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Neuroeducação e ensino das Ciências : contribuições cognitivas para o ensino fundamental I
(Universidade do Estado do Amazonas, 2018-09-19) Batista, Érika da Costa; Souza, José Camilo Ramos de; Souza, José Camilo Ramos de; Costa, Mauro Gomes da; Oliveira, Meire Terezinha Silva Botelho de
The present study deals with Neuroeducation and Science Teaching and the cognitive contributions to Elementary Education I. The Neuroscience applied to Education can be a great allied in the practices of the teachers, because it allows to know the organization and functions of the brain, the cognitive processes, the attention, memory and relationships with emotion, motivation and performance in order to contribute to the student's learning process. The general objective of this research was to analyze the teaching and learning process of Science Teaching, in the fundamental I, in the sense of the study and applicability of the cognitive contributions from the knowledge of Neuroeducation. The research is of the qualitative type based on the phenomenological method. As a methodological procedure, the field research was adopted, the bibliographic support was fundamental to decipher the object being researched and to contribute to the data analysis, after the organization was performed. Notes were used in the field notebook, observations in the classroom and intervals for students' behavior to be perceived, both in the games and in the dialogues about learning; other procedures were the photographic record important methodological support because it instantly recorded the moment of the activity, and holding of workshops for data collection, which were subsequently analyzed through content analysis. The locus of the research was a Public School of the state network of Manaus, being 22 subjects and 3 teachers of the 5th grade of Elementary School I. With this work it was possible: To verify the contributions of Neuroeducation, specifically regarding the understanding of the learning process in the Science Teaching; To verify the perception of the students of the 5th grade of Elementary School of a school of the state public network of Manaus concerning the Teaching of Sciences, based on the contributions of Neuroscience to the educational processes; To evaluate the results obtained using the necessary knowledge regarding Neuroeducation that can subsidize and contribute to the educational process of learning in Science Teaching. Keywords: Neuroeducation; Neuroscience; Education; Science Teaching.
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 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.
Indicadores de alfabetização ecológica na educação infantil
(Universidade do Estado do Amazonas, 2018-02-28) Souza, Silvia Alves de; Terán, Augusto Fachín; Terán, Augusto Fachín; Silva, Cirlande Cabral da; Ibañez, Maria do Socorro Rodrigues
La Alfabetización Ecológica como herramienta de cambio de comportamiento en pro del medio ambiente es un proceso que debe ser iniciado en la más tierna edad, para que podamos dejar una naturaleza mejor para las futuras generaciones. El objetivo de esta investigación fue desarrollar indicadores de Alfabetización Ecológica en la Educación Infantil. Los lugares de la investigación fueron el CMEI Ángela Maria Honorato da Costa y el Conjunto Tiradentes, ubicados en la Zona Este de Manaos. Los sujetos de la investigación fueron dos profesoras y 23 alumnos del 2º período de la educación infantil. Para el procesamiento de los datos utilizamos el análisis de contenido de Bardin (1977), basados en las respuestas de los niños, agrupándolas en categorías como: entendimiento del medio ambiente, funciones de los seres vivos y desequilibrio ecológico, tomando como base tres principios de Capra: asociación, interdependencia y naturaleza cíclica. Hay deficiencias en la formación de las profesoras en relación a los conocimientos biológicos específicos necesarios para el desarrollo de actividades científicas que involucra a las hormigas cortadoras (Atta sexdens), ya los niños presentaron conocimientos suficientes, en relación a la naturaleza y las hormigas, entendiendo las consecuencias de la desaparición de las hormigas en el ecosistema, dejando de lado el intercambio de nutrientes que nunca escucharon hablar. Así se generaron en el curso de la aplicación de la secuencia didáctica los siguientes indicadores: Entendimiento sobre los diferentes tipos de animales y su hábitat; Diferenciación en la alimentación de los animales; Entendimiento de que un ser necesita del otro; Identificación de las partes de las hormigas; Entendimiento sobre el intercambio de nutrientes realizado por las hormigas cortadoras. Palabras clave: Indicadores. Alfabetización Ecológica. Educación Infantil. Hormigas Cortadoras.
Ensinar Ciência Geográfica : o processo lúdico de aprendizagem no 5º ano de uma escola pública de Parintins/AM.
