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ANA CLAUDIA DA CUNHA MIRANDA
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Playfulness and Science Teaching for students with low
vision in Elementary School in Vila Maiauatá/PA: A Didactic Guide for Teaching
Astrobiology in the Amazon.
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Leader : LUCIANA DE NAZARE FARIAS
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Data: 17 janv. 2024
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Afficher le Résumé
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This study aims to provide the science teaching-learning process in an inclusive, contextualized
and interdisciplinary way to students with visual impairment, low vision, of the 8th year of
EMEF Araci Corrêa Santa Maria, located in Vila Maiauatá, rural area of the Municipality of
Igarapé -Miri/PA. Aligned with the National Common Curricular Base (BNCC) on the Earth
and Universe axes, it is proposed the realization of an Interdisciplinary Didactic Sequence (SDI)
and the use of playfulness as a didactic-methodological strategy through concrete materials that
aim to enable meaningful learning of the Astrobiology, enabling the formation of opinions, the
promotion of a critical and reflective sense and its contributions to the Amazonian riverside
context of Baixo Tocantins. The epistemological basis of this study is anchored in Boaventura
de Sousa Santos. It is based on a qualitative research of an applied nature, with an Action-
Research approach, the instrument used for data collection is configured in the execution of two
semi-structured interviews with open questions, the first instrument was applied before the
activities developed, in order to to obtain a survey of the students' prior knowledge, and the
second will be carried out after the activities that are still under development, as a way of
observing the students' teaching-learning process, being analyzed based on the narrative
research that will also consist as data analysis method. After the development of the SDI, an
Inclusive Didactic Guide will be elaborated: Didactic-methodological strategies for
teaching Astrobiology in the Amazon, which aims to propose to basic education science
teachers activities aimed at teaching science in terms of Astrobiology from an inclusive
perspective. The preliminary data were satisfactory, associated with the process of prototyping
and validation of the research carried out in a focus group of teachers and in the formative
development of the participating students regarding Astrobiology in the inclusive perspective.
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2
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ANA PAULA SILVA DA CUNHA ROCHA
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Agricultural practices and the teaching of Chemistry: a Freirean proposal articulated with the STS approach
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Leader : LUCICLEIA PEREIRA DA SILVA
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Data: 19 janv. 2024
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Afficher le Résumé
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Students who live in rural areas and study in urban schools show low learning and interest in studies. We believe that the disparities between the two environments are the cause and consequence of this scenario, which has generated a growing lack of interest among students in the educational practices developed in schools. . However, from the perspective of forming a critical society, which is capable of making decisions that involve transforming the reality in which it operates, it is necessary to understand and consciously use scientific and technological knowledge. In this context, the present work arises with the general objective of developing a Didactic Sequence (SD) based on Freirean pedagogy articulated with the CTS approach, whose generating theme will be “Agriculture” to contextualize local practice and construct chemical knowledge that helps in understanding scientific language and coherent reading of the world by students. SD was structured along the lines of the Three Pedagogical Moments (3MPs) and applied with a class of elective subject II in which students living in urban and rural spaces participate. Based on the theme, chemistry content was covered relating scientific, historical, economic, environmental and social aspects, using the vegetable garden in the rural community Vila Café, in which some participants live, as the thematic environment. This study was carried out in the form of an action investigation, a qualitative approach that allows the conduct of a process of action and reflection on one's own practice. For data construction and collection, we applied instruments to participants, such as socioeconomic and prior knowledge questionnaires, photography records, practical observation activities and construction of artifacts collectively and a final questionnaire. To systematize the results, the textual material obtained was processed in the IRAMUTEQ software and interpreted with input from Content Analysis (CA). At the end of the application of this study, we developed an educational product, a didactic/instructional material in the form of SD that can be used by chemistry teachers, working in urban and/or rural contexts, who aim to contextualize their teaching practice, favoring students' learning and the ability to critically analyze scientific and technological aspects that interfere in social relations.
