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 "Benite, Claudio Roberto Machado"

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    A formação docente em química para a inclusão escolar: a experimentação com alunos com deficiência visual
    (Universidade Federal de Goiás, 2018-08-15) França, Fernanda Araújo; Benite, Claudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Claudio Roberto Machado; Dalla Déa, Vanessa Helena Santana; Queiroz, José Rildo de Oliveira
    This dissertation objectified to study the contributions of the collaborative partnership university/school as a formative proposal of school inclusion professors. The research occurred in a Support Center to people with a visual impairment by means of Specialized Educational Assistance as a space for theoretical reflection of teaching practice in chemistry to people with a visual impairment in search of assumptions for teachers training in an inclusive perspective. Participating in this investigation was a professor trainer, a support teacher, a continuing education teacher / a postgraduate student and five teachers in initial training / undergraduates in graduate degree in chemistry in the Universidade Federal de Goiás (UFG), besides students with a visual impairment from Basic Education. Reflecting about the existing relationship between research and the teaching action, the research was set up as a research action, divided into three stages: the 1st stage consists of the effective performance of teachers in initial and continuing training in the daily life of the teaching institution; 2nd stage, in the theoretical reflection practical theoretical reflection of the proposals developed, and 3rd stage, in planning, action and joint reflection of the activities developed in the institution by the teachers in formation. Analyzing the empirical data regarding the speeches of the students and teachers during the classes, the interviews with CEBRAV’s representatives and the progress of the VI students who participated in the classes, our results point out that the teacher training from the development of research in partnerships collaborative learning institutions can be an alternative to improving the quality of inclusive education in regular classrooms. They also direct the possibility of teaching chemistry to people VI through experimentation, with this we assume the theoretical reflection of the practice in the Specialized Educational Assistance as an alternative for the construction of the necessary knowledge to the teacher training to act in the scope of teacher training.
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    Formação docente: as TIC como alternativa para a experimentação no ensino de Química
    (Universidade Federal de Goiás, 2015-09-28) Gonçalves, Luciene Pereira da Silva; Benite, Claudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Claudio Roberto Machado; Mesquita, Nyuara Araújo da Silva; Ferrarri, Paulo Celso
    The experimental activities are viewed most often as an element that arouses the curiosity of the students on the topic proposed in science classes. However, several factors prevent the experiments from happening properly, among them: the deformed views of teachers about their role in education. Based on this assumption, this study investigated the visions of future teachers on the use of experimentation in class Science / Chemistry. Participated in the research students of the Degree in Chemistry at the Federal University of Goiás, whose training needs were observed while attending the Instrumentation discipline for Teaching 1, whose focus of study: the use of experimentation in chemistry education. From problem identification, we chose to follow the methodological steps of the Participant Survey, because we deal with an educational activity of research and social action. In this regard, a training proposal is designed to be applied in Instrumentation discipline for Teaching 2, aiming to help those involved in the critical study of their problems and finding appropriate solutions to their practical classroom. As mediated action tool was used Modular Object Oriented Dynamic Learning (Moodle) which is a Virtual Learning Environments management system for the communication online. The training process took place in a virtual environment to further shape the face discipline involving discussions about the role of experimentation in teaching Sciences / Chemical and chemical concepts from video experiments, produced by the students in the discipline Instrumentation for Teaching 1. Threads of the participants were analyzed from the contributions of Derek Hodson, as a theoretical reference. Our results show that despite the subjects of this investigation being in the final stage of the course, there are still distorted views about the nature of science and the role of experiments in chemistry classes, especially with regard to the empirical-inductive and playful nature of the activity, referring to the need to insert this discussion in early course subjects. Our studies reveal that such discussions can contribute to possible changes of the visions of future teachers because of its reflective nature, argumentative and dialogical among peers, in the light of the theory. In this sense, the Moodle platform as a cultural tool is an environment conducive to promoting discussions that contribute to teacher training, promoting the exchange of experiences and critical reflection of the subjects involved in the training process.
