Revista Areté: Revista Amazônica de Ensino de Ciências

URI permanente desta comunidadehttps://ri.uea.edu.br/handle/riuea/4824

A revista eletrônica ARETÉ, é editada pelo Programa de Pós-graduação em Ensino de Ciências na Amazônia da Universidade do Estado do Amazonas. ARETÉ, que significa virtude em grego, nasceu com uma proposta editorial independente, aberta as todas as tendências investigativas contemporâneas atreladas ao Ensino de Ciências. Como Ciência e Tecnologia caminham juntas, este é mais um espaço para divulgar os resultados de pesquisas científicas e seus frutos tecnológicos.

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Animais peçonhentos: concepções prévias de alunos de uma escola rural
(Universidade do Estado do Amazonas, 11-11-19) Guerra, Leonan; Fanfa, Michele de Souza
The students' previous conceptions are relevant to Science teaching and learning processes. Based on this, this research sought to identify previous knowledge of students of the Final Years of Elementary Education of a rural public school in southern Brazil on the topic of venomous animals, clarifying myths and popular beliefs that involve this subject. Through the proposition of four stories, groups were organized with students in which they should discuss the context and images of each of the problem situations. Additionally, a logbook and conversation circles were used with the research participants. The activities that compose this investigation were analyzed qualitatively and the results obtained showed that the survey of previous knowledge can be the starting point to assist scientific knowledge, allowing students to reflect on their beliefs and practices and their applications in situations in which they are convenient for the students, thus favoring Science Teaching in their daily lives.
A inteligência naturalista e a educação em espaços não formais um novo caminho para uma educação científica
(Universidade do Estado do Amazonas, 2012-08-04) Teixeira, Hebert Balieiro; Queiroz, Ricardo Moreira de; Ghedin, Evandro; Almeida, Danielle Portela de; Terán, Augusto Fachín
This paper proposes a new approach to education in educational spaces outside the classroom, from a cognitive analysis. It is based on the theory of multiple intelligences by Howard Gardner, which asserts the existence of eight human intelligences, including the naturalist intelligence. The text is developed through evaluation of educational practice, from the perspective of naturalistic intelligence. This work includes a bibliographical review of ideas related to the topic in question. The goal proposed by this theoretical essay is to analyze how the naturalist intelligence proposed by Gardner may apply in non-formal educational spaces and promote scientific education. The conservation of natural resources is essential to a better quality of life and education outside of school, comes this line of thought to stimulate the process of scientific knowledge and awareness of the environment in which we live. The use of these spaces helps in the process of teaching and learning and makes the classes in these spaces, motivational and inspirational teacher should take to teaching with the responsibility to provide the student the privilege of building scientific knowledge. Several educators, for they ignore the characteristics of educational spaces in your community, do not fully utilize their educational potential turning this practice into educational or recreational ride, letting slip the opportunity to build from that moment experienced, a scientific education. Keywords: Naturalistic Intelligence. Non-formal spaces. Science education
A experiência visual como elemento facilitador na educação em ciências para alunos surdos
(Universidade do Estado do Amazonas, 2012-08-11) Pinto, Mariê Augusta de Souza; Gomes, Aldalúcia Macêdo dos Santos; Nicot, Yuri Expósito
This work addresses some aspects of education for deaf students, emphasizing the visual experience as a facilitating element in these students’ learning. The present work was carried out during the first author’s activities as a teacher in a school for deaf students in the city of Parintins, state of Amazonas. The activities were developed taking into consideration aspects of visual and spatial perception with the goal of having deaf students acquire necessary skills to construct their own knowledge. Therefore, we propose pedagogical activities to teach various curricular contents, including science, with the aim of facilitating and improving deaf students’ meaningful learning. The pedagogical activities included games, concrete materials and objects, and field trips. In addition, we promoted activities that involved the visual and spatial channels such as images, hands-on, and drawing, considering that deaf students’ learning is mediated by these sensory channels. The use of the Brazilian Sign Language (BSL) to communicate, interact, and stimulate development of deaf students is very necessary in this teaching-learning process. Keywords: Education; Deafness; Visual-Spatial Perception.
