Programa de Pós-graduação em Educação em Ciências e Matemática

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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.
Abordagem ambiental nos livros didáticos de química aprovados pelo pnlem/2007: princípios da carta de belgrado
(Universidade Federal de Goiás, 2012-03-05) DIAS, Karla Ferreira; ECHEVERRÍA, Agustina Rosa; http://lattes.cnpq.br/5515276044247189
This research had as objectives to describe and analyze the environmental approach in chemistry textbooks approved by the National Program of Textbook for high school (PNLEM/2007). This investigation is about a content analysis performed with the aid of three categories created based on the fundamental principles of environmental education as expressed in the Belgrade Charter (1977). Before the proposed by the reference document, the research sought to identify some elements related to environmental education, such as: treatment of social, political, economic, cultural and scientific environmental issues. The results showed that all books reviewed presented the environmental theme through different approaches. The readings, together with data organization, have enabled the creation of a thematic map and a descriptive framework that listed the themes found in each Textbook, as well as its distribution in different chemical content. The analysis identified some aspects, constructed with elements of the Charter Belgrade, within the categories scientific knowledge, knowledge/awareness and participation. In the first category were identified and analyzed aspects concerning the relationship of the content with the environment, the limitation of science face to the environmental challenges, the importance given by Textbook to the scientific knowledge for environmental understanding, the importance of knowledge and technology in the service of human needs. In the second one, knowledge/awareness, the analysis identified social, behavioral, economic and political aspects of the environmental issues. In the Participation category, aspects about the development of sense of responsibility and evaluation capacity were identified, in addition to raising awareness. The survey concluded that some environmental issues are treated in a decontextualized way by shredding the dimension of environmental problems which can reduce the complexity of the relationships between humanity and nature. Although not all books embrace all the principles of Belgrade Charter and even though there is an overestimation of the value of scientific knowledge to the detriment of other determinants for current ecological condition, it is concluded in this survey that the chemistry textbooks can contribute to achieve environmental education in Brazilian schools emphasizing the need for studies about the relationship between the triad components "scientific contents, teacher training and textbook" as one of the relevant aspects to effective consolidation of environmental education in the formal education.
Abordagem contextual no capítulo de soluções em livros didáticos de química aprovados pelo PNDL/2012
(Universidade Federal de Goiás, 2013-11-07) Leite, Maycon Batista; Soares, Márlon Herbert Flora Barbosa; http://lattes.cnpq.br/9698540158266610; Soares, Márlon Herbert Flora Barbosa; Mello, Irene Cristina de; Echeverría, Augustina Rosa
Our study aimed analyze the Textbooks of Chemistry Program approved by Textbook National Program (Programa Nacional do Livro Didático - PNLD/2012), searching to identify if there are different aspects of the conceptions of contextualization, specifically in the chapters of the solutions in these Textbooks. The choice of these concepts is due to difficulty of the students, especially in the study of these chapters, and mainly, because of the contextualization had been proposed in the academic curriculum in order to promote a broad teaching chemistry, involving social, politic, economic, environment and culture aspects, and not just scientific aspects. Thus, the data obtained from reading and re-reading these chapters, along with our theoretic reference, allowed the formation of four categories of analysis: contextualization as exemplification and illustration; contextualization as scientific description and formation of the concept; contextualization as understanding critical from relation of the Science, Technology, Society and Environment (CTSA); and contextualization as vision of the transformation of the social reality. The analysis of Textbook is justified by the fact that this is an instructive material widely used in Brazilian Education System, adding to the fact that the Federal Government has intensified the distribution of the Textbook for all public schools of the country. This is the analysis of the document with a qualitative nature and the data obtained were evaluated using the analysis Bardin’s content. The results showed that the authors of Textbooks analyzed recognize the contextualization as central element for the citizenship formation, but three from five Textbooks analyzed show a vision rather reductionist of the contextualization concept. We emphasize in this research the need of the continuity and consolidation of the researches involving the analysis of Textbook, considering the great importance given to this material in teaching practice.
