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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17 resultados
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 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 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.Item Ensino de ciências: um estudo sobre o currículo em uma escola ribeirinha do Miriti em, Parintins, AM(Universidade do Estado do Amazonas, 2021-06-09) Souza, Silvia Pantoja de; Costa, Lucinete Gadelha da; Bettiol, Célia Aparecida; Costa, Mauro Gomes; Costa, Mônica de Oliveira; Rodrigues, Ana Claúdia da SilvaSCIENCE TEACHING: A STUDY OF THE CURRICULUM IN A RIVERSIDE MIRITI SCHOOL, IN PARINTINS, AM This research aims to understand the constitution of the educational practice in Science Teaching, in the construction of the Curriculum, in a Miriti riverside school in Parintins, AM. Methodologically, it presents a qualitative approach and a dialectical perspective. The study was conducted in a Miriti riverside school, in the Vila Amazônia Settlement, in Parintins, Amazonas. Data collection occurred through semi-structured interviews and the study of the school's Political Pedagogical Project. The subjects were eight people, namely: a 5th grade science teacher; the school manager/coordinator, and six community members. The theoretical and methodological framework was based on the studies of Sacristán (2000), Bourdieu (2004), Silva (2010), Lopes and Macedo (2011), Moreira and Silva (2013); Freire (2019 a), (2019 b); Arroyo (2013) and Goodson (2018) for the discussion on Curriculum. The reflections about Science Teaching were grounded by Chassot (2008) and (2010); Krasilchik (2000); Delizoicov (2009) and Oliveira (2016). While the writings of Souza (2013), Bruce and Costa (2019), Vasconcelos (2017) and Caldart (2009) grounded the understandings about riverine contexts and Field Education. Inthediscussion ofthedata, wesystematized the information collected, throughtriangulation and the analysis of the results was from the reading in a dialectical perspective. We present as a result, a research carried out in a riverside territory, with a cultural diversity linked to the Environment and to popular social movements. In the conceptions about curriculum issues, there is a divergence that highlights a curriculum that is closed to school contents, while at the same time it highlights the need to understand it as a means of formation, an idea that is close to the proposal of this study. Regarding Science Teaching, the dialogues converge with the compressions that highlight it as a field linked to nature studies. The constitution of teaching happens through contradictions, tensions, and disputes in the midst of the struggle for the defense of a school construction favorable to the community practices of the subjects. In this reality, there are factors that hinder a school construction focused on local particularities, such as: the paralization of environmental projects, school management, the need for involvement in social community issues, the lack of physical structure and teaching resources, as well as thedistance betweentheschool andthecommunity. These issues translate intolimits,thechallenges consisted in the union between the school and the community, the inclusion of cultural aspects in the school contents, and the resumption of socio-cultural projects. Conversely, the possibilities are contextualized teaching, the historical and cultural knowledge built in the community, and the work practice articulated to the sovereignty of the waters and the forests. In this field of riches, the subjects are active in their social issues and among the community agreements and disagreements, which are present in the construction of teaching to collaborate with a school reality focused on the experience in the community. Therefore, the considerations constructed here point to the understanding of the logic of reproduction, through reflections on the process of construction of the educational path. Thus, we understand that the curriculum construction covers the sociocultural issues for the formation of a society. In this sense, an educational construction, from Science Teaching, in riverside schools, can occur in an open and problematizing path, in view of a social formation, which prepares students for the exercise of citizenship, in accordance with their living spaces, or not, this will depend on the conditions given for this understanding. For this purpose, we emphasize that the Political Pedagogical Project, in these schools, canbeaspacefor constant construction, reflection,anddialoguebetweenthecommunityand theschool, aimingattheorganization ofaneducationalpracticethatfavors thedevelopmentof students intheir place of life. Wealsohighlight theneedfor Continuing Education for teachers,in order to provide them with the conditions to act in this universe, with challenges and possibilities. Keywords: Curriculum. Science Teaching. Contextualization.Item Ensino de ciências: um estudo sobre a prática no 2º ciclo do ensino fundamental de uma escola pública na cidade de Manaus - AM(Universidade do Estado do Amazonas, 2021-04-06) Soares, Márcia Alessandra Beltrão; Costa, Lucinete Gadelha da; Rodrigues, Ana Claúdia da Silva; Costa, Mônica de Oliveira; Costa, Mauro Gomes da; Bettiol, Célia AparecidaThe present study aimed to understand the "Pedagogical Practice in Science Teaching in the 2nd cycle of Primary Education in a Public School in the City of Manaus-AM". The research methodology was developed in a qualitative approach, in which the subjects are Basic Education professionals, i.e., four teachers and one pedagogue. The construction of the data occurred through semi-structured interviews and focus groups, and the analysis process was based on interpretative content analysis. As results, we evidenced that Science Teaching was presented through different conceptions, directing several practices, such as: interdisciplinary, CTS relationship, experimentation and projects, among