Programa de Pós-graduação em Educação em Ciências e Matemática
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Navegando Programa de Pós-graduação em Educação em Ciências e Matemática por Por Orientador "Barrio, Juan Bernardino Marques"
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Item Das Escolas Técnicas Federais aos Institutos Federais: a licenciatura em Física no campus Goiânia do IFG(Universidade Federal de Goiás, 2016-07-25) Araújo, Weslei Silva de; Barrio, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496; Barrio, Juan Bernardino Marques; Pimenta, Adelino Candido; Furtado, Wagner WilsonIn this paper we sought to understand how the Degree in Physics in IFG Goiânia campus is structured and what the perspective of teachers in the area, specifically in the implementation of degree in Physics, and forward the changes in the institution. The choice of this theme is due to the requirement stipulated by law 11.892 of December 29, 2008, the Federal Institutes of Education, Science and Technology, in offering undergraduate courses, especially in the areas of Science and Mathematics, despite its recognized expertise in professional education. Some research has dealt with the theme of the presence of the degrees in FIs, discussing the profile, the deployment and the challenges that they are consoli dated. However, here we seek teachers' perception of the process. Characterized as a qualitative study we used bibliographical research to survey the changes via legal documents in the institution, as well as research on the site e -MEC for recognizing the quantity of courses offered in this mode before and after the creation of the IFs. For analysis of the survey responses a nd interviews with teachers of Physical area of Goiânia the IFG campus, we used content analysis, according to Bardin (2002). It was identified as perceived by teachers who: (i) changes in the institution provided an expansion and internalization, even disorderly; (Ii) the change in the teaching profession and school mischaracterization with devaluation of technical education; (Iii) the course designed to meet the law, structure and operation in construction, has a focus on specific knowledge at the expense of teaching; (Iv) teachers work almost exclusively in the classroom, with little or no research and extension activities. These aspects lead to understand that there is still a lack of identity in I Fs after implantation of degrees and forward the changes in this institutions.Item Interação universidade-escola através dos espaços museológicos: o pátio da ciência da UFG(Universidade Federal de Goiás, 2016-05-30) Cruz, Lorena Nunes da; Barrio, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496; Barrio, Juan Bernardino Marques; Carvalho, Daniela Franco; Queiroz, José Rildo de OliveiraThe non-formal spaces in which seeks to teach science content , by present ing a great scient ific potent ial , educat ional , cul tural and mul t iple communicat ion opt ions, can assist in this process, st imulat ing interest in discussions on th e topic discussed. This work was proposed to understand how a universi ty museum space, in this case the courtyard of the Science of the Federal Universi ty of Goiás, can cont ribute to the learning of elementary school students in science content . For i ts re al izat ion was used as target students in 9th grade at a school belonging to the Municipal Network of Educat ion Goiânia. As data col lect ion inst ruments, ini t ial and final reports were used, quest ionnaires, field diary and interviews. Thus, wi th the data ana lysis, we defined three stages, namely: data from ini t ial reports, data from quest ionnaires/ interviews and data of the final repor ts. It was possible to see the emergence of four categories based on the analysis of the ini t ial repor ts, namely: faci l i tat ing content , interdiscipl inary, mot ivat ion and relat ionship school -museum space. In the second phase (quest ionnaires and interviews), i t was observed that f rom the conceptual content , students were able to establ ish a relat ionship between procedural and at t i tudinal content in non- formal space, appear ing two subcategories: art iculat ion teacher /moni tor and care for the environment /Cheers. In the third stage ( final reports), the data only reinforced the categories that emerged f rom the ini t ial reports, quest ionnai res and interviews, but i t was observed that these met bet ter prepared when randomly compared wi th the fi rst report produced by the students. It can be observed that the classes obtained are not in isolat ion but inter related. So when the teacher engages in the act ivi t ies proposed in the planning together wi th the moni tors and staf f responsible for the space, the learning opportuni t ies increase. Thus, i t is intensified interact ion between the Universi ty and the Basic Educat ion wi thout occur dominat ion by ei ther party but a harmony between both, so that an inst i tut ion can complement the other, respect ing their part iculari t ies, assist ing students in thei r process teaching and learning.Item Espaços não formais na formação do professor de matemática: uma análise a partir do Núcleo de Ações Educativas da UnU de Goiás/UEG -NEMENF(Universidade Federal de Goiás, 2014-11-07) Daude, Rodrigo Bastos; Barrio, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496; Barrio, Juan Bernardino Marques; Muniz, Cristiano; Ribeiro, José Pedro MachadoThis dissertation is part of the Master degree in Education in Science and Mathematics from the research program of Universidade Federal de Goiás, and aims to examine the pedagogical potential of using non-formal spaces in teacher training of math, in Goiás city. It understands the realization that the formation of the licensee math should not be tied to a single methodology, and the need to meet the different learning processes. For that teacher training should address these differences and take place in multiple spaces. In this perspective, we seek to answer: How do the activities at the Center for Educational Activities: Mathematics Education in Non-Formal Spaces -NEMENF changes the design of the participants regarding the use of non-formal spaces in teacher training in mathematics? For this we present historical, educational and legal aspects in teacher from the LDB (1996), authors like Gatti (2010), Saviani, Curi (2000), D'Ambrosio (2001, 2003) and Fiorentini (1994 , 1995). At the same time, we present the non-formal spaces methodological pluralist perspective in approaching a mathematical education contextualized in Trilla (1996), Sarramona (1998) and Gohn (2006, 2010). The outline of the research was conducted in the course of degree in Mathematics from the Universidade Estadual de Goiás, Campus Goiás within a group of studies on the subject. In developing the survey was necessary to use a qualitative approach in the midst of a collaborative case study in which all subjects can express opinions and hypotheses to be investigated. Partly realized by resorting to issues of culture, everyday life and teaching contextualized increase the chances of success in teaching and learning. And the non-formal spaces contribute significantly in this task, from two perspectives: the teaching of