Participação e significação do espaço da I Bienal do Livro Amazonas pelas crianças visitantes
(Universidade do Estado do Amazonas, 2012-08-11) Passos, Eliene de Freitas; Noronha, Evelyn Lauria; Mubarac Sobrinho, Roberto Sanches
This paper proposes to understand children’ actions at the I Bienal Amazon Book Fair and their dialogues with science oriented by the importance they give to their own reality and not that of any adult observing them. This objective is consistent with the ideas of Child Sociology that children are full-fledged and rightful social actors who are able and know how to tell their own stories. For this, authors such as Sarmento (2007, 1997), Delgado and Müller (2005), and Caraveo (2001), among others, were used as reference. As theoretical support for scientific education Jacobucci (2008), Zancan (2000), and Roitman (2007) were utilized. The results of the observations and semi-structured interviews conducted with the children indicate that the child visitors understood and appreciated the scientific content but they presented this content in compartmentalized subjects present in the books. It was also possible to learn how children participate as social actors, by their own way of referencing reality, which defies the incomplete and transient nature of childhood as well as any dependence on interpretive actions by adults. Keywords: Child Sociology. Non-formal Educational Space. Scientific Education
A epistemologia de Willard Van Orman Quine e suas contribuições para o ensino de ciências
(Universidade do Estado do Amazonas, 2012-08-11) Silva, Edilson Morais e; Alencar, Mary Sônia Dutra de; Morais, Jéssica Amaral; Barbosa, Ierecê dos Santos
Promoted as one of the great philosophers of the twentieth century, Willard Van Orman Quine in his works above what is now acclaimed as "the philosophy of mind." His studies indicate a trajectory that goes from mathematics to philosophy of mathematics, passing through the analysis and theory of language. The author goes beyond the "justification" and believes that there is a continuity between the common knowledge, science and philosophy itself. The analysis of the life and work of this celebrated author opens paths that denote identity and sometimes investigative instigativa. In search of a more accurate understanding of thethought that springs from his vast study authors come across as Bastos (2008), Chibeni (2005), Dutra (2002, 2005, 2009), Rodrigues (2008) and Stein (2003). The methodological approach is characterized as a literature that investigated the philosophical as well as contributions of this philosopher and mathematician for Science Education The study on the theory, this author made us understand that there are no truths closed, finished, and yes, constructed and perennials with opportunities to be revised and reformulated challenged, proven and therefore put to the test, an attitude that surely characterizes science in times of such developments. Keywords: Reductionism. Empiricism without dogmas. Epistemic holism
Discutindo a divulgação científica o discurso e as possibilidades de divulgar ciência na internet
(Universidade do Estado do Amazonas, 2012-08-11) Mateus, Wagner de Deus; Gonçalves, Carolina Brandão
This article seeks to identify and reflect on the relationship between popularization and Scientific Discourse, Internet and other topics related to contemporary popularization of Science in the Information Age or "Network Society", in order, highlighting its potential for dissemination of scientific knowledge by the general public. Based on a literature search were raised issues that identify the Internet and its tools as electronic channels potentiators for the popularization of scientific and technological information networks through digital format files video, sound, and hypertext social network. Science communication as a fundamental principle of socialization review scientific and technological information, to include the population-based society in the production and sharing of knowledge, a strategic and effective sharing comes to the Internet, because it is an infrastructure adds digital tools like blog, social networking, P2P, Creative commons, micro-blogging, podcasting and other tools. Keywords: Science Communication. Discourse. Internet. Web
A comunicação intrapessoal e interpessoal na prática de professores: contribuições aos saberes docentes
(Universidade do Estado do Amazonas, 2012-08-11) Barbosa, Ierecê dos Santos; Peixoto, Marco Aurélio Nicolato; Maia, Dayse Peixoto
This study deals with the constituent elements of intrapersonal and interpersonal communication in the educational practices of professors and aims to bring out some statements that teachers contribute to hinder student learning. The theoretical support stemmed from several authors, among whom Contreras (1997), Marcelo Garcia (1999); Tardif (2000); Bastos & Nardi (2008), Marcelo Garcia (1999); Ghedin & Pepper (2008). The methodological procedures were focused on bibliographic research on participant observation and life stories. The study subjects were 64 teachers spread over five courses: Pedagogy, Biology, Physics, Mathematics and Chemistry from two HEIs - IES, one public and one private. The results point to the need not only for a broad debate about the teaching knowledge, but also to enter disciplines that address the communication issues in teacher training courses. Keywords: Intra and Interpersonal Communication. Teacher Education. Teaching knowledge.
