Programa de Pós-graduação em Educação em Ciências e Matemática

URI Permanente desta comunidade

http://200.137.215.59/tede/handle/tde/237

Navegar

Navegando Programa de Pós-graduação em Educação em Ciências e Matemática por Por Orientador "Echalar, Adda Daniela Lima Figueiredo"

Agora exibindo 1 - 8 de 8
  • Nenhuma Miniatura disponível
    Item
    Inovação no ensino de ciências no Brasil: para que finalidades educativas?
    (Universidade Federal de Goiás, 2022-08-30) Alves Filho, Marcos Antonio; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Echalar, Adda Daniela Lima Figueiredo; Oliveira, Natalia Carvalhaes de; Silva, Katharine Ninive Pinto
    Although the discourse on the need to innovate education is explicit in the mainstream media, justified mainly by the supposed failure of the school institution, the discussions on innovation in education began to gain strength in the early twentieth century, being considered a fundamental process for economic development. As far as education is concerned, the discussion about innovation is linked to the idea of modernization, through the use of technologies and adaptations of productive models in school environments. In the context of the construction of the phenomenon in science teaching and based on the materialist-historical-dialectical (MHD) approach, this research starts from the following research problem: what is the theoretical perspective(s) that support academic research on innovation in science teaching in Brazil? Therefore, this research aimed to understand the theoretical basis of research on innovation in Science Education in Brazil. To this end, this research based its discussion on innovation on Ferretti (1989), Goldberg (1989), Saviani (1989), Ferreira (2013); to base our discussion on school purposes we refer to Lenoir (2013) and Libâneo (2019) and, finally, to discuss the relationship between education and technology in Peixoto (2012, 2015). The research in question carried out a bibliographic study, of the state of knowledge type. To compose the corpus of this research were selected theses from Postgraduate Programs (PPG) in the area of Science Teaching, which were in operation, from a search in the Platform Sucupira of CAPES in the area of teaching. After selecting the programs, the library of each program was consulted in the search for defended theses that contained in the title, abstract or key words the following descriptors: innovation; innovating; innovate; innova; innovator. In the search for productions that discuss innovation in science teaching, 24 theses were found, in the period from 2009 to 2020. We can highlight that the discussions about innovation are guided, in general, by two educational purposes: conservative, which has as ideological basis the conservatism and reformism, and progressive, which is ideologically based on the revolutionary perspective. The research that composes the corpus of our study, in its great majority, reproduces the neoproductivist logic of education, directed sometimes by the constitution of competencies for the formation of the citizen of the 21st century, and sometimes by the centrality of the subject in the teaching and learning processes. It is worth noting that an innovative orientation of teaching that transforms the educational process must necessarily be affiliated with an educational project that resists the hegemonic project.
