Mestrado em Educação em Ciências e Matemática (PRPG)
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Item Interpretações históricas do Brasil e as origens da área de ensino de Ciências brasileira(Universidade Federal de Goiás, 2020-06-10) Araujo, Kauara Kamila Souza; Genovese, Luiz Gonzaga Roversi; http://lattes.cnpq.br/6558932652149049; Genovese, Luiz Gonzaga Roversi; Megid Neto, Jorge; Carvalho, Julio Cesar Queiroz deGiven the perception of the internalist trend of the historiography of the Brazilian Science Education area and the lack of dialogue with the history of Brazil, this research aimed to establish relations between the Brazilian national historiography, worked by Jessé Souza, with the historiography of the area of Brazilian Science Education found in specialized literature. In his works, the theoretical reference of this research, Jessé Souza, analyzes the historical interpretations of Brazil. Interpretations, in the plural, because in Jessé Souza's work two interpretations of the history of Brazil are exposed. The first interpretation seeks our origins in a remote past of Portuguese society and identifies, as the origin of our ills, a supposed backwardness of the country and, mainly, of the State. This first interpretation has between its representatives Sérgio Buarque de Holanda and Raymundo Faoro and is called patrimonialist, because, according to it, our society and our State are corrupt, personalist and patrimonialist.The second interpretation is proposed by Jessé Souza based on the works of other great national interpreters such as Gilberto Freyre and Florestan Fernandes. This second interpretation identifies our origins in slavery and perceives exclusion and social inequality as being our greatest ills. In order to dialogue with national history, we have selected some texts available in the specialized literature that deal with the history of the Brazilian Science Education area and which are repeatedly cited in the area to deal with their history. Through a qualitative approach and after several joint readings of the selected texts for analysis and the theoretical reference, five categories were created that relate the history of the area and the historical interpretations of Brazil addressed by the work of Jessé souza. The first category relates the theory of modernization, closely linked to the patrimonialist interpretation of Brazil, with the financial aid from international and North American agencies for the production of didactic materials and the training of teachers recurrently mentioned in the history of Science Education. The second category relates the aspiration of national modernization promoted by the patrimonialist historiographic line with Science Education in Brazil. The third category deals with the “São Paulo myth” or São Paulo exceptionality defended by the patrimonialist interpretation of the country and the incentives for the emergence of the area in that state. The fourth category relates some decisive moments for the area with the anti-popular pact made by the elite with the Brazilian middle class. Finally, the fifth category relates the military dictatorship's attempts to acquire legitimacy with the large investments in the scientific field made by the military that were decisive for the consolidation of the Science Education area in Brazil. Reflections supported by the referred categories point out that the history of the area presented in the analyzed literature has links with the patrimonialist interpretation of Brazil that underrates the slave-based aspects of our history and covers up our brutal and current social inequality. Lastly, it is made one suggestion for the Brazilian Science Education area: a greater intellectual involvement with the issues of inequality and social exclusion in BrazilItem Educação ambiental nas licenciaturas em Química dos Institutos Federais no Brasil(Universidade Federal de Goiás, 2020-06-12) Magela, Wesley Falcão; Mesquita, Nyuara Araújo da Silva; http://lattes.cnpq.br/6971106875143413; Guimarães, Simone Sendin Moreira; Layrargues, Philippe Pomier; Mesquita, Nyuara Araújo da SilvaEnvironmental Education arises in the context of understanding the urgency of the environmental crisis and the need to seek effective and short-term responses to its mitigation. It is consolidated, on a global level, in the great conferences organized by the United Nations in the 1970s, 1980s and 1990s. In Brazil, this consolidation takes place through the National Environmental Education Policy published in 1999. Its field is built through the clash between different objectives and different conceptions of EA, who fight among themselves to assert themselves as the “most legitimate”. In addition to defining characteristics for EA, different perspectives compete for the affirmation of notions of the world, society, social well-being, work and life. This conflict for the hegemony of the field ends up crossing the teacher training, with the different understandings of EA permeating the teacher training courses. In this sense, this research aimed to investigate the concepts of AE present in the formation of chemical educators developed in the Federal Institutes of Education, Science and Technology, having as a corpus the Pedagogical Projects of 78 courses for the formation