity in their studies. This public is marked by prejudices rooted for years by society, and they are evidenced in inconsistent practices, which generate little participation in the proposed activities and even school dropout. It is known that education should value the prior knowledge of these students, respecting their real needs and inserting activities that arouse attention and guarantee meaningful learning. Organizing teaching-learning situations and using resources and strategies that motivate the interest of this public has been a very opportune strategy, but it is not a very simple task for teachers. In this sense, research work intends to know in: How to contribute with meaningful activities for EJA students to actively participate in the process as protagonists of their teaching-learning? Thus, it has the objective of proposing innovative and meaningful practices for the teaching of natural sciences, through a pedagogical workshop so that the student is active in the process of building knowledge, making use of active methodologies. The research has a qualitative approach, with a study of literature, semi-structured interviews and workshops with organized moments of didactic sequence. We know that the process of change is something that can take years, but it is extremely necessary. We hope to contribute to breaking with the practice of passive teaching, which disregards popular knowledge and the life experiences of people who did not have access to education and, above all, contribute to the EJA student being the protagonist of their knowledge and their knowledge, to provide opportunities for more meaningful learning. Keywords.Item Etnoconhecimento de professores e moradores sobre fauna silvestre na RDS do Tupé(Universidade do Estado do Amazonas, 2023-08-28) Sarmiento, Jose Damian Ortiz; Forsberg, Maria Clara da Silva; Costa, Lucélida de Fátima Maia da; Magalhães, Lana Cynthia SilvaThe central aim of this study is to understand the relationships that can be established by teachers who teach Science and Geography, between the scientific knowledge taught in the classroom and the traditional knowledge of residents about wildlife. The research was carried out in two schools in the Tupé community, the Canaã II Municipal School and the Paulo Freire Municipal School, both belonging to the Tupé Sustainable Development Reserve. Four teachers from each school and ten residents from each community took part. This is a qualitative, phenomenological study. Data collection techniques such as interviews and focus groups were used. Moraes and Galiazzi's (2016) Textual Discourse Analysis (TDA) technique was used to analyze the data. During the research, it was found that teachers have limited knowledge of the reserve's wildlife. Residents, on the other hand, demonstrated that they had extensive traditional knowledge of the local fauna. This difference in knowledge made it possible to establish a dialog between the residents and the teachers, so that the latter could relate scientific and traditional knowledge in the teaching of Science and Geography. The results of the research indicate the need for ongoing training processes for teachers, addressing issues related to education for sustainability and local wildlife, in order to guide teaching processes. In addition, it is important to emphasize the importance of including the residents' traditional knowledge in the classroom, in order to value and perpetuate it. Keywords: Scientific knowledge. Traditional knowledge. Education for sustainability. Science teaching. Geography teaching.Item Brincadeiras das infâncias como espaço de mobilização de ideias matemáticas nos anos iniciais da escolarização(Universidade do Estado do Amazonas, 2023-08-01) Pereira, Elen Ariane Freitas; Costa, Lucélida de Fátima Maia da; Souza, José Camilo Ramos de; Figueiredo, Ângela Maria Rodrigues de; Almeida, Whasgthon Aguiar deThe games performed by children provide numerous opportunities for learning and development, and also, the construction of mathematical knowledge. In this way, we established as a general objective to understand how the games performed in childhood can constitute spaces of mobilization of mathematical ideas in the initial years of schooling. We define as specific objectives: to know what theorists indicate about the games commonly developed in the initial years of schooling; verify the games that children develop at the time of physical education activities and recreational moments; identify the mathematical ideas mobilized in the context of the development of childhood play; and, to analyze the possible relationships between mathematical ideas mobilized in the context of games developed in childhood and mathematical contents taught in the early years of schooling. In this research, with a qualitative approach, we conducted a bibliographic survey of theses and dissertations defended in the Graduate Program in Science Teaching in the Amazon (PPGEEC/UEA), in the Graduate Program in Education of the Federal University of Amazonas (PPGE/UFAM) and in the Bank of Theses and Dissertations of the Coordination of Personal Improvement (CAPES). The theoretical framework was also constructed from authors who discuss mathematics, such as D'Ambrosio (2011, 2018); and on the games, such as Leontiev (1978, 2010), Vygotsky (1989, 1991), Brougère (1998, 2010), Kishimoto (2010, 2017) and Benjamin (2009). Subsequently, we made direct observations in the Physical Education classes of the 5th grade classes of the initial years of schooling, at the time of recess and in the recreational activities carried out by the school. Following the observation script elaborated, we verified the games developed by the children and identified the mathematical ideas mobilized. In this process, we recorded the games through photographs, and described them in the field notebook. To relate the games observed to the possible mathematical contents taught in the initial years of