A educação matemática no município de Parintins/AM em narrativas de professores: um estudo investigativo
(Universidade do Estado do Amazonas, 2012-08-11) Beltrão, Isabel do Socorro Lobato; Gonzaga, Amarildo Menezes
This article presents the results of a research that investigated experiences of teachers who have ministered and / or teach mathematical discipline in the municipality of Parintins / AM, in the period from 1960-2010, aiming to build records about pedagogical practices in the Mathematical Education. For this, we used the Oral History as a qualitative research methodology, taking as references authors as Connelly and Clandinin (1995), Garnica (2005), Gattaz (1996), Meihy (2005) and Thompson (1998) discuss that of the following investigative purpose: preparation, elaboration and analysis of the narratives. The narratives of the teachers emphasized the approaches, teaching strategies and evaluative processes that sustained and / or sustain their pedagogical works. Among the results it stand out from the changes occurred in mathematics education and the intrinsic relationship between the faculty knowledge and pedagogical practices of the teachers of mathematics in last five decades. It was noticed that in the first decades of the study, there was a shortage of qualified teachers, of didactic resources and access to information; beside it add to the difficulties inherent to life in an island in the Amazon State, but in last decades of the study already see significant changes with the implantation of the universities in the municipality. Keywords: Mathematics Education. Training teachers of mathematics. Narratives of teachers.
A interface entre alfabetização científica e divulgação científica
(Universidade do Estado do Amazonas, 2012-08-11) Magalhães, Cíntia Emanuelly Ramos; Silva, Evanilda Figueiredo Gonçalves da; Gonçalves, Carolina Brandão
The Scientific Literacy and Science Communication are thematic, although distinct, intrinsically linked and discussed widely in the area of Science Education. In this paper we discussed the meaning and necessity of Scientific Literacy, relating it to science communication. We emphasize in both their inherent social aspect that deals with the access of ordinary people to science, giving them information and subsidies to actively participate in society as a critical and conscious beings. The methodology used consisted of bibliographical research with reference to authors as Chassot (2011), Lorenzetti and Delizoicov (2001) Cachapuz et al. (2005), and Durant (2005). In a first moment, we reflect about the meaning of the term scientific literacy, highlighting the possibility and necessity of it in today's society. And finally, we point that science communication is fundamental in the task of presenting science to citizen, in order to help him to achieve scientifically literate condition and can intervene actively and critically in society. Key-words: Scientific Literacy. Science Communication. Science.
Relatos sobre as práticas pedagógicas de ensino das Ciências com crianças da educação infantil
(Universidade do Estado do Amazonas, 2012-08-11) Silva, Maria do Livramento Galvão; Aikawa, Monica Silva; Terán, Augusto Fachín
In 2012, the City Department of Education of Manaus (SEMED), implanted a Systemized Science Teaching Program (PESC) in the municipal system, focused in early childhood education. After PESC been implanted in early childhood education center, teachers had continuous training to be able to apply methodology and resources available by the referred program. After first semester using the experimental technological and didactical resources, the Regional Division of Education II with educational advisory assignments performed a socialization using those science teaching experiences in childhood education. This activity aimed to socialize and consider the pedagogical practice performed by science teachers. The teachers presented their actions by mean of slides, dramatization, oral reports, photographic exhibitions, short films, etc. Teachers’ experiences reports were valuable, presenting: the scientific knowledge could be introduced to children in early grades; science teaching in children introduces a possibility to develop writing and reading skills as constructive process; the opportunities to consider the pedagogical practices from reported experience leads the teachers to restructure their teaching practice. These results are considered in language and science teaching training approach (MORTIMER, 2000), written language of psychogenesis (FERREIRO & TEBEROSKY, 1999) and life stories and subject constitution (KRAMER, 2010) Keywords: Childhood education. Science teaching. Pedagogical practice.