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    Alisamento capilar: de experimentos da ciência moderna ao design de objeto virtual de aprendizagem para a contextualização no ensino de Química
    (Universidade Federal de Goiás, 2021-09-27) Lima, Thaís de Souza; Benite, Claudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Claudio Roberto Machado; Echeverria, Agustina Rosa; Silva Filho, Juvenal Carolino da
    For a long time, the addition of formaldehyde to cosmetic products by hairdressers with the purpose of hair straightening was common, due to its easy marketing. From 2009, aiming to restrain the indiscriminate use of formaldehyde added to hair products, due to its harmful effects to users, the Ministry of Health, through Anvisa, adopted the Board Collegiate Resolution – RDC 36, forbidding “the exposure, selling and delivering to consumers of formalin or formaldehyde (37% solution)” by stores, making it hard for hairdressers to add it to the products they sell. The improper continuity of this beautification practices, several questions were raised to Anvisa regarding the addition of formaldehyde to products of the cosmetics industry, leading it to adopt the 2013 Resolution 15, mandating a maximum percentile of 0,2% as a preservative. Given this scenario, the following questions are raised: if the use of formaldehyde is regulated by Anvisa, how come the substance is still used with concentrations above those allowed in beauty parlors? Which are the causes for the constant and improper usage of this substance? What is the necessary critical knowledge for society regarding the employment of this beautification practice? Based on advanced techniques of modern science (SEM, NMR and Identification and Quantification of Free Formaldehyde) to the analysis of hair strands and quantification of formaldehyde in cosmetics, this research aims at pointing to pedagogical elements that guide the teacher to provide a chemistry class with a focus on critical and reflexive formation of students in high school and university regarding the indiscriminate use of the practice of hair straightening, using as a mediating tool the virtual leaning objects (VLO) known as “Hair Straightening: under the microscopic eye”. Considering the researcher also works as a teacher and hair dresser, elements to analyze their own reality were sought in the participating research, aiming at the teaching of school concepts through the “hair straightening” theme. The stages of this investigation are: identifying the problem; elaborating a teaching and citizenship formation project; technical analysis of samples of products designed for hair straightening; elaboration of the VLO through the data obtained through the aforementioned techniques; theoretical considerations on the application of VLO in high school classes in Goiânia public schools. With the carrying out of this study, we expect to provide to the acting subjects with the knowledge to allow them to reflect critically about the relation between the consumption of beautification products and pratices and health and social well-being.
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    Teoria do ensino por complexos: abordagem inclusiva e formação docente em química
    (Universidade Federal de Goiás, 2024-09-19) Morais, Amanda Alves Arrais de; Benite, Claudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Claudio Roberto Machado; Echeverría, Agustina Rosa; Santos, André Luiz dos
    Embargada.
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    Cosméticos: uma proposta de experimentação contextualizada por meio do enfoque CTS para alunos com deficiência visual no ensino de funções orgânicas
    (Universidade Federal de Goiás, 2020-09-29) Oliveira, Mislene da Silva Gomes; Benite, Claudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Claudio Roberto Machado; Mesquita, Nyuara Araújo da Silva; Santos, Maria Bethania Sardeiro dos
    Chemistry is a theoretical-practical science and vision is used as the majority sense. However, it must be considered that we all have differences, and the student with reduced or loss of ability to see may find limitations to participate actively and, consequently, to have effective learning. Therefore, claiming the democratic character in teaching chemistry, through pedagogical interventions using contextualization for study of organic functions, using contextualization under the STS (Science, Technology and Society) approach with the theme of cosmetics, with an emphasis on the social inclusion of these subjects. We have as theoretical basis the contributions of Historical-Cultural Psychology to education, focusing on students' autonomy, teacher mediation, the use of language and signs. As a methodological development we use action-research, seeking contributions with knowledge and experiences for the development of new strategies for teaching visually impaired students. Our results lead to a proposal for teaching chemistry that seeks new possibilities, using three principles of contextualization and five stages of the STS teaching approach, explaining a less visuocentric posture in experimentation and enabling the inclusion of these students in more autonomous participations for familiarize with tools and techniques specific to this culture, contributing to the teaching-learning process.