schooling, we performed a documentary analysis, by reading the official documents. As for data analysis, we used methodological triangulation, establishing relationships between the constructed data. The results obtained indicate that the games developed by children are diverse learning spaces, including mathematical learning, which can give meaning and meaning to the mathematical content taught in the school context. Keywords: Mathematics Education; Mathematical Ideas; Infancy; Playfulness.Item O ensino de ciências na construção curricular de uma escola ribeirinha da região de várzea do município de Tefé - Amazonas(Universidade do Estado do Amazonas, 2023-09-26) Gonçalves, Deuziane Nogueira; Costa, Lucinete Gadelha da; Costa, Mônica de Oliveira; Jesus, Edilza Laray deThe research aimed to understand the curricular development in Science Teaching in a school in a riversde community in the floodplain region of the municipality of TeféAmazonas. The study was carried out with a qualitative approach through semistructured interviews, participant observation and study of the school’s Pedagogical Policy project.. The subjets are professionals in Basic Education, teachers, administrators, educators, parents and community residents. The theoreticalmethodological references that supported the foundations of Science Teaching were: Delizoicov; Angotti; Pernambuco (2028), Chassot (2010), Cachapuz (2002); about Curriculum: Sacristam (2010), Arroyo (2013), Young (2013); Rural education: Costa (2023), Souza (2006), Vasconcelos; Albarado (2021) among others. Data analysis was mediated by the process of triangulating information from a dialectical perspective. The conceptions of Science Teaching point to the recognition of the importance of this teaching, even in the absence of a contextualized curriculum in relation to local knowledge. In this category of analysis, the need to build a contextualized curriculum that adds cultural issues into the path of possibilities in learning Science Teaching is highlighted. In teaching practice, the inclusion of different contexts in the education of riverside children, values cultural knowledge in pedagogical practices in a contexto f Waters and forests and enables learning contextualized in the movement of floodplains and floods in the daily lives of residents. These moments provide support for the survival of community members. The curriculum is a space of Constant construction, but in this context it requires the expansion of dialogues between the community and school, aiming for reflections that guide the organization of the pedagogical proposal, corroborating the development of students in their place of experience. Therefore, we emphasize the need for Continuing Training for teachers, to work in this universe of challenges and possibilites. Keywords: Science Teaching, Curricular Construction. Riverside school.Item 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 deLa 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.Item 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 SilvaNon-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.Item Eventos de divulgação científica como espaços não formais de educação em Tefé no Amazonas(Universidade do Estado do Amazonas, 2023-10-27) Imbiriba, Matheus Figueira; Souza, Luciane Lopes de; Aguiar, José Vicente de Souza; Cavalcante, Kátia VianaNon-formal Education spaces are environments suitable for organizing recreational activities and that stimulate learning in different ways. These spaces routinely organize events aimed at Scientific Dissemination, a lighter way of passing on scientific information to a wider audience without segregation. These events provide access to scientific information that is often only shared by its communicators, and with this, an even larger audience becomes aware of certain knowledge, be they adults or children. This research has the guiding objective of analyzing the educational contributions of Scientific Dissemination Events in non-formal spaces in line with Formal Education, carried out with two groups of students from the 5th year of elementary school at the Escola Estadual Professor Isidoro Gonçalves de Souza, in Tefé, in Amazonas, this being a research with a methodological organization of quantitative and qualitative aspects, where participant observation and action research were also carried out, approaches that served as a fundamental pillar for obtaining the results. Data collection was carried out through classroom observations, and during the collection process, knowledge leveling activities took place with the students. To obtain more concrete data, individual interviews were also carried out with each student, in addition to a final display with the knowledge they obtained during the scientific events. To complement this analysis, a questionnaire was administered to the teachers in charge of the classes to find out their perceptions about the use of non-formal spaces for teaching and learning Science. With the data collected and analyzed, it was possible to conclude that there is significant educational potential in scientific events, even outside nonformal spaces, since their impacts go far beyond, promoting great discoveries and debates, including within the classroom. Keywords: Science Teaching, Methodologies, Teaching, Learning.Item A formação da identidade do professor iniciante na educação infantil das escolas públicas do município de Manaus/AM(Universidade do Estado do Amazonas, 2022-08-22) Fernandes, Letícia Rubim; Amorim Neto, Alcides de Castro; Rodrigues, Jorge de Menezes; Moraes, Nadime MustafáThis research aims to investigate and analyze the process of forming the professional identity of teachers who enter public early childhood education in the city of Manaus/AM, as well as to identify the profile of beginning teachers in early childhood education and to carry out a documentary study on the formation of identity of teachers entering early