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3
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IVANA THARINY DE LIMA LEAL
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Educational workshops for the production of didactic models of miriti as a proposal for essential learning in ecology and current environmental issues
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Leader : PRISCYLA CRISTINNY SANTIAGO DA LUZ
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Data: 22 janv. 2024
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This investigation aims to develop, from active methodologies, educational workshops using the miriti resource, in order to produce didactic models aimed at essential learning in the area of Natural Sciences and its technologies, from the themes: life and evolution and earth and universe with a focus on knowledge of Ecology and current environmental issues. This study starts from the questions: What essential learning can be made possible from the production workshops of didactic models of miriti for knowledge of Ecology and the environment? And what values and attitudes can these workshops provide about the criticality, appreciation of cultural and socio-environmental heritage present in the local context? A priori, survey questionnaires were applied to 5 science teachers and 24 students from the 2nd class of high school, from a public school in Abaetetuba-PA. Likewise, a workshop based on Maker culture (SOARES, 2021) was held with active activities, in order to foster essential learning related to ecology and environment content. The activities took place in 9 moments, with 45 minutes each, through readings, problem solving, manipulation and construction of miriti artifacts. A logbook was used to record the information. To systematize the data obtained, we opted for content analysis (BARDIN, 2011) with the creation of categories a posteriori. It was verified in this study that the students were stimulated from the workshop of didactic models since, it was noticed the construction of knowledge about Ecology, in which the relations established between ecosystem and biotic and abiotic factors, in addition to creative learning, stand out. developed using miriti palm handling techniques, such as collage, sanding and painting, associated with essential learning about creativity, criticality, commitment to sustainability values and a pluralist society.
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MARINA DEISEDELY DAMASCENO DOS SANTOS OLIVEIRA
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Teacher Training in the Amazonian Context: A Collaborative Perspective in Astronomy Teaching for the Visually Impaired
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Leader : BIANCA VENTURIERI
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Data: 25 janv. 2024
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The present study aims to elaborate a proposal for the Continuing Education of teachers, on the Teaching of Astronomy for students with Visual Impairment (DV), based on the collaborative perspective with teachers from the city of Belém-Pa and the metropolitan region. Action research guides the methodological course of the study, organized into five phases: 1. Diagnosis; 2. Action planning; 3. Execution of the action; 4. Action evaluation; 5. Learning identification. The research data were collected through an open questionnaire, applied in the online format aimed at the professors collaborating in the research. The application of the instrument occurred in two stages. In the first moment, with the intention of gathering information that would reveal the academic/professional profile of the teachers and their training needs for Science Teaching and, in the second moment, listening to the training process experienced. The development of the research will result in the Educational Product (E.P) "Continued Formation Course in Astronomy for the Visually Impaired", which is configured in a proposal of formation destined to teachers who teach science in Basic Education, are licensed in Natural Sciences (Chemistry, Physics , Biology), Pedagogues or teachers of initial grades. The training process will take place at the Pará Science Center and Planetarium and will be hybrid, its completion will be consolidated with a dialogical environment and collective constructions for new pedagogical proposals. be developed for visually impaired students, where all participants act cooperatively in the development of improvements and innovations on their social practices. At the end of the training process, participating teachers are expected to have autonomy to develop inclusive activities, and contribute to the development of scientific production as active, critical and reflective educators in the inclusive scenario for Science Education.
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RONALDO DOS SANTOS LEONEL
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Training of Rural Education Teachers in the context of the Pará Amazon: Digital Technologies and Active Methodologies in Teaching Natural Sciences.