others. That is, showing fragmented and decontextualized actions in the direction of teaching. We identified in the construction of curricular Pedagogical Practice in school science teaching, the direction of traditional teaching practices. In this sense, from the discussion of the research results, it became evident that the Pedagogical Practices in Science Teaching emphasize limits related to the absence of a process of contextualization and problematization of its contents. As for the challenges of the research, they pointed out the need for in-service teacher training with moments to build spaces for dialogue and exchange of experiences in the construction of the school collective. Therefore, even in the face of the limits and challenges identified, we can highlight the possibilities under construction as movements of resistance to the logics imposed in the school space that highlight the need and, at the same time, the potential of Pedagogical Practices in the context of Science Teaching, so that they are rethought in their theoretical and practical conductions in a direction of the formation of scientific thinking. Keywords: Science Teaching. Pedagogical Practice. CurriculumItem Ensino de Ciências: um estudo no 6º ano do ensino fundamental com enfoque nas práticas pedagógicas sobre o meio ambiente(Universidade do Estado do Amazonas, 2020-02-17) Gonzaga, Adana Teixeira; Costa, Lucinete Gadelha da; Rodrigues, Ana Claúdia da Silva; Costa, Mônica de OliveiraThe research entitled SCIENCE TEACHING: A STUDY IN THE 6th YEAR OF ELEMENTARY SCHOOL WITH A FOCUS ON PEDAGOGICAL PRACTICES ON THE ENVIRONMENT aimed to analyze the limits, challenges and possibilities of the pedagogical practice of Science Teaching, focusing on the environment, in the 6th year of Elementary School. The issues that involve pedagogical practice in science teaching, have undergone changes in the midst of educational actions, however they are still developed in a traditional way in the school context, which may or may not affect the education of students regarding scientific concepts. In this sense, it is necessary to understand how pedagogical practices, with a focus on the environment, are developed and mainly what teachers report on the development of their teaching work. For the dialogue to take place we start from some categories of analysis that are: Science Teaching, pedagogical practice and environment. In the methodological procedures we work on a qualitative research approach. The type of research presented is descriptive, with the observation techniques of pedagogical practices developed in the classroom in the discipline of natural sciences and semi-structured interviews with the professor of the discipline. In the analysis of the data we work from Laurence Bardin with the analysis of the content going through the description of what was observed and said in the research process. The results found after the analysis showed us limits that show situations related to the working conditions that correlate with the time of the disciplines, physical space, number of students per room, the workloads, use of the textbook, among others. From these limits, we find the challenges that move along the paths of initial and continuing formation. Finally, we found ourselves with the possibilities of changing this scenario involving pedagogical tutorials, which seek to expand the reading and construction of interdisciplinary concepts in science teaching, the defense and effort in the construction of public policy for teacher education. We conclude that the pedagogical practices in science teaching present challenges, limits, however they also build possibilities in their daily lives that directly influence the pedagogical training of teachers and contribute to the academic education of students with a focus on the environment, these bases demand an impulse for a more critical, reflective, collective way of thinking aiming the changing of the world.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 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 childrenItem Educomunicação: uma proposta para o Ensino de Ciências(Universidade do Estado do Amazonas, 2011-09-28) Stein, Suleima Tello; Teixeira, Ana Frazão; Teixeira, Ana Frazão; Kalhil, Josefina Diosdada Barrera; Gallota, Ana Lúcia de Assis; Campos, Manoel do Carmo da SilvaScience education in Brazil has long been distant and disconnected from the reality of the students. There is no relationship between what is learned in class and how that content is put in context. The content is taught mostly through books, and many times, only through expositive methods, leaving instruction highly unnapealing to the students. As communication and information technology develops and improves, there is a growing need for it to be used inside the classroom. However, schools face several obstacles, including a lack of qualifiedteachers. Students are ready and excited to use and learn with new methods and technologies, but the teachers are not prepared or qualified to use them. The educommunication seems to be the way to solve this dichotomy, as it allows students to participate more actively, helping teachers, and creating a more reflexive approach to education. The research presented here shows education through the use of educommunication in Science, in an experiment using a school radio system. The goal is to analize the use of a radio system in the teaching and learning process for Science, as well as how its use can contribute to and enable a more reflexive approach with communication tools used in the classroom. Research qualitative and quantitative, character has the current of thought dialectical materialism assumes that the interpretation of reality based on contradictions a word view and praxis. This paper’s research took place in a school in Manaus (Amazonas, Brazil), and included observation, questionnaire uses (Likert scale), and an experiment involving ‘airing’ Science educational programs on a school radio system.