childhood education, highlighting their knowledge, advances as a researcher teacher, starting with a discussion based on State of the Art and scientific research catalogs wrapped around the theme, seeking to have a theoretical quality reference, adopting research that aims to understand, to argue and confront the data, based on the experiences of authors/researchers who collected reports from several professors who are completing their graduation, who have just joined and are already thinking about the need to continue their training, whether from the Municipality of Manaus, as well as from other cities, being able to obtain information if they are prepared to work with children, where the contributions and limitations that still exist are emphasized. The research is justified by the importance of the theoretical context that aims to address possible constituent data, passing through the analysis of the importance of initial and continuing education, reinforcing and encouraging constant updating. Being a literature and document review study on the subject, whose data are in a qualitative perspective. KEYWORDS: Teacher training. Initial formation. Childhood education.Item Metodologias ativas em espaços educativos: processos de alfabetização científica em laboratórios móveis do projeto academia stem(Universidade do Estado do Amazonas, 2022-08-04) Silva, Andreza Carvalho da; Almeida, Whasgthon Aguiar de; Kalhil, Josefina Diosdada Barrera; Silva Júnior, Jucimar Maia daThis study addresses issues related to Active Methodologies in Non-Formal Spaces as a progression process of Scientific Literacy of engineering students. Bearing in mind that the world is in a moment of frequent transmutations with fleeting scientific and technological progress, it is essential to promote teaching methodologies that provide the development of skills and competences that make them manage this avalanche that emerges in the professional and social field. , since only specific technical knowledge does not constitute a pleasant engineer for the 21st century, who can visualize global demands. Given the theme, the general objective of the research is to investigate how the development of Active Methodologies in Non-Formal Spaces can contribute to the process of Scientific Literacy of students of the engineering course, scholarship holders in the Academia STEM Project of the State University of Amazonas. The research methodology is based on a qualitative approach, following participant observation techniques, a questionnaire with open questions and dialogue groups. The results allowed us to point out that the active methodology used in the Mobile Laboratories of the Academia STEM Project is Jigsaw, which obtain reading, writing, research, experience, teaching, dialogue, doubt, reflection, problem solving and planning activities that culminate in the development of skills and skills that make up an engineer able to deal with the social and professional field of the 21st century, such as: creativity, proactivity, autonomy, responsibility, cooperation, interaction and versatility. With this, the academics participating in the current study, in the Itinerant Mobile Laboratories of the STEM Academy Project, build their own knowledge, resulting in autonomy and Scientific Literacy, since the students, in addition to using the scientific vocabulary, are able to mobilize the specific technical concepts they have learned to their reality, giving applicability to everyday problems. In this way, we found that the active methodologies developed in the Mobile Laboratories of the Academia STEM Project provide the training of engineers who are more than technical specialists in certain themes, but emancipated citizens who are able to carry out a proper reading of the natural world, based on scientific knowledge in social and professional practices. Keywords: Active Methodology. Non-Formal Space. Scientific Literacy. Projeto Academia STEM.Item Educação integral: conversas entre sementes e solo no currículo de ciências(Universidade do Estado do Amazonas, 2022-05-25) Carvalho, Gilberlene Sousa; Costa, Mônica de Oliveira; Costa, Lucinete Gadelha da; Silva, Leda Valéria Alves daThe research had as its object of study the perspective of Integral Education in the municipal network of the City of Manaus, seeking to look at how the component of Natural Sciences in the early years of Elementary School is being approached within this idea of education. Our general objective was to problematize the constitution of the Science curriculum, highlighting the ways of seeing the educational space-time and the teacher, within this perspective of Integral Education at SEMED-Manaus. As specific objectives, we have the process of describing the perspective of integral education in SEMED-Manaus; to map the sayings about educational and teacher time-spaces, within the perspective of SEMED-Manaus integral education and discuss the supposed effects that the sayings about educational and teacher time-spaces within a supposed perspective of integral education produce in the curriculum of sciences at SEMED-Manaus. The study is based on the post-critical theory, in which we invent a new way of doing and saying our research, building the writing of our work within the analogy of cultivation. We approach Foucault's studies to think about how this Integral Education works in Science Teaching in the light of the idea of governability and its knowledge-power relations. So we look at the documents that constituted the formalization of this education in the network and from the statements of Student Protagonist and a more integral and humane Education is that we evidence in these documents its emergence. Aware that this study will not exhaust this discussion, we believe that it was possible to reveal part of this history of retaking this approach to Integral Education within the scope of Science Teaching. Keywords: curriculum, Science Teaching, Integral Education.