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Leader : JACIRENE VASCONCELOS DE ALBUQUERQUE
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Data: 2 févr. 2024
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The themes of continuing education for rural teachers, active methodologies and digital technologies enable discussions on the hegemonic ways of thinking and doing education, becoming a privileged space for pedagogical experiments for teaching science in Amazonian contexts. In addition to problematizing its scope in relation to the improvement of learning and communication networks that strengthen teaching and basic training of rural subjects. In this sense, active methodologies and the use of digital technologies in the context of rural education constitute an alternative to totally traditional methods characterized by essentially banking teaching that has the teacher as the main character at the center of the teaching and learning process. Investigating this context led to the methodological path of a qualitative research of a descriptive nature and of the action-research type, whose main objective is to analyze the contributions of a proposal for continuing education for teachers based on the use of digital technologies and active methodology Problem-Based Learning-PBL for teaching natural sciences in rural schools in the context of the Pará Amazon, and what is their perception of these methodological tools in their teaching practices, as well as developing an Educational Process-PE. Three teachers of natural sciences are participating in the research (Bachelors in Biology and Rural Education with specialization in Natural Sciences and Mathematics). The initial data were collected through the application of interviews and questionnaires to the research participants, collection of specific documents such as teaching plans and lesson plans prepared by the teachers, curriculum matrix, in addition to participant observation in relation to the development of the day-to-day planning. day in class. The data of this research will be interpreted in the light of Discursive Textual Analysis-ATD. The results and discussions pointed out in relation to active methodologies and the use of digital technologies in the training of field teachers will contribute to the elaboration and development of a training process, through the application of the Educational Process-PE entitled: “Continuing Training Course for Rural Education Teachers in the Context of the Pará Amazon: Digital Technologies and Active Methodologies in Teaching Natural Sciences”, at the Municipal School Sol Nascente, located in the PA/ASSURINI Rural Settlement in Altamira State of Pará.
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RODRIGO ALMEIDA PACHECO
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Training Process for Chemistry Teachers from the perspective of Didactic Transposition in the Amazon of Pará.
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Leader : LUELY OLIVEIRA DA SILVA
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Data: 27 févr. 2024
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The research started from the issue of what contributions a training process from the perspective of Didactic Transposition can favor for teaching practice and for the professional development of chemistry teachers who work in the Amazon of Pará, especially in the city of Cametá-Pa. Thus, the general objective of the study was to develop, in a collaborative and dialogical manner, training from the perspective of Didactic Transposition to assist chemistry teachers in their teaching practice, contributing to their professional development at the Escola Estadual de Ensino Médio de Temporal Abraão Simão Jatene , and as specific objectives to investigate the knowledge that chemistry teachers present about didactic transposition when developing the research; Investigate how the Didactic Transposition process occurs in the chemistry discipline; Develop and validate a continuing training course based on didactic transposition for teaching and learning in chemistry. The entire process mentioned was methodologically guided by qualitative research of the Action Research type, which included the application of semi-structured interviews that were applied at specific moments during training with teachers, namely: at the initial diagnosis and at the end of training. The entire investigation generated an Educational Product entitled “Teaching in the Amazon of Pará: a course on Didactic Transposition in the Continuing Training of Chemistry Teachers” which is a training process, having its materiality in a digital book. The analyzes of the information collected were carried out using Discursive Textual Analysis – ATD and the results showed a lack of continued training for chemistry teachers, who yearn for formative moments of improvement and professional development, who know the importance of these experiences. for their teaching career, but who are hostage to a scenario that makes it impossible for them to carry out such training, the teachers interviewed had also never heard of Didactic Transposition and revealed that they had rarely reflected on their professional development. It is concluded that the provision of continued training can restore teachers' enchantment and contribute to their professional development, encouraging reflection on their own practice and changing their stance if necessary. The training process also generated three lesson plans following the principles of didactic transposition.
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7
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TAYNNA NAYARA BARREIROS ARRAIS
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Science Education in Amazon: articulating STEAM and inquiry teaching in the teaching trajectory.
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Leader : FREDERICO DA SILVA BICALHO
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Data: 29 févr. 2024
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Afficher le Résumé
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ARRAIS, Taynná Nayara Barreiros. Science Education in Amazon: articulating STEAM and inquiry teaching in the teaching trajectory. 2023. 99 f. Defense (Master's Degree in Education and Science Teaching in Amazonia), Pará State University, Belém, 2024.