Diversão antiga que ainda encanta as crianças da Amazônia nas brincadeiras de rua em Urucurituba AM
(Universidade do Estado do Amazonas, 2012-08-11) Santos, Silvia Lima dos; Noronha, Evelyn Lauria
This paper presents the experiences of children in street games. It aims to know a bit more childish universe from what children think, what they say and what they do. Understand how they experience the knowledge they learn in school and apply them in the street games. It is based on ethnographic research methodology as a result of comments made to a group of children playing in the street daily Antônio Menezes, Aparecida neighborhood in the city of Urucurituba / AM. It is based on theoretical as Sarmento (1999) and Corsaro (2005). We tried to provide some reflections on culture in children's street games, which is the search field, knowledge of children, and their interpretations of the play scenario. Finally, research shows that such activities can serve as a tool to be used in learning and that the street can be a space to contribute to the process of construction and legitimation of children's culture. Keywords: Children. Children's culture and Street games
Física e música: uma proposta interdisciplinar
(Universidade do Estado do Amazonas, 2012-08-11) Cavalcante, João Carlos Leal; Bueno, Fabrício Ribeiro; Costa, Cristiano Aparecido da; Amorim, Ronni Geraldo Gomes de
This paper shows with details the development of an interdisciplinary activity which involves art and science. This activity is originated from a scientific initiation project. The project tries to demystify the perception of disconnection between physics and music, nearing the science to everyday of students. The activities of project were organized by teachers of physic and music. The methodological path was based in bibliographic and experimental research resulting to the construction of an exciting musical instrument from PVC pipes, and the others low cost materials. We denominated this instrument as “Tubofone”, which constitutes the heritage of the institution and can be used in expositions and divulgation in the didactic and scientific scope and in the musical education practice. The tubofone was utilized in several presentations, as one example, the project was demonstrated at culture meeting of Luziânia. Keywords: Interdisciplinary. Physics. Music.
Competências e habilidades profissionais para o ensino de zoologia na formação docente de ciências
(Universidade do Estado do Amazonas, 2012-08-22) Santos, Saulo Cézar Seiffert; Fachín-Téran, Augusto
Biology is part of the Teaching of Science in Elementary Education in Basic Education, with Physics, Chemistry, Geosciences, etc., However, there are specific content in each of biology (zoology, botany, genetics, etc.) that must be analyzed for their teaching. For this, this study sought to survey the skills and abilities necessary for the teacher to teach Science Zoology. The procedure adopted was to interview appellant with six professionals in higher education: three coordinators of undergraduate science and biology, zoology and three teachers of these courses. The result was the recognition of four and fifteen competencies skills necessary for teaching zoology. We recognized two situations: the training of science teachers develop some skills and abilities in teaching due to lack of pedagogical training of university teachers in the subjects, not the directing to focus on teaching, and the occurrence of logistical and organizational problems and bureaucratic for schools perform different activities. It is recognized that there is a set of skills and abilities to be developed in the initial training of future teachers not only as targets in pedagogical or curricular disciplines, but in the biological disciplines such as zoology. Keywords: Degree. Zoology. Competencies-Skills.