Abordagem contextualizada e interdisciplinar nos capítulos de equilíbrio químico e eletroquímica em livros didáticos de química aprovados pelo PNLD/2008/2012/2015/2018
(Universidade Federal de Goiás, 2020-06-17) Leite, Maycon Batista; Soares, Márlon Herbert Flora Barbosa; http://lattes.cnpq.br/9698540158266610; Soares, Márlon Herbert Flora Barbosa; Echeverría, Agustina Rosa; Rosa, Dalva Eterna Gonçalves; Mello, Irene Cristina de; Rosa, Maria Inês de Freitas Petrucci dos Santos
The contextualization and interdisciplinarity in the teaching of chemistry imply the comprehension of social reality, through a critical-reflexive approach to the studied context, which circumscribes the very process of construction of scientific and technological knowledge as well as the appropriations and implications of this knowledge in the globalized world. The app are constitutive approaches of the epistemological action, inherent to the educational process, which result in the act of transposition from one context to another and to the internal structures of the learner, constituting knowledge. The Didactic Book is "the" didactic resource of greatest relevance in the teaching of chemistry in Brazil and the National Program of the Didactic Book, “Programa Nacional do Livro Didático (PNLD )”, presents as its main purpose to impose a minimum standard of quality to the didactic book offered in the Brazilian publishing market. This work was developed with the objective of investigating which are the concepts of interdisciplinary and contextualized approach that the authors of the chemistry didactic book, approved by the PNLD/2008/2012/2015/2018, present in the chapters of Chemical and Electrochemical Equilibrium of their respective works. And, also, to verify if the PNLD is promoting an inductive effect in the improvement of the quality of the chemistry didactic book, regarding the analyzed concepts. The research is eminently qualitative and documental, in which the documents analyzed were the 10 works of Chemistry approved in the respective PNLD, divided into 27 volumes. For that, we resorted to Bardin content analysis, which presents itself as an analytical method of supplementary information through new meanings "hidden" by a first reading of the text, concomitantly with the manipulation of messages to highlight the indicators that allow inference about a reality other than the immediate message. The method provided us with data that made it possible to create four categories of analysis from the perspective of contextualization and three categories from the perspective of interdisciplinarity. Those of contextualization were characterized from the different "context levels" presented, among which the one that came closest to the contextualized approach was the one that promoted greater approximation between school chemical knowledge and social reality, which went beyond the simple textual approach and the scientific description of daily life. The category that came closest to interdisciplinarity was the one that established the greatest degree of integration among the different disciplines, simultaneously to the capacity of relating interdisciplinary scientific knowledge to the understanding of contexts and problems inherent to social reality. The analysis revealed that six of the ten works analyzed presented contexts representative of contextualization as an approximation between chemical knowledge and social reality and only one of these six presented, simultaneously, conceptual integrations and contexts representative of interdisciplinarity as an understanding of problems inherent to social reality. Four works, the ones that did not get new approval in the last PNLDs, of 2015 and 2018, presented a reducing view of contextualization in their respective works. Nine of the ten works did not present a representative approach of interdisciplinarity as an understanding of contexts and problems inherent to social reality. In general, the didactic books are more focused on the scientific description of daily life as a perspective of contextualization and interdisciplinarity. The PNLD promoted an inductive effect in the improvement of the quality of chemistry idactic book, regarding the concepts analyzed in the chapters of Chemical and Electrochemical Equilibrium, in the movement that was configured in the ten years of the program. It is important to emphasize the dynamic "process" character of the work of the PNLD and of the authors and authors of the didactic book, which implies the continuity of the research that involves the analysis of the didactic book of Chemistry of the PNLD.