  • Nenhuma Miniatura disponível
    Item
    Formação do professor de Matemática: o lugar do cálculo diferencial e integral nas pesquisas acadêmicas
    (Universidade Federal de Goiás, 2022-08-31) Machado, Jonatas Teixeira; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Malaquias, Arianny Grasielly Baião; Vaz, Duelci Aparecido De Freitas; Silva, Maria Marta da; Silva, Rafael Siqueira; Echalar, Adda Daniela Lima Figueiredo
    University of Goiás (PPGECM/UFG). The research question is about: what do academic productions (dissertations and theses) reveal to us about the conception(s) of training Mathematics teachers in research on the teaching of CDI? Therefore, the main objective is to understand the conceptions of teacher training in Mathematics and in the integral differential calculus (CDI) resulting from academic productions that deal with these themes. We base our work on a critical and dialectical discussion about the phenomenon studied. The data collection procedure was based on the assumptions of Vosgerau and Romanowski (2014) and Saviani (2007) on theoretical research, of the State of Knowledge type. The research corpus was built from the productions (dissertations and theses) published in the CAPES Theses and Dissertations Bank, on the website of the Brazilian Digital Library of Theses and Dissertations (BDTD) and in the digital repository of each Graduate Program, from the following descriptors: “CDI”, “Teacher training”, “Education”, “Teaching”, “Graduate” and “Mathematics”. The data collection matrix built for the present research contained the following axes: conceptions of teacher training, CDI purposes for Mathematics teacher training and the CDI and its applications. After selection and full reading of the productions, the corpus of this research is composed of 11 theses and 22 dissertations, published between the years 2006 and 2019. As a result and its analysis, we identified that the main themes discussed in the research were: 1. dichotomy between teaching and learning; 2. use of ICT; 3. teaching and learning unit and 4. theoretical study. To a large extent, the conception of teacher education is mainly centered on constructivism (89%), whose foundation is given in formal logic and in which there is CDI reductionism, as well as mathematical formalism. There is a preponderance of the dichotomy between teaching and learning in the CDI, as well as a discussion of the use of educational technologies. A gap was also observed in the publications regarding discussions on the conceptual domain of the CDI. The recurrence of formalist logic in the training of Mathematics teachers is latent and directed to the discussion of specific and isolated situations, in procedures focused on topics of content or practice. The discussion of human work as an ontological factor appears in only one of the works that made up the research corpus. After analyzing the academic productions, we reflect that Mathematics teacher training should oppose the practice of immediate and formalist training, and should allow the process of teacher training on a critical and emancipatory basis, thus in the direct relationship of conceptual appropriation of mathematical knowledge. To this end, from the assumptions of the formation of the intellectual-critical professional, a way is proposed to overcome the constructivist and formalist character, which may constitute initial subsidies for the constitution of an epistemology of praxis.
  • Nenhuma Miniatura disponível
    Item
    Trabalho pedagógico em tempos de pandemia: um olhar a partir das licenciaturas em Ciências Biológicas do estado de Goiás
    (Universidade Federal de Goiás, 2022-08-29) Oliveira, Júlia Cavasin; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Echalar, Adda Daniela Lima Figueiredo; Araújo, Cláudia Helena dos Santos; Vilela, Marcos Vinícius Ferreira
    The pedagogical work with the use of technologies must be understood from the relations between technologies and education. During the pandemic period dominated a technocentric view in which the objective was to reflect on the equipment and methodologies, to the detriment of how the conditions of this educational process were carried out, according to the reality put. This research sought to understand: to what extent the pedagogical work of teachers of Biological Sciences Degree (LCBio) in the Federal Universities of the state of Goiás was reorganized to work with digital technologies in the context of the COVID-19 pandemic? Based on the historical-dialectical materialism (MHD), we have the following data collection procedures: an exploratory research on the LCbio of Goiás, a documentary analysis of decrees, ordinances and positions of associations, study groups and, mainly, institutions listed regarding this return to school. Finally, a field research that was divided into two moments: the sending of an electronic form to these teachers and a subsequent semi-structured interview. A total of 189 teachers were contacted, of which 28 answered the electronic form and four teachers participated in the interviews. All teachers are doctors, effective and approximately 90% of respondents have at least seven years of teaching. In general, teachers claim to dominate the use of technologies, understand that they were in an emergency education system and not linked to distance education, as well as acquired digital resources and infrastructure for work in the home office. What can be inferred is that there was no institutional orientation with clear guidelines on pedagogical work with technologies during the pandemic in these universities, so that pedagogical decisions were left to the teachers and their academic units. Regarding the teaching work with technologies, we had some techno-centered as well as critical positions. The concern with the students and to carry out the teaching within what was possible in the pandemic conjuncture were striking elements. Finally, the organization of pedagogical work in times of pandemic intensified issues in the field of rights (to education, to digital inclusion with continuous access of the subjects to the teaching and learning process) and didactics already widely problematized by academia.