scientific knowledge and educational background generated in the process of social participation.Item Contribuições dos espaços não formais para o ensino e aprendizagem de ciências de crianças com Síndrome de Down(Universidade Federal de Goiás, 2014-04-01) Pina, Onilton Cézar; Barrio, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496; Barrio, Juan Bernardino Marques; Silva, José MariaThis work aims to analyze the possible contribution of non-formal spaces for the learning of science by children with Down Syndrome (DS). In the first part, we try to understand what this syndrome is and how the cognitive development and learning of people with Down happens. You can notice that this subject experiences the same stages of cognitive development that other individuals who do not have the syndrome do, such as: sensorimotor, concrete operations and formal operations. In the second part, we analyze the non-formal spaces and science teaching and learning by children with Down. It was found that these spaces are an important resource for the development of educational activities and are exploited, increasingly, seeking to break the limits of school space, in search of more meaningful knowledge. For this reason, we present some non-formal spaces of the city of Goiania. Among them, we have evaluated the potential of the Museu de História Natural in Memorial do Cerrado, from the speech of an educational agent / mediator / monitor of this museum space and some teachers who visit this place with children, some with DS. After the research, we can ensure that the use of non-formal spaces for teaching children with Down Sciences, when well directed and harnessed as expected by the designers, serves very well to the teacher's expectations and thus facilitates learning.Item Do big bang ao cerrado atual: interdisciplinaridade no ensino de ciências integrando espaços não formais(Universidade Federal de Goiás, 2015-03-23) Rosa, Reginaldo Guimarães; Barrio, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496; Barrio, Juan Bernardino Marques; Silva, Marcos Antonio da; Queiroz, José Rildo de OliveiraNon-formal spaces are an important educational tool for the of the educational improvement process. Through the beginning technology information in all social scopes, the school has formally established a huge abyss pair which transposes to the relation for information reaching students every day over digital media and contact with the world through informal education. Making the most online content with the student's reality has become a requirement of modern educational trends, even advocated by PCN’s. Using the non-formal spaces endows the teaching and learning process of contextualization and interdisciplinary, reducing the reigning academicism the mere data recording, facts and formulas that the school requires content, which guarantees an education which the student will take a long time and certainly use to improve the social environment around them. The discussed spaces are UFG Planetarium and the PUC “Memorial do Cerrado”, important learning environments available to educators around the state of Goiás. The pedagogical proposal for visitation realizes the conflict among the remote past and the use of the Cerrado, important Brazilian heritage. With the theme “From the Big Bang to the present Cerrado: Interdisciplinarity in science teaching integrating non-formal spaces" content such as Astronomy, Evolution and Environment can be exploited for the teachers’ satisfaction and students in order to produce a scientific education which enables the student to give their opinions in community decisions concerning about the collective experience into the environment and making them in fact citizen.Item A (in)visibilidade de Paul Feyerabend nas publicações sobre ensino de ciências no Brasil(Universidade Federal de Goiás, 2016-03-29) Silva, Ari Simplício Soares; Barrio, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496; Barrio, Juan Bernardino Marques; Baldino, José Maria; Silva, Marcos Antônio daThe Austrian philosopher Paul K. Feyerabend, from his portrayal of the nature of science called Epistemological Anarchism, has become one of the most influential and controversial epistemologists of the last century. And, given the growing attention given to the contributions of epistemology to science teaching, a problem arises before us: that of the invisibility of feyerabend’s contributions to think about scientific education in the Brazilian context. Thus, we conducted a study of the Feyerabend works, seeking to relate its representation of science, education and science teaching. To better understand the reasons for this invisibility, in the light of Roger Chartier theoretical framework, we have developed a study on the struggle of representations about the nature of science and its implications for scientific education.Item O estado da arte das publicações sobre as olimpíadas de ciências no Brasil(Universidade Federal de Goiás, 2016-03-29) Silva, R. C.; Barrio, Juan Bernardino Marques; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4766699J8; Barrio, Juan Bernardino Marques; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4766699J8; Colombo, José Carlos; Lariucci, CarlitoScience Olympics emerged in the countries of Eastern Europe with the interest that they could compose a group of people through their intellectual capabilities auxiliassem, in developing countries and contribute to their economic and professional growth. Worldwide, these Scientific Olympics started from the end of the twentieth century and were well spread with this statement purpose. This study aims to investigate and analyze the academic production expressed in articles, dissertations and theses produced in Brazil from 2000 to 2014, regarding the Olympics in order to study and understand the configuration of this field of education in Brazil. Methodologically, it is assumed the investigation as the type state of the art within the qualitative approach, seeking the research material that is available on the CAPES portal, digital libraries of Brazilian programs of graduate and magazines. The realization of this gender studies, and seek to identify and analyze the issues usually raised in type studies state of the art in education aims to understand what has been researching this area as a basic requirement for a better understanding of educational settings gravitating around this field, given that, since federal funding, the Olympics have become present in the daily life of our country. It also seeks to show that they contribute or not to improve the Brazilian educational system. As search results, include a total of seven articles, six dissertations and thesis, which consists in the research analysis objects. The analysis of these works can be understood that the Olympics can help: as evaluation parameters; as elements of innovation and motivation; for disclosure issues using technology in education. This shows that there is in the academic community of Science in Education area a thought regarding the Scientific Olympics. The observed results indicate the need for further studies that problematize theoretical questions and reflections that they can get from their relationship with the formal education.