Studies and reflections on current trends in the teaching of natural sciences show the importance of incorporating, on teaching practice, activities with an investigative and interdisciplinary approach and enable students to understand and apply scientific concepts and phenomena. Therefore, we highlight the importance of discussing continuing education and teaching knowledge has become a recurring theme in research, because the teacher interacts directly with their students, requiring these professionals to take innovative action in terms of their knowledge and classroom practices. In this perspective, in consonance with the restructuring of basic education in Pará guided by the Pará State Curriculum Document, based on progressive and innovative educational paradigms, with which students are motivated to take the lead in their own learning. Investigating this panorama led to the methodological path of a qualitative study and of the action-research type, whose main objective develop a collaborative training process based on inquiry teaching and the STEAM approach to teaching natural sciences and analyze the contributions of this training process in differentiated curricular practices and innovative ways of teaching natural sciences through intervention projects. Seven teachers of natural sciences and mathematics who work in secondary education in a public school are taking part in the research, located in the municipality of Benevides, in the metropolitan region of Belém-Pa. The initial data was collected through semi-structured interviews with the research participants, as well as participant observation in relation to the development of day-to-day planning in class. The data from this research was interpreted using the assumptions of Textual Discourse Analysis (TDA). The results and discussions pointed out in relation to inquiry teaching and the STEAM approach in teacher training will contribute to the design and development of a training process, through the application of the Educational Process, which will serve as an interlocutive product for the teachers/professionals who work in the area in the most diverse educational contexts that are part of the Amazon Region.
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VANDRESSA CALDAS AMORIM
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Interdisciplinary Isles of Reason as a Proposal for Science Education: a Formative Process in the Amazonian Context.
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Leader : LUELY OLIVEIRA DA SILVA
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Data: 29 févr. 2024
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This study aimed to develop a formative process, employing Interdisciplinary Isles of Reason (IIR), in collaboration with educators from various sectors of Basic Education (High School) working at a state high school located in the Juaba District – a locality belonging to the municipality of Cametá/PA. The goal was to foster a theoretical-methodological foundation based on the principles of Gérard Fourez, enabling educators to cultivate an interdisciplinary pedagogical practice in the realm of Science Education and, consequently, achieve integrated teaching in the Amazonian context. Concerning the methodology, it possesses a qualitative nature, categorized as action research, utilizing semi-structured interviews and questionnaires as data collection techniques, analyzed through Discursive Textual Analysis (DTA). In this regard, the findings indicated that educators encounter challenges in interdisciplinary approaches due to the methodological content built around each discipline, exacerbated by individualism among educators. Additionally, time constraints and, subsequently, a scarcity of dialogue amplify these challenges. Thus, the interactive and participatory discussions in this formative process facilitated the opportunity for a space of communication, listening, and reflections on interdisciplinary praxis, as knowledge exchange unfolded among participants, creating an environment where various disciplines not only coexisted but integrated synergistically. From this viewpoint, this training aligns closely with concrete situations as it arises from the demands of the teaching staff. Furthermore, it also provided a link to Science Education in the Amazon, considering, for instance, the distinct environmental, cultural, and social features of this region. This contextualized approach, through the IIR developed by educators regarding the issue of waste, promoted a broader and connected understanding of concepts. In this context, the final synthesis through an "Informative Journal" incorporated contributions from diverse areas and experts, further enriching interdisciplinary collaboration. Therefore, it is deduced that there is a necessity to develop teacher training that fosters a critical and reflective approach, grounded in the acquisition of skills, competencies, and perspectives that enhance pedagogical practice and contribute to professional development. Similarly, it empowers educators as agents of transformation in the face of a less fragmented educational scenario applied to the Amazonian reality. From this understanding, the Educational Product (PE) emerges from this research, materialized in the form of an E-Book, titled: Isles in Paraense Amazon: navigating the rivers of Interdisciplinarity in Teacher Training.