Abordagem do conceito de vida no ensino de Ciências e Biologia: uma análise de artigos científicos brasileiros a partir da epistemologia de Fleck
(Universidade Federal de Goiás, 2018-05-07) Simão, Márcia Mendes; Guimarães, Simone Sendin Moreira; http://lattes.cnpq.br/0326214720994265; Guimarães, Simone Sendin Moreira; Queiroz, Wellington Pereira; Paranhos, Rones de Deus
This research presents an investigative study, a form of systematic review, aiming to identify in the object of study, scientific articles published in journals related to teaching and minutes of Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC), how the approach of the concept of life is linked to the possibility of a integrative teaching of the biological knowledge. The source of he categories and subsidies for the analysis of the construction of the ideas on the theme was obtained in the epistemological model of Ludwik Fleck, or in other words, an epistemological analysis was directed by the following elements of Fleck's thought: Thought Collective, Thought Style, Esoteric and Exoteric Circle, Intra and Interspecific Circulation. The epistemological referential was present throughout the investigation, so the investigative profile was understood as theoretical- methodological. The study object was selected based on adaptations of the established criteria for a systematic review, such as definition of research questions, inclusion and exclusion criteria for selection of study material and data collection to answer the previously elaborated questions, reading and material selection. Following these criteria, the article's selection was carried out in specific journals of the Sucupira Platform and in ENPEC Minutes from the insertion in a specific site of the journals or search for the descriptors: concept of life, life phenomenon, living being, life. After reading the abstracts and discarding the articles that didn't fit in the proposal, there were 13 articles for the reading directed by the epistemological categories. The collected data allowed the identification of theoretical-methodological links between the studies and also indicated the possibility of the characterization of a Thought Collective that includes the authors of the studies. The references of the studies pointed as a tendency the historical and philosophical approach of the construction of the biological knowledge, which made possible the reflection on the integration of biological concepts from an approach of the development of life's concept. However, some points of attention appeared, as the limitations of teacher training in science and biology teaching, and as the losses of the low collaborative research activity between the esoteric circle (researchers) and the exoteric circle (teachers) in investigative procedures in the school environment. In view of that, this study points to the development of future researches involving collaborative activities directed by teaching proposals of biological knowledge in the historical and philosophical, social and cultural dimensions of the construction of life's concept as a contribution to rethink the organization of an integrative curriculum and teacher training.
Abordagem histórica do conceito de organismo vegetal na formação de professores de biologia: elementos para superação da impercepção botânica
(Universidade Federal de Goiás, 2023-02-28) Freire, Joyce Caroline; Guimarães, Simone Sendin Moreira; http://lattes.cnpq.br/0326214720994265; Guimarães, Simone Sendin Moreira; Paranhos, Rones de Deus; Gonçalves, Leticia de Almeida
Throughout the career, the Science and Biology teacher comes into contact with several challenges. One of them is Botany teaching, a discipline that is usually taught by means of memorization, that is, in a decontextualized manner and by dealing with many names that are difficult to pronounce. This research was based on two aspects, namely: (i) how discussions about plant organisms are carried out in teacher training courses and (ii) how the recovery of the historicity of a concept could expand the domain of the theoretical system related to the Botany area. In this sense, the study aims to reconstruct the logical-historical path of the concept of organism by focusing on plants and questioning their role in the training of Biology teachers. To organize the discussions, the investigation is constituted of three moments. In the first chapter, a bibliographic survey was carried out, using two databases, in an attempt to understand the scenario of Brazilian academic publications with regard to Botany and has to do with teacher education in relation to the History of Science/Biology. In the second chapter, the historical survey of the concept of organism is presented, specifically the plants, in order to understand what the contextual and historical contributions that permeate the concept’s history are. Finally, in the third chapter, it is analysed the Pedagogical Political Projects of the Biological Sciences courses, from Teacher Education courses of three public institutions in the State of Goiás. It is noticed that the production related to the history of Botany is still in its infancy compared to other major areas of Biology. In addition, there are few publications related to teacher education. In relation to the historical survey, the relevance of Botany for the organisation of biological thought and the possibilities of an approach that considers these elements in/for teacher training is perceived. Finally, the analysis of the PPCs indicated that, quantitatively, the courses invest in an “animal” and not a “vegetable” biological discussion. It is argued that looking at the History of Botany from the point of view of research and education can help to overcome its lack of perception.