Processos cognitivos considerações acerca das dificuldades de aprendizagem
(Universidade do Estado do Amazonas, 2013-01-11) Dutra, Ana Claudia Maquiné; Ghedin, Iliane Margarete; Ghedin, Leila Marcia; Nicot, Yuri Expósito
The knowledge of theoretical aspects about the cognitive process involving the science didactics allows to obtain a systematic vision of the structural functions built by the human through their sensorial reflex, representations, thoughts and remembers, taken of the external world and that are communicated by the language, as well as their implications facing the difficulties of everyday learning at school. The anxieties aroused by the teacher‟s during different discussion moments and teamwork, into the Postgraduate program of Academic Masters‟ in Science Teaching of Amazon leaded to try to contribute, even shyly, for such problems. The article aims to study the cognitive processes in order to bring some contributions that could clarify even more the learning difficulties in school life. In this sense, for methodology we opted bibliographic research based in authors whose address in their works the cognitive process and its relation with learning difficulties. Emphasizes the language dominance importance and the communication for the student, as an indispensable for the improvement of the cognitive capacities and the mental operations that can demonstrate the great brain function in individuals who learn, even being limited some of his entrances for the reception of incentive and everyday knowledge and the science content. Keywords: Cognitive Process. Learning Difficulties. Consciousness and Language. Motivation, Affectivity and Emotion.
O portfólio como estratégia de ensino - aprendizagem no ensino de ciências em um processo interdisciplinar com estudantes do 6ºano do ensino fundamental
(Universidade do Estado do Amazonas, 2013-01-11) Gonzaga, Adana Teixeira; Gonzaga, Amarildo Menezes; Azevedo, Rosa Oliveira Marins; Oliveira, José Alcinei Pinheiro de
This research aims to understand how a process focused on interdisciplinarity using portfolio as a teaching-learning strategy could contribute to the development of reading and writing competence of Elementary School students in a public school in the Manaus city. We resorted on theoretical support for interdisciplinary: Silva (2004), Schnetzeler (1992); for reading and writing competence: Raquel and Machado (2012); and for portfolio: Anastasiou (2012) and Raizer (2007), among others. The methodology has a qualitative research, focused on the portfolio application, in teaching-learning strategy, as the research technique. Through the strategy application in the classroom environment, students, more than participate actively, they had the opportunity to exercise the development of reading competence autonomously, performing a competent reading and writing. Key-words: Interdisciplinarity. Teaching School Strategy. Portfolio. Reading and writing competence.
A escola de arte do boi caprichoso cenário da cultura infantil no universo amazônico
(Universidade do Estado do Amazonas, 2013-01-11) Dutra, Renner Douglas Gonçalves; Noronha, Evelyn Lauria
This present article discusses the relationship of children with culture. Aiming to articulately present children in childhood as producers of culture in their play-work in the percussion workshop at Caprichoso Arts School. This process comes from their making-noise -percussion– to understand their living which express their identity and their freedom and finally, also to create culture. To understand this problem, we researched their base in the childhood sociology (SARMENTO, 2007; CARVALHO .2009 and NORONHA, 2010) to affirm children as cultural producers, about the musicality, the theorist (LINO, 2010 and FREITAS, 2008) aid at understanding this expression resulting from human living. The research is qualitative-ethnographic, using participant observation and semi-structured interview .The results presented here were of autonomy of the children from adults, the way how they understand the activity, as a guarantee of realization as a person. Keywords: Children. Childhood. Making-noise. Play. Children‟s Education.
A educação científica na educação infantil
(Universidade do Estado do Amazonas, 2013-01-11) Ghedin, Leila Márcia; Marques, Fábio Francisco de Freitas; Terán, Augusto Fachín; Ghedin, Iliane Margarete
This article addresses the relation and importance of scientific education in early childhood education and its place in the curricular plan of training course of teachers. This work has a bibliographic approach, analyzing the possibilities of development at scientific education in early childhood education. For this purpose, we resort authors like Corrêa (2003), Cachapuz (2005), Oliveira (2009), Rocha & Fachín-Terán (2010), Demo (2010), Chassot (2011), Fachín-Terán (2011), Santana et al. (2011). Based on these authors we perceived paths to vehemently elucidate this relevant subject in childhood education. Throughout the activity, it was revealed that early childhood education, the scientific education and the teacher training are completely related. Thus, the difficulty to apply the scientific education in early childhood education begins at the teacher training, because they should be provided and based with new methodologies that truly promote this relationship of science education in early childhood education. Keywords: Scientific Education. Teacher Training. Early Childhood Education.