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ANDREIA DE OLIVEIRA CASTRO
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The teaching of Ecology in the Amazonian context through Teaching by Investigation: A proposal for a training process for Science teachers
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Leader : KLEBSON DANIEL SODRE DO ROSARIO
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Data: 5 mars 2024
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There are many current discussions about environmental issues and the need for society to adopt more efficient attitudes towards the sustainable use of natural resources. However, such discussions seem to be more present in scientific, political and cultural circles than in schools, where, in general, scientific content is presented, almost always, in a more theoretical than practical way, and little contextualized with typical environmental issues of the Pará Amazon. In this way, the contents within the scope of Ecology science are presented in an abstract way and distanced from the context that gave rise to them, thus creating a separation between what is learned and what is actually used in the student's daily life. On the other hand, the teacher does not have the time, incentive and/or willingness to seek new knowledge, methodologies or teaching resources to refresh his teaching practice. Therefore, continued training presents itself as a potential motivational renewal of the teaching profession; a mobilizer of new ideas and actions that reinvigorate teacher practice. And, based on this assumption, we searched in the so-called Active Learning Methodologies for theoretical and methodological subsidies that best fit the possible resolutions of problems related to the teaching of Ecology in the Amazonian context. That said, the present research has as its central objective, to develop, validate and evaluate a teacher training process (as an Educational Product) aimed at supporting methodological options for teaching Ecology in the Amazonian context, using the Teaching by Investigation methodology as theoretical support. for a change in didactic perspective that encourages contextual, reflective, participatory and civic learning for the student. To this end, we started from an action research carried out with Science teachers who work at the Nossa Senhora de Fátima school, located in the municipality of Marabá, Pará. This is qualitative research, in which the data analyzed were extracted from transcriptions of focus group interviews with teachers, carried out during the implementation and evaluation stages of the Educational Product built during this research. The data was processed and analyzed according to the Discursive Textual Analysis technique, using the methodology of emerging categories and a priori categories. The results showed that the teachers participating in the training process evaluated it positively, from two different perspectives: that of the education professional who analyzes someone else presenting something from the same area of professional activity; and that of those who evaluate their own learning based on the mobilization of their knowledge during the process. It was also possible to infer about the possible intentions of using the Research-based Teaching methodology by teachers, pointing out two supposed motivations for such intentions: the use of a new teaching strategy - which can motivate the student to participate in their learning; and the change in the teaching professional attitude - with the teacher understanding himself as the motivator and mediator of his student's more autonomous learning. Among the teaching knowledge mobilized, disciplinary knowledge, professional training knowledge and experiential knowledge showed greater theoretical interaction, both during the course and in the final production of the teaching plan. Therefore, based on our analyses, we can conclude that the proposed teacher training course achieved its objective, encouraging participating teachers to a more dynamic mobilization of knowledge, greater reflection on their pedagogical practice, and a greater understanding of the importance of the approach of Ecological themes based on the contextualization of local environmental problems.
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JULIANE LARISSA BARBOSA SANTOS
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Science education based on the productive chain of minerals in the Pará Amazon: a didactic sequence
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Leader : JOSE FERNANDO PEREIRA LEAL
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Data: 4 avr. 2024
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Afficher le Résumé
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Science teaching requires didactic-pedagogical approaches that integrate scientific knowledge, digital information and communication technologies and issues that permeate the students' reality, with the aim of contextualizing the construction of knowledge. The aim was therefore to develop a Didactic Sequence (DS) using the Inverted Classroom methodology guided by the Science, Technology, Society and Environment (STSA) movement as a science teaching strategy for the study of minerals in the Amazon context. The object of study was the application of the DS project conducted in a state technical school in Belém-PA. The corpus of the research was students in the 4th year of high school/technical school, from the 1st semester of 2023. The DS was called "Didactic Sequence: unraveling the secrets of minerals", structured according to the BNCC, aimed at the field of Specific Competencies of Natural Sciences and their Technologies for High School and segmented into five moments, each lasting 1 hour and 40 minutes. The research sample totaled 6 participants. Based on the content of the questionnaires applied in the DS, two categories were constructed for analysis: category 1 "Students' knowledge and perspectives on minerals" and category 2 "Students' experiences with the subject". The students demonstrated their knowledge of minerals, as well as an everyday perspective that was favorable to identifying minerals and their impact on everyday life. The DS was a positive strategy for achieving these developments with the participants. Through it, it is possible to approach minerals and their characteristics, as well as explore their articularities in the Amazonian context in an attractive, easy and active way. Finally, the Educational Product (PE) entitled "Didactic Sequence for teaching Science: mineral production chain in the Amazon" was created, which covers geology, chemistry, physics and biology, promoting multidisciplinary integration. Its implementation includes the practical application of mineral concepts, consolidating theory and practice. Validation was based on student performance, the positive perception of educators and observation of student engagement in the proposed activities, consolidating its effectiveness. It is considered that the DS based on the CTSA approach helped to understand the students' reality in relation to the approach to minerals and to explore the theme with the proposed methodology. It was also important for the construction of the PE, based on the experiences gained at all stages. It is believed that this technology could serve as support for science teachers in Integrated and/or Subsequent Technical Education, for the teaching-learning process on the concept of minerals.