  • Nenhuma Miniatura disponível
    Item
    Políticas de formação continuada de professores de Ciências da Natureza na rede estadual de educação de Goiás: ciência e tecnologia em questão
    (Universidade Federal de Goiás, 2021-04-19) Otto, Ana Luisa Neves; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Echalar, Adda Daniela Lima Figueiredo; Toschi, Mirza Seabra; Peixoto, Joana; Lima, Daniela da Costa Britto Pereira
    The present theme of this research stands out in the current context and, in particular, in Science Education, since the field of teacher formation has been suffering frequent interferences, in order to attend more and more the way of production of wealth of this society. The purpose of this dissertation was to understand: how are the conceptions of science and technology related to the policies of continuing education of teachers of Natural Sciences in the state school system in Goiás? The objective was, then, from this problem, to explain that conceptions of science and technology underlie the policies of continuing education of teachers of Natural Sciences. To this end, the relationship between the modes of production was taken as a starting point, which delimit the intentionalities in the teaching unit formation-work, in order to understand how science and technology relations in the world developed, as well as the process history of formulating these continuing education policies. To this end, this work was theoretically based on historicaldialectical materialism, as a method of investigation and analysis, based on the thinking of Engels (1976; 1984), Kopnin (1978), Lefebvre (1991), Marx and Engels (2007 ), Marx (2011) and Kosik (2011). This research was carried out, methodologically, in two moments: documental analysis and field research. In the first, the collection, selection and analysis of documents about national continuing education policies was carried out, available on the websites of the Ministry of Education and Culture (MEC), the Coordination for the Improvement of Higher Education Personnel (Capes), the Ministry of Science, Technology and Innovation (MCT & I) and, at the state level, on the website of the Goiás State Department of Education (Seduc Goiás). In the second moment, semi-structured interviews were conducted with managers who are or were trainers in the area of Natural Sciences at Seduc Goiás, aiming to explain the relationships established by the object of study in the state network. Thus, 12 documents were analyzed and four teachers / managers from Seduc Goiás were interviewed. It was found from our analyzes, that the conception of science and technology, primarily present in the documentary corpus of research, is based on formal and uncritical logic. In line with this logic, the mark of an administration of managerial education has been identified as teacher formation policies, both at the national and state levels, which dichotomize theory and practice, valuing individualism and meritocracy, through neotechnical actions for compliance with market logic. Such understanding makes it possible to build collective paths to subvert the logic imposed in order to build another relationship of formationteaching work, combined with a process of teaching and learning in the perspective of a fair, secular, diverse and socially referenced quality.
  • Nenhuma Miniatura disponível
    Item
    A formação pedagógico-didática de professores de biologia na perspectiva da didática desenvolvimental
    (Universidade Federal de Goiás, 2024-03-28) Pinheiro, Regiane Machado de Sousa; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Echalar, Adda Daniela Lima Figueiredo; Sousa, Daniela Rodrigues de; Oliveira, Natalia Carvalhaes de; Rosa, Sandra Valéria Limonta; Libâneo, José Carlos
    Teacher formation is a dynamically constituted field of knowledge and practice that is linked to other fields and dimensions of society, such as the economic, political, social and professional. When organizing teaching, teachers need to go through an education process (initial and continuing) that allows them to become aware of pedagogical-didactic work as praxis and as an emancipatory possibility, and therefore intentional. This teaching also aims to provide students with a critical and creative appropriation of scientific knowledge, historically constructed by humanity and transposed into school knowledge. However, it is a great challenge to think about and carry out a pedagogical-didactic education process that allows for content-form unity between the ways of teaching and learning scientific knowledge. Given the complexity of teacher education, the aim of this research was to understand the ways of organizing teaching in didactic-pedagogical education for Biological Sciences undergraduates, based on the perspective of Developmental Didactics, which promotes the process of conceptual appropriation of the content-form unity of Biology. Using historicaldialectical materialism (HDM) as a research method, an empirical investigation was carried out through a didactic-formative experiment in the optional curricular component “Topics in Biology II: Varied Themes - The teaching of Biology thought biologically and pedagogically”, in the academic semester of 2022, at a Brazilian federal public university. The data analysis was based on the dynamics of Developmental Didactics and the categories of the DHM. It emerged that the students were engaged in study activities during the course and that organizing and developing the teaching and learning process, from this theoretical perspective, makes a significant contribution to teacher formation. The thesis was put forward that in the formation of biology teachers, didactic-pedagogical work, organized from the perspective of Developmental Didactics, makes it possible to problematize the content-form unity between the ways of teaching and learning biological knowledge and the pedagogical activities intended for this purpose. The research carried out showed that in the actions developed by the students during their didactic-pedagogical formation, there is evidence of the conceptual appropriation of the content-form unit by the undergraduates, enabling them to have a more comprehensive and critical education. It also contributes to rethinking didactics in higher education and the pedagogical work of teacher education in undergraduate courses.