(Universidade do Estado do Amazonas, 2018-04-16) Cordovil, Ronara Viana; Souza, José Camilo Ramos de; Souza, José Camilo Ramos de; Aguiar, José Vicente de Souza; Albuquerque, Adorea Rebello da Cunha
The challenge of teaching lies in the possibilities of encouraging the student to read to learn and thus to project through the world of the adventure of knowledge in search of new foundations that base the learning. In order to enter this universe, the main objective was to understand the posture of social subjects, teachers and students of elementary school I, in the sense of construction and the evidence of teaching and learning through the playful, having as reference the school geography in communication with other disciplines, in a public school in the city of Parintins. The specific paths allowed to analyze the curricular proposals and the process of teaching and learning of the disciplines, and in particular, of geography, of elementary education I (5th Year); understand how the process of construction and preparation of teaching in the fundamental I occurs, taking the play as an alternative of learning in Geography and other disciplines in the public school of the city of Parintins and to present recommendations for a proposal of teaching and learning through the playful one that meets the the specificity of each discipline and consequently the understanding of local realities and other places in the relation of the local to the global, based on the findings obtained in the analysis of the results of the research techniques, for the purpose of later application. The theoretical basis of support can be found in: Andrade (2013); Calai (2012), Cavalcanti (2012); Zanata (2005) and Gadotti (2008) which present positions on the knowledge built in practice and in the daily practice. The methodological process to achieve the objectives was done through observations and in the practical exercise students in a circle and using their own body worked the movements of the Earth, orientations and location; the macaque (hopscotch) if worked the thermal zones of the Earth, latitude and longitude; the school's inaugural plaque as a source of history, geography, and science content; the relief was done in clipping and paper drawings. There is a growing demand for new techniques or teaching procedures to facilitate understanding of content, but it is necessary for the student to dedicate himself and commitment to the school. Faced with the reality of the school experience, the proposal of play as a process was used to give dynamism to the classroom and open spaces for analytical reflection as an alternative for the involvement of learners. It is important to emphasize that playfulness is not the only solution, but a teaching technique that must be exercised continuously. It is not play or play, but teach science content in the fifth year, through activities that enable the student to think, have a logical sequence of reasoning and make their notes from the understanding and understandings about a certain content taught in the classroom. Keywords: Geographic Science; Play Process; Teaching; Learning; Construction of Knowledge;
Do rufar do tambor com crianças à educação científica : uma abordagem a partir da escola de arte do boi Caprichoso
(Universidade do Estado do Amazonas, 2014-04-03) Dutra, Renner Douglas Gonçalves; Noronha, Evelyn Lauria; Noronha, Evelyn Lauria; Carvalho, Denize Piccolotto; Gonçalves, Carolina Brandão
The present work presents in its title “from the song of the drum with children to the scientific education an approach from the Boi Caprichoso art school”. It has as objective to identify how the children work the scientific concept in the workshop of percussion at Boi Caprichoso art school aking of realizing scientific education. It presents theorical support founded in the sociology of childhood and this way it gets evidencing the child like a social actor and constructor of culture in the relationship with their pairs and the difference with the adult people. It is also composed of itself feeling and it is able to resignify the context where the children live. The researching was realized at Boi Caprichoso art school in the Parintins city. It’s a qualitative approaching of ethnographical study. It has in its proceduring of method the participant observation and it is an instrument to the construction of the dates. It’s was used a small tape record, daily of searching and the camera. The children who participate of this searching are 15 students that make part the workshop of percussion and an art educator like central personalities. In this convivence was possible listen to the children’s voices in the non-formal space of the art school and was observed that the children have knowledges of scientific concepts and from them was observed that they are able to do scientific education. It was observed too that matched subjects with the percussion they show themselves on relevant and significant way for their lives. It’s evidencing possibility to do scientific education. Key-words: Childhood. Culture. Science. Sociology of childhood. Non-formal spaces
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
O ensino de Ciências e sexualidade : um estudo das abordagens e práticas educativas no 5º ano do ensino fundamental
(Universidade do Estado do Amazonas, 2018-09-17) Costa, Paula Naranjo da; Souza, José Camilo Ramos de; Souza, José Camilo Ramos de; Ramos, Jucelem Guimarães Belchior; Costa, Mauro Gomes da