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SUZANE PEREIRA MIRANDA MARQUES
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INTERDISCIPLINARY TRAINING ACTION: Project-Based Learning in the approach of Socio-scientific Issues in the micro-region of São Félix do Xingu, Pará-Brazil. 2023.
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Leader : MILTA MARIANE DA MATA MARTINS
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Data: 8 avr. 2024
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Based on a reality in the micro-region of São Félix do Xingu, Pará-Brazil, a place where in the process of social transformation, illegality and impunity ended up being consistent, aspects that are reflected in the public schools in the region. And based on the principle that teachers are the main actors in any process in education, as they are the executors of educational proposals. So, faced with this problem, this research intends to develop an interdisciplinary training action for teachers who work in the final years of elementary school, at the Municipal School of Infant and Elementary Education João Ciro de Moura in the municipality of São Félix do Xingu-PA, based on the methodology active use of Project-Based Learning (PBL) conceived by the author Bender (2014), along with the use and discussion of Socio-Scientific Issues (QSCs) addressed mainly by the authors Conrado and Nunes-Neto (2018) and Martínez (2012), with a view to improving the teaching practice in the bias of critical and reflective training. The work is based on an exploratory qualitative methodology through action research. The main research instruments will be from the record of formative meetings, questionnaires and semi-structured interviews whose data will be treated in the light of Bardin's content analysis (2011). With the results, we hope that the training action can contribute to the professional work of the participating teachers. At the end of the process, it is intended to develop an educational product - Methodological Guide in ebook format aimed at science teachers who work in public schools in basic education, more specifically in the final years of elementary school, but its organization and structure may corroborate at the various levels of education who are interested in developing interdisciplinary projects, contributing to the formation of critical and reflective citizens.
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GLAUCIA NUNES DE SOUZA DA CONCEIÇÃO
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CONTINUOUS TRAINING THROUGH SOCIO-SCIENTIFIC ISSUES BASED ON AMAZONIAN PROBLEMS: A FORMATIVE CIRCUIT FOR SCIENCE TEACHERS FROM 6TH TO 9TH GRADE OF ELEMENTARY SCHOOL IN THE CITY OF BELÉM.
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Leader : ERICK ELISSON HOSANA RIBEIRO
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Data: 9 avr. 2024
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The approach of Socio-Scientific Issues (QSC) in science teaching is based on social issues that, if thought of in the Amazonian context, can value the regionality and the experience of students in that region, still driven by Freire's precepts with problematization, dialogue and the criticality in the teaching and learning process, configuring itself as a promising reflection strategy for the continued formation of teachers, and consequently for the learning of students. In the municipality of Belém, natural science teachers from the 6th to the 9th grade of elementary school located in the Administrative District of Icoarací (DAICO) will be the participants of this research, with the objective of promoting continuing education through QSC based on Amazonian problems in a Training Circuit. Thus, this research will be of an applied nature, with a qualitative approach, carrying out an exploratory research and with procedures directed to action research, using the questionnaire and participant observation as techniques for collecting information. For analysis of the information and results obtained, the Discursive Textual Analysis (DTA) will be considered. The Training Circuit, which is configured as a training process, will have three moments, the first of which will be a theoreticalmethodological reflection on the QSC divided into two parts, the second time there will be a practical example of how to develop in the classroom this approach starting from a local DAICO QSC and using the Maguerez arch problematization methodology, with a workload of four hours. The second moment is characterized by the choice of a QSC by the teachers and students to be developed, and the last moment will be constituted by the planning of didactic sequences elaborated by the teachers from the QSC chosen based on the three dimensions of the contents. At the end of the Training Circuit, teachers will evaluate the Circuit, pointing out possibilities and challenges for science teaching. In addition to the development of the training process, the research will constitute a didactic guide, an educational product (PE) containing suggestions for didactic sequences based on the QSC with Amazonian problems. It is hoped that this research and its PE can serve as a subsidy for the re-signification of the teaching process.