  • Nenhuma Miniatura disponível
    Item
    O pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimento
    (Universidade Federal de Goiás, 2020-02-21) Silva, Elisa Vaz Borges; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Echalar, Adda Daniela Lima Figueiredo; Rosa, Sandra Valéria Limonta; Guimarães, Simone Sendin Moreira
    This research aimed to discuss the importance of thinking as a concept in the training of Biology teachers from the historical and philosophical study of a biological concept. Here we propose to answer the following question: to what extent can the historical-philosophical understanding of the concept of gene transmission contribute to the formation of Biology teachers conceptual thought? Therefore, we seek to explain how the possible relations between History and Philosophy of Science (HFC) and the conceptual thinking of Biology teachers in training can base this profesional’s methods of thinking and teaching, in a critical perspective.The research method used was historical-dialectical materialism (MHD); therefore, we use as basis the thought of theorists like Enges (1976), Kopnin (1978), Lefebvre (1991), Marx e Engels (2007), Marx (2008) and Kosik (2011). We are also based on the Historical- Cultural Theory (VYGOTSKY, 2009) and the theory of Developmental Teaching (DAVYDOV, 1988). It is a theoretical research, of bibliographic character, in which three complementary literature reviews were made, in order to fully understand the object of investigation. n the reviews, we privileged the following themes: the role of HFC and teacher training in the academic research analyzed, the conceptual thinking formation and the Biology knowledge. The initial review consisted of 33 papers (dissertations and theses). In the analysis, we identified that 45% of the works are based on elements of formal logic regarding the conceptions of teacher training, especially by practicalism as a training purpose. The HFC works, for its part, prioritize it as a methodology in itself or content in itself. As a result of this research, we present the historical and philosophical movement for the concept of gene transmission development, articulating the perspective of each philosophical current in Biology (vitalism, physicalism and organicism) in this process, in order to explain the intense relationship between social and natural history. In addition, we seek to advance the relationship between HFC and didactic-pedagogical mediation through the proposal of conceptual thinking formation by the Biology teacher as formative intentionality in teaching. We present, throughout the discussions, elements and conditions necessary for the Biology teacher’s conceptual thinking formation to be recognized and used effectively as a transformative educational praxis.