Condições de ensino em Zoologia no nível fundamental: o caso das escolas municipais de Manaus - AM
(Universidade do Estado do Amazonas, 2013-01-11) Santos, Saulo Cézar Seiffert; Terán, Augusto Fachín
The contents of zoology contribute to the students' knowledge in basic education, with the purpose to avoid of misconceptions about the animals. This research aimed to understand the conditions of physical materials, contents and current Zoology teaching practices of Municipal Schools of Manaus. For this purpose, we visited Municipal Schools in the east zone of the city, with the participation of 46.5% of science teachers and 52% of educators. For data gathering we applied questionnaires with open questions, closed and closed-open. For data analysis we applied the percentage absolute, relative and qualitative analysis. The main practices were expository, emphasizing the morphophysiological structures without traditional education, using examples of the regional fauna. These practices are consequence from the actions of school management and educational policy. Key words: Natural Sciences. Teaching of Zoology. Elementary School.
Ensinando as Leis de Newton por meio de recursos midiáticos e de recursos experimentais
(Universidade do Estado do Amazonas, 2013-01-13) Gomes, Luciana Maria de Jesus Baptista
This article describes a pedagogical practice on Newton’s Laws, developed a suburban school of Rio de Janeiro city, with a class from 9th grade elementary school students, classified as "difficult" because of the aggressive behavior. Facing this challenge plus the need to share this syllabus, the axis of pedagogical practice was the problematic and contextualization with differentiated lessons using computers at school, the platform of digital lessons provided by the Rio de Janeiro city Municipal Education Department, as well as experimental classes, in order to the subject could be experienced using low-cost materials: toys, ropes and skateboards. At first, most of the class created resistance to the use of the internet for research in physics, because usually use it only for social networks. It was evident the need for planning, research and adoption of a mediator-dialogical approach by the teacher, allowing another perspective for the use of computers as a research tool. It is also required the involvement of the school manager, for support of the teacher. Also to join the technological resources and experimental classes with investigative bias, the presentation of content became more attractive to the students, because their daily relationship with technological world, gradually felt motivated, actively collaborating and conceptual changes, participating in each stage of the proposed activities. Keywords: Experimental class. Computer. Contextualization; Digital framework.
As implicações da teoria de Carl Ransom Rogers para a educação em ciências
(Universidade do Estado do Amazonas, 2013-01-13) Silva, Edilson Morais e; Morais, Jéssica Amaral; Barbosa, Ierecê dos Santos
Perceiving oneself as a person able to change their own condition and to conduct their change processes were not always credited tasks to patients (clients according Carl Rogers) or students. Carl Ransom Rogers was the forerunner of studies that have revolutionized the field of clinical psychology, spreading from there to other segments, coming to school bringing a new perspective on the student. In his theory presents several concepts relevant to educational settings such as: Field phenomenal Self, Ideal Self, Congruence and incongruence. Authors such as Davidoff (2009), Fadiman & Frager (1986), Battaglia (2010) and himself, Rogers (1997) will aid us to better understand this theory and demystify some beliefs that persist in effect in some areas, especially in schools. This article includes a literature review based on articles, books and websites, an intriguing and exciting approach from what we understand here as a recognized educational theory that is still denied by many, it is believed that lack of depth readings on the theme and by ventilation devoid of theoretical support that is now perceived in many areas. Rogerian theory goes beyond a passive view which believes that the student is a mere receiver or is unable to lead, to lead their investigative pathways, career paths etc. Emits a formative sense to the teacher that will aid students to recognize themselves in this path to success and personal fulfillment. Key words: Phenomenal Field. Self. Self Ideal. Congruence.