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AMANDA DE JESUS ARAUJO TRINDADE PARENTE
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RIVERSIDE AMAZON EXPERIENCES AND RESISTANCE: TRAINING OF SCIENCE TEACHERS THROUGH COLLABORATIVE REFLECTIVE CYCLES TO UNDERSTAND TRADITIONAL KNOWLEDGE
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Leader : INES TREVISAN
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Data: 29 avr. 2024
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Afficher le Résumé
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The objective of this research consists in the development of collaborative reflective cycles for science teachers of
lower elementary education (1st to 5th year), whose purpose is the construction of an educational product aimed
at the teacher to develop a new look at their own practices through of these cycles and assists in the process of
creating pedagogical practices and their different possibilities for the production of Science knowledge to be
integrated with the ancestral knowledge of the community, also seeking to alleviate the problem of the lack of
training of science teachers in a riverside context and teaching focused on theories, which marginalize the specific
knowledge and riches of the region of the islands. The applied methodology is based on a qualitative approach of
the collaborative action-research type, and locus in the Municipal School of Education of Campo Milton Monte,
having as participants teachers (pedagogues) who teach science, whose data collected and analyzed were,
initially, interpreted through the Discursive Textual Analysis. Initially, the results collected cover the elaboration
and execution of an Educational Product (PE) aimed at training teachers of Rural Education Sciences
(Training Guide), specifically for riverside education, with possibilities for presenting and sharing a virtual
platform ”. What will certainly be a relevant social and pedagogical contribution in the area of Basic Education,
in view of the importance and need to expand and consolidate the themes of sustainability and environmental
preservation, fundamentally in the current scenario of struggle and combat against the destruction of nature
and mitigation of climate changes. Among the results of the initial analyses, it was verified the need for
teachers with regard to training aimed at the school and riverside students, which would help them with
regard to breaking paradigms in the face of content science teaching and which would lead them to reflect
on their practices, before a reality so rich in knowledge.
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JAMILLY SOUZA DE AZEVEDO
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Science Teaching through Research and Teacher Training: A Look at the New High School
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Leader : DANIELLE RODRIGUES MONTEIRO DA COSTA
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Data: 29 avr. 2024
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Afficher le Résumé
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Teaching by investigation has been a potential approach to encourage students to learn Science and, in this way, collaborate with the scientific initiation process of these students. The objective of this study is to investigate the extent to which a teacher training course, from the perspective of teaching Science by investigation, can contribute to the pedagogical practice of teachers who work in the New High School at Escola Estadual Raymundo Martins Vianna, in Belém do For. In this research, we will use a qualitative approach, like action-research in the search for possibilities of actions to solve the problem under study and also the knowledge that is linked to the acquisition of information and development of knowledge for the collective in question. The methodological course is outlined from the need to research how a continuing education course based on teaching by investigation can contribute to the teaching of Science in New High School, from the identification of the difficulties and successful experiences of a group of teachers who work at the school. The teaching of Sciences by investigation is outlined with the pedagogical moments, organized in: study of the reality, proposition of the problem, raising of hypotheses, interactive activities, systematization of knowledge, application of knowledge and presentation of the investigative action. With this, an attempt is made to carry out a training process with the aim of teaching Science through Investigation for New High School Teachers, creating spaces to rethink actions and implement new teacher training practices. This study proves to be productive in the sense of contributing to the planning and organization of other courses. The material prepared and applied will be validated by contemplating meetings in which the pedagogical moments of teaching Science by investigation will be explored.
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