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    Contribuições semióticas acerca do uso de imagens no ensino de ciências para surdos
    (Universidade Federal de Goiás, 2022-02-24) Rezende, Luiz Gustavo Gomes; Benite, Claudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Claudio Roberto Machado; Pereira, Lidiane de Lemos Soares; Paranhos, Rones de Deus
    In general, few researches on the teaching of natural sciences are found related to the education of the Deaf. In teaching these sciences, symbols, signs, and icons are used to explain scientific situations based on concepts. With that comes the need for the development of pedagogical practices different from the common, focusing on meeting the particularities of learning of the Deaf student. This investigation was carried out in a specialized public institution in the city of Goiânia - GO, the Centro Especial Elysio Campos, affiliated to the state network and maintained by the Associação dos Surdos de Goiânia, with the target audience of 2nd grade high school students. The methodological course consisted of Le Boterf's 'Participant Research' (1980) whose main characteristic is the active participation of the population studied in the search for ways to minimize their problems. In this way, meetings were held with the institution's science teachers to identify the research problem: the difficulty of teaching science to Deaf students due to the specificities of sign languages within the scope of the areas of expertise. Consequently, the question arises: what would be the obstacles presented by the teaching of natural sciences for the learning of Deaf students in Basic Education? In this sense, this investigation aims to discuss the potential of imagery in the learning of Deaf people. Our data indicate that the use of imagery linked to teaching is essential, as well as the use of an evaluation method that provides feedback, generate a better learning of the school contents developed. In this scenario, it is necessary to search for improvements in science teaching for the Deaf with research, insertion of new pedagogical elements and teacher training.
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    Estudos sobre a participação guiada no ensino de química para alunos com deficiência visual
    (Universidade Federal de Goiás, 2023-11-29) Silva, Renata de Moraes e; Benite, Claudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Claudio Roberto Machado; Mesquita, Nyuara Araújo da Silva; Silva, Juvan Pereira da
    The text presented is the report of a master's degree research linked to the Science and Mathematics Teaching and Learning line (Axis - Science and Mathematics Teaching and Inclusive Education) of the Postgraduate Program in Science and Mathematics Education. The research aims to reflect on the contributions of experimentation through guided participation (PG) in the process of teaching and learning Chemistry for students with visual impairments (VI). Rogoff's (1998) guided participation was used as a theoretical framework, whose analysis considers how individuals, groups or communities transform as they together constitute and are constituted by a sociocultural activity. The entire analysis is based on Historical-Cultural Theory, focusing on mediation for the social construction of knowledge. As a methodological path, participatory research sought contributions in order to develop new strategies for teaching students with visual impairments. This study was carried out in partnership with the Pedagogical Support Center for Assistance to People with Visual Impairment (CAP/CEBRAV), in Goiânia. Eight pedagogical interventions (PI) were carried out that covered the contents of Chemical Kinetics. The planning of the experiments was designed to use the students' other senses: touch, smell, hearing and taste as a means of observing the experiment, so that they could participate in an autonomous and independent way. One of the IPs carried out was the “Production of scented cinnamon oil”, which allowed us to have a discussion covering social issues relating to the history of the spice and environmental discussions involving pharmaceutical and herbal formulations. The results reveal that in PG, learning occurred with familiarization with techniques and manipulation of equipment, through participation in practical activities and teacher mediation, dialoguing with the experimentation with an investigative bias by Carvalho (2021) which provided autonomy in carrying out the experiment. Therefore, the use of experimentation with an investigative bias mediated by the PG, favored the appropriation of knowledge and the development of skills to reduce the barriers that prevent these students from participating in experimental classes, resulting in their autonomy. In this way, the use of guided participation in DV classes guides a Chemistry teaching proposal that provides new possibilities for the more autonomous participation of these students, contributing to the teaching-learning process.