Adaptação biológica e a evolução dos seres vivos: os fundamentos de uma ideia para a compreensão de uma teoria
(Universidade Federal de Goiás, 2020-04-08) Gontijo, Lucas Salvino; Guimarães, Simone Sendin Moreira; http://lattes.cnpq.br/0326214720994265; Guimarães, Simone Sendin Moreira; Paranhos, Rones de Deus; Nascimento Júnior, Antônio Fernandes
The objective of this theoretical research is to reveal which elements of the historicity of the biological adaptation concept can be considered central to the understanding of the theory of the evolution of species in the formation of biology teachers, from the approach of History and Philosophy of Science (HPS); in addition to seeking a dialogue with these elements in the Pedagogical Project of the Degree Course (PDC) in Biological Sciences at the Universidade Federal de Goiás (UFG). Therefore, the focus of the analysis was to search works – original and translations – of philosophers and naturalists who addressed the interaction between the morphology and behavior of living beings with the environment. Among them: Empedocles of Agrigento (495-444 BC), Aristotle of Stagira (384-322 BC), Saint Thomas Aquinas (1225-1274), Buffon (1707-1788), Lamarck (1744-1829) and Charles Darwin (1809-1882). To epistemologically substantiate the subject, we use the works of Ernst Mayr (1961; 1998; 2005; 2008; 2009), and to discuss the logic of construction of scientific thinking we based ourselves, mainly, on Kopnin (1978). The initial review corpus of academic papers (theses and dissertations) consisted papers using as descriptors "initial teacher training", "philosophy of biology", "biological adaptation" and "biological evolution". Since scientific knowledge is the result of human beings’ interaction with each other and the environment, we abstract from classical works what we consider “private” to understand the concept of adaptation, listing these elements in a logical narrative that points to the theory of the evolution of species as the “universal” that integrates biological knowledge. With that, we consider the PPC pf the Biological Sciences Degree at UFG and from an initial analysis we identified, in the narrative that organizes the document, a perspective aligned to the valorization of biology based on a set of discoveries, contradictions, advances, limitations and setbacks; whose menus, however, does not reflect this concern. We understand that any effort aimed at training biology teachers must consider the internalist and externalist aspects that, throughout a historical process, have engendered Biology as unique Science.
Água no sistema solar: uma proposta para formação de professores dos anos iniciais sob a perspectiva do conceito de dialogicidade em Paulo Freire
(Universidade Federal de Goiás, 2022-04-23) Oliveira, Laysla Caroline Rosa de; Genovese, Cinthia Leticia de Carvalho Roversi; http://lattes.cnpq.br/9574293631943584; Genovese, Cinthia Letícia de Carvalho Roversi; Araújo, Michell Pedruzzi Mendes; Genovese, Luiz Gonzaga Roversi
This research aims to study the contributions and challenges arising from a mini-course on Astronomy and Astrobiology aimed at the initial training of teachers of the early years, from the perspective of socioscientific questions and the concept of dialogicity in Paulo Freire. The research, in turn, brings relevant information about the discoveries and scientific evidences about the presence of water in planets and satellites of our Solar System, since this information can be important to be addressed in the Natural Sciences area. The methodology used is qualitative research, with the case study as the research plan. Thus, documentary analyses were performed on the class plans and the students' speeches, during the implementation of the mini-course, held in a Higher Education Institution (IES).The results indicated that the students had more difficulties in relation to the scientific contentes approached than with the methodological concepts proposed. It is concluded that the challenges are great, being them a long formative path to be worked, in relation to the contents of Astrobiology, linked to that of Astronomy in the early years of Elementary School. Thus, it is expected that new research will be done to insert socioscientific questions (QSC) in the early years of Elementary School. This is because QSC makes it possible to develop curiosity, exploration, and stimulation to formulate questions and hypotheses, in order to broaden the understanding of the necessary scientific knowledge related to the phenomena of nature present in our Solar System.
Alfabetização científica no ensino médio por meio do ensino por investigação
(Universidade Federal de Goiás, 2018-08-31) Bosco, Elis Marina Ribeiro; Queiroz, José Rildo de Oliveira; http://lattes.cnpq.br/0121415945268262; Queiroz, José Rildo de Oliveira; Mesquita, Nyuara Araújo da Silva; Genovese, Cinthia Leticia de Carvalho Roversi
This study evaluated whether a sequence of research teaching promotes scientific literacy in high school students. For that, a didactic sequence was developed and applied through a semester discipline, of which the researcher was fully in charge of teaching. It had as its generating theme the interdisciplinary concept of "Energy and Environment" problematized in the relations between science, technology and society, through the strategy of "Teaching by Research" and theoretical presuppositions of the field of "Scientific Literacy". The sequence was applied with students of the 2nd and 3rd years of the Secondary Education of the Teaching and Research Center Applied to Education of the UFG. This is a qualitative research that had as data source field notes, audio and video recordings, and final papers of the students, having content analysis as technique and Scientific Literacy as a theoretical reference in the interpretation of data. Through the results and analysis of each group, considering the three structuring axes and the indicators of the Scientific Literacy, it was possible to identify the use of terms, knowledge and fundamental scientific concepts about their themes: understanding the nature of science and ethical and the understanding of the relationships between science, technology, society and the environment, the collection and testing of hypotheses, justification, prediction and explanation of the research carried out by each of the groups. I conclude that a Sequence of Teaching by Research promotes Scientific Literacy in high school students.