The study aimed to understand how the knowledge concerning the themes of sexuality are evidenced and related, from Science Teaching, and its implications in the teacher / student training of the 5th year in a public school in Manaus. For this, we sought to identify how sexuality is treated in educational devices; to verify the teaching conceptions regarding sexuality and approaches in the educational practices and to analyze the implications of conceptions of sexuality for the formative process of the students of the 5th year of Elementary School. The theoretical basis was based on the works of Foucault (2011, 2015), Louro (2000, 2003), Furlani (2005, 2011), among others. As it is a methodological procedure, the research is offered in a qualitative approach, through a case study. In relation to the techniques and instruments of data collection, using a documental analysis of educational means, a semistructured interview with two teachers, a participatory observation and a notebook with the objective of performing three didactic sequences with the students and the students from the team. The analysis and interpretation of the data followed the steps of the qualitative case study, correlating the data with the basic theoretical contributions of the study. The results showed that the subjects related to sexuality are directly related to the discipline of Sciences, in a biological bias, even their discussion transversally incorporated in the analyzed educational documents. Teaching conceptions have exposed confluences between biological, moral and religious views, as well as children, making the sexuality aspect learned socially, reproduced in school, and in the articulations between girls and boys. The study stresses the need to insert the theme in the curricula of the initial training courses and continued of teachers and causes new investigations, enabling other approaches, as well as configuring as resistant to the growth of a reactionary wave that attempts to curtail discussions of sexuality in schools. Keywords: Sexuality. Science teaching. Sexual Education. Gender andSexuality
O estágio supervisionado como componente curricular na formação inicial e continuada do professor de Biologia
(Universidade do Estado do Amazonas, 2012-08-01) Brasil, Osimar Bezerra Magalhães; Gonzaga, Amarildo Menezes; Gonzaga, Amarildo Menezes; Costa, Lucinete Gadelha da; Aguiar, José Vicente de Souza
Dissertation Research that deals with the continuing education of Biology teachers, in an autobiographical approach. Assuming that the Supervised Curricular Internship is one of the curricular components in the Biology Degree Course, we ask: what is possible to be analyzed, based on the experiences obtained both during the Supervised Internship in initial training and in the training continued, in a formative trajectory of a professor of Biology? The methodology was constructed from the History of Life Method, which is constituted in the first part of Chapter -1, "On the choice of the Method of Life History", where we address, among other topics, "The researcher's self-knowledge in understanding the role social of the teacher ". In the second part, we address "The fundamentals of the formative trajectory of the researcher", highlighting the acquisition of a new posture: "the researcher professor". In chapter - 2, we address, in the third and fourth part, relevant aspects such as: "teacher training and education professionals" and "the researcher in the supervised curricular stage". Chapter - 3, in the fifth part, deals with the retrieval of the researcher's narratives during his undergraduate period, where aspects of the researcher's self - construction and teaching identity are highlighted. And, finally, in the sixth part: "Supervised Curriculum Internship in Continuing Education", we approach the legal presuppositions of the internship, the planning, the narratives of the practices performed and we weave our final considerations. Keywords: Teacher Training, Supervised Internship, Autobiography.
O circuito da Ciência : possibilidades de alfabetização científica aos alunos do ensino fundamental
(Universidade do Estado do Amazonas, 2019-02-15) Lopes, Karoline Duarte; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; Anic, Cinara Calvi; Terán, Augusto Fachín
Non-formal spaces of science help in achieving the progressive development of facts and scientific knowledge essential to students. In view of this, this research aimed to develop reflections on the educational experiences offered in the Science Circuit for the promotion of Scientific Literacy among Primary School students. It was also the intention of this study to report the manifestations of the subjects before the situations experienced during the visit to the Circuit of Science; to investigate the educational experiences that the Science Circuit provides for elementary school students; and to analyze, from specific indicators, the possible contributions of the Circuit Science Project in the Scientific Literacy of students. Thus, it was followed up in five editions in this INPA - National Institute of Amazon Research project. The data of this research were collected from three sources: through the observation of the project editions (recorded in the field diaries), a questionnaire applied to the Forest of Science coordinator and an interview with 20 (twenty) students from different state schools in Manaus participants of the event. The data obtained were analyzed according to the Discursive Textual Analysis which is a qualitative methodology with the purpose of elaborating new understandings about the phenomena, discourses and corresponds to an interpretation of hermeneutical character. This methodology is composed of three important steps: 1) unitarization, which is the thorough reading of the data, separating them into units of meaning; 2) categorization which is the process of grouping similar elements; and, 3) metatexts that are the emergence of new understandings. The constituent elements of the phenomenon of this research and the relationships that exist between them were described based on the analyzes not only of the personal understanding of the researcher but also of the expressions of the subjects participating in the research. The analysis of the data was preceded by the pattern comparison phase, articulating the empirical foundations with the predicted theoretical standards, including with other correlated research in order to go beyond simple description. The presence of the Scientific Literacy Indicators and their attributes were perceived at various times during the editions of the Science Circuit. The results of the analysis of the data show that the Science Circuit contributes not only to the expansion of scientific knowledge, but also to increase the ways of teaching and learning and creates situations that favor the student's cognitive development aiming at Literacy Scientific. KEYWORDS: Non-formal spaces. Circuit of Science. Forest of Science. Scientific Literacy. Discursive Textual Analysis.

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