of Chemistry teachers offered in these institutions in 23 states and the Federal District. The documents were analyzed with the aid of Textual Discursive Analysis (ATD), which comprises the dismantling of texts, the categorization and capture of the new emerging. For this investigation, two categories were created following the deductive-inductive method: conception of AE present at PCP and profile of the chemical educator for AE present at PCP. The results of the documentary analysis carried out show us the predominance, in the analyzed courses, of a conservative environmental education, of an apolitical and biologizing character, which denotes a reductionist understanding related to the idea that the simple change of individual behaviors will be sufficient to mitigate the environmental crisis we experience, which is reflected in the profile of the chemical educator trained there.Item Interações químicas e interculturais: uma proposta de educação em química de forma lúdica por meio dos direitos humanos e da arte transgressora do grafite(Universidade Federal de Goiás, 2020-06-09) Silva, Kleber Francisco da; Oliveira, Roberto Dalmo Varallo Lima de; http://lattes.cnpq.br/4443676750886349; Soares, Márlon Herbert Flora Barbosa; http://lattes.cnpq.br/9698540158266610; Soares, Márlon Herbert Flora Barbosa; Longhin, Sandra Regina; Dias, Luciana de OliveiraRethinking Chemistry Education sustained by Human Rights Education is enabling students to humanize moral and ethical values from an egalitarian society in rights and plural in diversities, this dissertation aimed to provide through the Ethnographic Case Study method and Content Analysis Technique a reflection on the teaching and learning of this science beyond the concepts of chemical interactions, but also for social-political-cultural issues in order to promote an Education that transfigures the traditional Eurocentric model and established hegemonic power, once the transgression and empowerment promotes playfulness in the individual or collective social visibility of individuals, in addition to enabling the assimilation of scientific and social content. Pleasure, Art, Chemistry, Struggle and Human Rights are the cornerstones of this research, may this format of Education awaken the confidence of an increasingly equitable and emancipatory society in us.Item A formação docente na licenciatura em matemática da UFG: a colonização/decolonização do conhecimento no currículo na perspectiva das relações étnico-raciais(Universidade Federal de Goiás, 2020-04-28) Sousa, Devaneide Barbosa de; Nazareno, Elias; http://lattes.cnpq.br/1486334927436240; Souza, Roberto Barcelos; http://lattes.cnpq.br/4853908842861334; Souza, Roberto Barcelos; Nazareno, Elias; Ribeiro, Jose Pedro Machado; Baumann, Ana Paula PurcinaThe performance of the Black Social Movements was essential for the manifestation that the construction of the concept of race regulates Brazilian social relations. In a certain period, social movements shared the values of modernity as a strategy for reconciling the conflicts that affected them, however, several movements began to claim not only their recognition and appreciation, but, above all, for the inclusion and transformation of the modern-colonial configuration of State. In the field of education, several public policies were achieved, in which we highlight Law n.º 10.639/2003, which establishes the obligation of the theme “Afro-Brazilian History and Culture” in Basic Education curricula, and through the guidelines of opinion CNE/CP n.º 03/2004 and Resolution CNE/CP n.º 01/2004, proposes the inclusion of Ethnic-Racial Relations education in undergraduatecourses. In this way, our aim is to analyze the perceptions of students who have already completed the Supervised Internship in the Mathematics Degree Course, on how they perceive academic training to work in Basic Education, from an ethnic - racial perspective. As a political and epistemic option, we adopted Decolonial Studies as a theoretical approach, among which we mention those brought by the authors Quijano, Mignolo, Maldonado-Torres, Castro-Gómez and Nazareno. We proposed to work with a methodology that was not entirely permeated by the Eurocentric construction, so we took as a reference for data collection, the conversation, proposed by Háber, through the Conversation Wheel, and as an analysis, the methodological matrix for the Decolonial Studies suggested by Martins and Benzaquen, in addition to the positioning of “la hybris del punto cero” discussed by Castro - Gómez, in which he criticizes the universality of Eurocentric knowledge. The data reveal that future mathematics teachers do not feel prepared by the course to act in a perspective of race relations, largely due to the curricular structure of the course that does not favor discussions about the diversity and pluriethnicity of our country, inflicting markers of the coloniality of the country. power / knowledge in academic education through the Eurocentric curriculum. However, they point to individualized practices of teachers in the field of Mathematical Education, who are committed to a pedagogical political action, awakening a look at future education professionals for the existence of human beings denied, silenced and excluded in the current hegemonic system.