  • Nenhuma Miniatura disponível
    Item
    O ensino organizado para o desenvolvimento do pensamento teórico: o conceito de transmissão gênica na graduação em Ciências Biológicas
    (Universidade Federal de Goiás, 2024-12-16) Silva, Elisa Vaz Borges; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Echalar, Adda Daniela Lima Figueiredo; Coelho, Leandro Jorge; Oliveira, Natalia Carvalhaes de; Limonta, Sandra Valéria; Freitas, Raquel Aparecida Marra da Madeira
    Pedagogical-didactic work in higher education should aim to promote the process of forming students' theoretical thinking, as a basis for both intellectual and professional training, which goes beyond the formal, technical and instrumental logic of capitalist society. Based on this premise, the thesis presented here investigated the formation of theoretical thinking in students of Biological Sciences and sought to answer the following question: in what way, in higher education, do study actions based on the theory of developmental teaching make it possible to understand the process of development of theoretical thinking in Biological Sciences students, based on the concept of gene transmission? The study is based on the principles of Historical-Cultural Theory and Developmental Teaching Theory. The research method that underlies this research is historical-dialectical materialism. In understanding the research processes of Biology as a unique science, we aim to explain the learning and theoretical thinking of Biological Sciences students about the concept of gene transmission based on pedagogical-didactic work based on assumptions of developmental teaching. The research involved understanding what is already being discussed on the subject in academic research, through an exploratory study, with the analysis of 28 works, 10 theses and 18 dissertations published between 2008 and 2022. The second stage of the investigation was an empirical research – carrying out a didactic-training experiment with undergraduate and undergraduate students in Biological Sciences at the Federal University of Goiás, in an optional curricular component common to both courses, called “Topics in Biology II: Various Themes”, with the subtitle “After all, are we just genetic codes?”. Sixteen meetings were held, organized into three thematic units: 1 - Gene transmission - a unit that expresses the totality of biological knowledge; 2 - Conceptual network of gene transmission; and 3 - Gene, organism, and environment. The subjects who participated in the research are six students: five from the bachelor's degree and one from the undergraduate degree. The research concludes that the organization of pedagogical-didactic work in Higher Education, for the concept of gene transmission, under the foundations of developmental teaching, promoted qualitative leaps in the understanding of Biology as a science, as well as in the development of theoretical thinking of Biological Sciences students.
  • Nenhuma Miniatura disponível
    Item
    A formação inicial a distância de professores das Ciências da Natureza: lógicas formal e dialética como base analítica
    (Universidade Federal de Goiás, 2019-03-01) Silva, Núbia Carla de Souza; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Echalar, Adda Daniela Lima Figueiredo; Peixoto, Joana; Guimarães, Simone Sendin Moreira
    This research is situated in a scenario marked by several determinations and disputes of interest, and the central research question was: What do the Brazilian scientific productions reveal about the initial distance training of teachers in the area of Natural Sciences? Guided by historical-dialectical materialism (MHD), we aim to explain how the research on distance teacher training from the area of Natural Sciences in Brazil, by means of the formal logic and dialectical logic. This is a theoretical research of bibliographic nature. The data collection procedure started with a state of knowledge, from the collection of scientific articles that discuss the initial distance training of teachers from the area of Natural Sciences, published in journals evaluated as Qualis A1, A2, B1, and B2, in the area of Teaching and Education. A set of data collection was constructed with general and specific data to the object of study. The corpus of this research consists of 31 scientific articles published between 1996 and 2017 and the analysis were made from the given method. In order to understand the logic of knowledge that underlies the scientific articles on Science and teacher training, we refer to the works of Kosik (1976), Kopnin (1978), Lefebvre (1991) and Marx (2013). For the specificities of distance education and the use of technologies in the formation of teachers, we brought the studies of Araújo (2014); Echalar, Pealdoto and Carvalho (2015); Mandeli (2014); Malanchen (2007, 2015); and Peixoto (2011, 2012). And, to contribute to the analysis on Science approach, we based on Andery et al. (1999), Fataliev (1966), Haldane (2000b), Nascimento Jr. (2000) and Vázquez (2011). The analysis of the productions revealed conceptions of teacher education grounded in a formal logic, especially in its reductionist, dichotomic and ahistorical nuances. This is a perceptible fact in the conceptions of teacher formation marked by oscillations of technical and practical rationality in the discussions of the immediate. And in the approach of a Science that dichotomizes theory and practice and that presents itself as a strategy of “innovation” to the improvement of the teaching-learning process of the Natural Sciences. In its contradiction, the recurrence of formal conceptions explicit the absence of a discussion of teaching work as human work – an ontological and science issue as a historical and social production of humanity. Such notes urge us to relate the teacher training to the strong influence that the productive, economic and political system exerts on the education system.