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URI permanente desta comunidadehttps://ri.uea.edu.br/handle/riuea/1520

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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 de
The 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.
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 Viana
Non-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.
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 da
The 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.
Rabiscando ensino de Ciências em quadrinhos para aprendizagem de estudantes imigrantes venezuelanos
(Universidade do Estado do Amazonas, 2022-05-30) Carvalho, Kennyson dos Santos; Souza, José Camilo Ramos de; Costa, Lucélida de Fátima Maia da; Carmo, Waldirene Ribeiro do
Teaching Science is not a simple action. It becomes even more complex when there are foreign subjects in the class of students who do not have command of the Portuguese language. This situation became even more common with the mass arrival of Venezuelan immigrants to the city of Manaus, which made the number of students of this nationality enrolled in the state basic education network grow exponentially. Faced with this difficulty, it is up to the teacher to make use of resources that can make the learning of these students more fruitful. In this context, comics represent a relevant alternative for the explanation of phenomena and concepts in a more dynamic way. The general objective of the study was to analyze how the comic book becomes an important pedagogical resource for the teaching and learning of Venezuelan immigrant students about the preservation of the creeks of Manaus. The methodological procedures included bibliographic and exploratory research, with a qualitative approach, with the phenomenological perspective being the structuring axis of the study. A comic book was created whose central theme is the preservation of the creeks of Manaus. The plot has three characters: a) Iara: a 12- year-old man from Manaus; b) Vó Naiara: retired teacher and grandmother of Iara, and; c) Pablo, a young Venezuelan classmate of Iara's. The dialogues present in the story, as well as the plot developed can trigger debates on the theme of pollution, thus stimulating the participation of students in their training itinerary. In this way, the use of comics in science teaching represents a valid alternative to make the explanation of concepts relevant to this field of knowledge less tiring and more attractive for students. The study concluded that the teaching of Science to Venezuelan immigrants through comics is a viable solution, whose usefulness is not restricted only to the delivery of content, but also to the engagement of these students in causes that directly influence their quality of education. life. Thus, comics can not only be seen as a relevant didactic resource, but also a way of teaching values and diligent attitudes towards the preservation of the environment and, therefore, the construction of a better and fairer world to live in. to live. Keywords: Venezuelan immigrants. Science teaching. Manaus creeks. Comic Book.
O ensino de ciências em espaços educativos: o uso do tema das árvores emergentes, como instrumento facilitador na promoção da preservação do ecossistema amazônico
(Universidade do Estado do Amazonas, 2022-05-31) Pereira, Ana Marcia Pontes; Terán, Augusto Fachín; Souza, José Camilo Ramos de; Costa, Lucelida de Fátima Maia da; Silva, Cirlande Cabral da
The study of Science exposures one of the most importante steps of education of timetable of students in elementar school. For this reason, the academic environment discussions about strategies and resources to become the learning of students more profitable and it has been usual. Among the suggested possibilities, we notice the didatic sequences. This kind of content approaches if they have been aplied can make how students demonstrate more interesting and participation inside proposal activities. Concomitant to this, Science studying, is one of the most opportune themes to be debated and it explains emergent trees. It consists a very relevant subject, that it can be better used in Science teaching practicings. This kind of theme can be done in formal and non-formal teaching spaces, these environments can be used and improve experiences and perception that profit students’ learnings. This reasearch is based on theorical fundamentation and dedicated in qualitative approach and has for general aim to comprehend as long as emerging tree theme has worked in educational spaces, it facilitates the learning teaching process for students of 4 ano Elementary School about the imporatnce of preservationod Amazonic ecosystem. Firstly, we realized exploratory investigation related to emergente trees and Science teaching, then we made the documental research about the importance of trees and their presence in educational spaces. The sequence was elaborated with views to awake in students the engagement and environmental awareness necessary for the trees be protected, this way it contributes with the natural environment and consequently with the balance the Earth’s life. For its significancy, the topicof emergentes trees can be explored with greater emphasis, the non-formal spaces and the local ideas for this approach has been done with great success in cornfield of Science teaching, it can be joined between the theory and practicing. Therefore, this research sought to provide subsidy theorists that They contribute to the learning teaching processo f Science through of the emergentes trees in educational spaces and its importance to the environmental preservation. Key-words: Emergent trees. Science teaching. Environment preservation. Educational spaces.
