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Navegando PRPG - Pró-reitoria de Pós-graduação por Por Orientador "Benite, Anna Maria Canavarro"
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Item Estudo sobre apropriação cultural científica numa perspectiva afrocêntrica em aulas de química(Universidade Federal de Goiás, 2022-11-18) Lima, Michel Marques de; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; Amauro, Nicea Quintino; Shuvartz, MarildaThis study is based on the afrocentric perspective and has as it’s general objective to investigate how it is possible to use afrocentricity as a tool in the construction of an afrocentric proposal for the chemistry teaching that is in line with the demands of Law 10.639/03 and related documents. We captured the data using filmic resources and transcribed the audios dividing them into turns. The extracts analyzes were divided according to the technique of Conversation Analysis and discussed using the afrocentric lens. The results show possibilities of apprehending chemical concepts in afrocentric classes and that it is possible to build counter-hegemonic pedagogical resources in chemistry teaching, and these can come to meet the political demands of black population.Item O ensino de química na educação de jovens e adultos: estudos sobre o conceito de substância(Universidade Federal de Goiás, 2015-09-24) Nascimento, Viviane Soares do; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Paiva, Jane; Silva, Nyuara Araújo daThe Youth and Adult Education (YAE) in the educational system of the country, is characterized as a teaching modality, required by law and aimed at people who had no access, for some reason, to the regular school at the appropriated age, according to has been established in the Federal Constitution of 1988. We believe that teaching of science can form more critical citizens. Thus, teaching of science allows citizens a better interaction with the world. This research aimed to evaluate the teaching of scientific concepts about substance in the adult education. Thus, we plan and develop pedagogical interventions (PIs) with approach in relations Science-Technology-Society-Environment (STSE). We have studied the processes of conceptual appropriation by Conversation Analysis (CA) produced these PIs. Based by socio-historical and cultural foundations, we developed an action research. Results lead us notice that the teaching and the learning of chemical concepts with STSE approach performed in adult education seems to contribute to the concepts appropriation of constituent entities of matter. Besides, he explained the link between the work world (context that characterizes and defines the subject of the YAE) and the chemical science, a fact that promoted the relations teacher - student - knowledge-cientific.Item Sobre a ação mediada: intervenções pedagógicas no ensino de ciências para surdos em sala bilíngue(Universidade Federal de Goiás, 2016-08-19) Oliveira, Aline Prado de; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; Godoi, Eliamar; Ribeiro, José Pedro MachadoAfter considerable achievements, especially in legislation, which resulted in advances for school inclusion, and consequently for the education of the deaf, the latter became the object of study of many researchers. Still, there are gaps that remain poorly explored. The research reported in this master thesis emerged from the experience of a science teacher/LIBRAS Interpreter who felt the impact of the communication barrier, and the languages inserted in science teaching -learning process for the deaf. This project aimed to develop studies on mediated action (dialog establishment) in bilingual classroom of Science in order to understand how the mediation conducted by a bilingual teacher influences the assignment of meaning in Science education for deaf students. Taken into account the specificity of the deaf students, we planned and developed pedagogical interventions considering the socio -anthropological perspective of deafness. There were invited to participate in the study, deaf students, who attended the 9 t h grade of elementary school, at the School Centro Especial Elysio Campos (founded by the deaf community), which has a partnership with the State Secretariat for Education of Goiânia and maintained by the Association of Deaf People of Goiânia. At this stage of education, students are introduced to the basic concepts of Chemistry, some of them, because are essential to the understanding of Chemistry, were chosen to be taught during the pedagogical interventions. Given the results presented and analyzed, we can affirm that this mediated action, using multisensory resources, proved to be a possible tool for science education of deaf students.Item Estudos sobre a formação de professores de ciências no contexto da lei 10.639/03(Universidade Federal de Goiás, 2014-03-13) Souza, Ellen Pereira Lopes de; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; Dias, Luciana de Oliveira; Rodrigues Filho, GuimesThe issue of including contents of history and African-Brazilian and African culture in the curricula of primary school, determined by the law 10639/2003 has promoted discussions in the academic realm regarding ethnicity, diversity and race. Education is par excellence an opportunity for subjects to learn about the value of culture and maintain contacts with different cultural practices. In this way, the school is a relevant area in this process, but not always it occurs in the perspective of the respect for the cultural values and expressions of the subjects involved. Although Brazil is known worldwide for its pluri- and multi-cultural character, diversity is not always addressed in the classroom, although the school is composed of blacks, whites and indigenous. In this context, based on the assumptions of Dialectical Historical Materialism, this paper presents elements of a participating research, representing an educational activity for research and social action. The present study aims to investigate the knowledge mobilized by the teacher’s triad (trainer, in initial training and of basic education in continuing education) in the process of production and development of actions, which contribute to the critical training of teachers and students in relation to the historical origin of the Brazilian society, bringing reflections to understand how the proposed law has been applied, with the intention of expanding the dissemination of its proposals providing access to future analysis related to the topic. For data collection, semi-structured interviews were conducted with undergraduate degree students in the chemistry program, trainer teachers of education degree program in science of Higher Education of the state of Goiás, trainer teachers and coordinators of the courses of Sciences of Higher Education of the state of Goiás and leadership of social movement black in the state of Goiás. The interviews were recorded, transcribed, and data were grouped by units of meaning, and analyzed using the discourse analysis technique. The results indicate that this is an alternative that fulfills its educational role through dialogue with our peers, which occurred both in the Collective Black and during the interviews, and was a strategy to bring the discussion of the demand of the law (law 10639/2003) into the University in undergraduate courses in science and mathematics programs, through inferences about the relationship between the teaching of history and African-Brazilian and African culture and science education present in the theoretical framework and in discussions about the speech produced by respondents during interviews. Besides the scientific dissemination of the product of our work, made possible by the documentary Absent Principle: Law 10639/03 in Teacher Training, this is an initiative that aims to contribute to the discussion of the Law 10639/03 in teacher training courses, as well as and its social and cultural diffusion to the scientific community.Item Estudos sobre a utilização da web 2.0 como ferramenta cultural da ação mediada no ensino de ciências(Universidade Federal de Goiás, 2016-12-16) Souza, Pedro Alexandre Lopes de; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; Leão, Marcelo Brito Carneiro; Freitas Júnior, José Luiz deThe new generation of Internet has been a decisive factor in direction-making of society through using interactive tools, which enables (re)build the knowledge. Here, everything becomes more dynamic and the interaction is increasingly more natural, both in visual terms and programming language. Thus, the Information and Communication Technologies, especially the Web 2.0, have been incorporated into educational processes. This dissertation deals with the representation of scientific models using computer applications. Thus, it was planned and developed a technology product interactive portal – Ealuno, using there sources of the Web 2.0, considering its use as an action cultural tool for Physics teaching and learning. We discuss about how this way of presentation is inserted in Science/Physics class and described its functions. This is an investigation characterized as a participante search. In this case, we assume two positions, since we representthe Science teachers who teach for a technological society and the members of this technological society, that is, we represent the Physics classroom conditioned by new ways of communication from defined and legitimized positions in this social structure. Our results indicate that the student configuration allows different waysof record and representation of the reality that promotes to it autility in the mediated action, being this utility in the interactivity power and in the access to virtual environments, permitting to provide to users interaction and motivation for the Physics teaching and learning process.