A arqueologia das ciências naturais nos anos iniciais do ensino fundamental a partir das propostas pedagógicas da SEMED
(Universidade do Estado do Amazonas, 2022-04-09) Silva, Shirley Vitor da; Costa, Mônica de Oliveira; Costa, Lucinete Gadelha da; Rodrigues, Luciane de Assunção
The research has as object the study of Natural Sciences in the first years of Elementary School, with the objective of problematizing the historical and regulatory trajectories of the Natural Sciences in the pedagogical proposals of the first years of the Elementary School in SEMED Manaus, highlighting the conceptions of Science present in this curricular component. The study is based on post-critical theory, with which we invent a new way of doing and saying our research. We approach the studies of the Philosophy of Difference, especially in Foucault's tools as a theoretical-methodological foundation for thinking about science teaching. We created an archeology of research that allowed us to dig into the documents analyzing the discourses as monuments built there. We developed a conceptual approach to the curriculum in the post-critical perspective, and more specifically to the science curriculum in the early years. We intertwined understandings about a curriculum that is a field of disputes, in which knowledge-power relations are established. We observed that science teaching is built from continuities and ruptures; that in the educational space, teaching is regulated so that truths can be established. When approaching such fossils that are said to be under a critical, socio interactionist, constructive view, we point out that they use technicist strategies, emphasize the development of certain intellectual acquisitions and evaluate skills and abilities in a traditionalist way. This allows us to affirm that Science Teaching in SEMED Manaus' proposals seem to become increasingly captive of episodic and successive demands and, not infrequently, present their objectives designed to meet random fads. All this in the quest to meet the formative requirements of economic, political and social discourses that preach updating, self responsibility and adaptation. Excavating in SEMED's Pedagogical Proposals and analyzing the trajectory of the Science component has brought us other possibilities to problematize the conditions of existence of other fossils in this field and the subject that is produced in it and/or from it in different constructions to look with suspicion at the monuments that are built in the so-called normative documents, to deconstruct the truths that are regulated in them. These are some layers that may be excavated in new expeditions. Keywords: curriculum; natural Sciences; early years; speech; Michel Foucault.
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 Silva
SCIENCE 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.
Analogias e metáforas no ensino de ciências: vivências e experiências docentes em ambientes virtuais
(Universidade do Estado do Amazonas, 2021-06-10) Souza, Fabiane Carbajal de; Almeida, Whasgthon Aguiar de; Costa, Mônica de Oliveira; Gonzaga, Amarildo Menezes
Analogy and metaphors, which etymologically mean similarities between things and proper sense to the figurative, have been used in everyday life, in the evolution of science and as a teaching and learning resource, aiming to facilitate communication. Given this assumption, the aim of this paper is to narrate the challenges faced by teachers on the use of analogies and metaphors to teach science in virtual environments in the midst of the covid-19 pandemic. Aiming to answer the problems that guided the research, the ways that teachers use analogies and metaphors as a teaching resource, how the teaching and learning process takes place in virtual teaching environments and what teachers say about the importance of science teaching in their classes. In order to do so, eight primary school teachers were considered, who answered a questionnaire and an interview. The results show that the investigated teachers use analogies and metaphors in a spontaneous way without any defined planning, although they understand the importance of its use as a teaching resource. About the virtual teaching environments, the results show that teachers are increasingly overcoming the obstacles arising from technologies, it is possible to highlight the potential of virtual environments in the process of teaching and learning, teachers also highlight the importance of science teaching, which according to the results, science teaching can help considerably in the construction of new attitudes regarding scientific knowledge. Key-words: Analogies and metaphors. Science Teaching. Virtual environments Translated with www.DeepL.com/Translator (free version)
Divulgação científica em rede: o website como ferramenta instrucional para o ensino de ciências
(Universidade do Estado do Amazonas, 2021-06-24) Tenório, Kleitson José Lima; Gonçalves, Carolina Brandão; Almeida, Whasgthon Aguiar de; Pio, José Luiz de Souza
The internet plays a fundamental role in contemporary computerized communication, since, besides allowing the sharing of information, it cooperates to the collaborative construction of academic research and dissemination of scientific knowledge. Integrating and using technological resources through the web and the internet is essential to dynamize the relations of society with science. In face of this assumption, the objective of this work was to describe how the websites can enhance the scientific dissemination, for this, we identified how digital tools can contribute to the Science Dissemination, based on studies that contributed to the scientific knowledge dissemination and we listed the benefits of websites for scientific democratization. This study was designed from the qualitative approach type conducted in three stages, from pre-analysis, the exploration of the material and the treatment of the obtained data. The results showed that it is possible to develop the dissemination of science using the websites, allied to the technological resources described in this research, showed techniques on how you can use digital resources to expand the dialogue with the public. We built a website that hosted a course of scientific dissemination through Google Sites, monitored by Google Analytics where it was possible to see parameters, previously invisible to the eyes of the researcher as for example audience metrics, location of access and type of device used, such statistical data in graphical form helped us to understand the interaction of course participants with the site and showed important points for improving the resource so that it benefits the dissemination of science on the web. Key-words: Science Popularization. Science Teaching. Google Sites Translated with www.DeepL.com/Translator (free version)
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 Aparecida
The 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. Curriculum

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