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.
Análise crítica das ações pedagógicas dos professores Apyãwa/Tapirapé graduandos do curso de Licenciatura Intercultural da Universidade Federal de Goiás
(Universidade Federal de Goiás, 2012-06-14) Santos, Rafaella Rodrigues; Ferreira, Rogério; http://lattes.cnpq.br/7841869231824490
This paper seeks to understand the school education of the people Apyãwa / Tapirapé since the formation of the Degree of Intercultural Federal University of Goiás This is an analysis of pedagogical actions that Apyãwa teachers, undergraduates of that course, have been developing in school. The study is based upon the following research problem: How Apyãwa school education has emerged from the pedagogical practices of teachers in training at the Licence Degree in Intercultural Federal University of Goiás? The constitution of the research, qualitative ethnographic, included the analysis of terms on stage of 15 teachers/undergraduates – the main instrument – participant observation, field journaling, recording videos and interviews. The analysis is based on three authors that encourage discussion of the epistemology of the south: Paulo Freire, Boaventura de Sousa Santos and Ubiratan D'Ambrosio. The historic of school education Apyãwa is exploited at work, seeking to contextualize how the subjects have moved in favor of a new school, guided by the wishes of the community. Orality, writing, and its relations with the school Apyãwa emerge as important aspects of the research. Three categories of analysis emerge from the research: the role of school culture Apyãwa; the stage as a mediator of the revitalization and strengthening of cultural practices, the political role of the teacher in the community. It is evident appreciation of the traditional customs of the people in order to revitalize them, to promote the strengthening of culture through pedagogical activities. Moreover, there is the growing political role that these teachers/undergraduates are taking inside and outside the community.
Análise crítica de documentos sobre educação ambiental do MEC e do MMA
(Universidade Federal de Goiás, 2018-08-23) Cruz, Marcus Vinícius dos Santos; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverría, Agustina Rosa; Cassiano, Karla Dias; Miranda, Jussara Lopes
The present work aims to analyze federal official documents that deal with Environmental Education (EE) in order to identify convergences and divergences existing in the duality of origin of these texts, since some of them are result of definitions given by the Ministry of Education (MEC) and others are created, decided and implemented by the Ministry of Environment (MMA) through the federal government. Therefore, the work is based under the emancipation potentiality inscribed in the contemporary capitalist social reality. A qualitative approach was adopted, so that the elements of the research were understood in their complexity. The methodological treatment consisted, therefore, in the following main steps: 1) search and organization of the official material according to the proposed objectives; 2) initial and exploratory reading of the material; 3) documentary analysis with elements from the perspective of content analysis, guided by the assumptions of the Critical Environmental Education. The data collected were examined in their content, and from them emerged the following categories of analysis: approach, concepts, objectives, principles and procedures for the realization of EE. We seek to establish throughout a political position on environmentalism, which is defined in a critical and emancipatory perspective, also aligned with the ideals of political ecology and environmental justice, occupied by the human individual who uses natural resources and who manages conflicts arising from this dispute in the political field. Among other findings, we identified that there are divergences between the concepts and approach in the contents of National Orientations for Highschool (OCEM) in relation to the content of ProNEA 2014 (National Program of Environmental Education), indicating that Ministry of Education and MMA adopt EE concepts considered disparate, and MMA has turned to a conservative perspective, notable in the latest version of ProNEA. We materialize the fluidity of the EE concept in the different documents, which is often used to defend a capitalist productive logic that is unsustainable in its conception. Although the official documents present difficulties of execution on the part of the Brazilian state, the existence of a wide network of public policies in EE, we believe, enables and stimulates, to the educator, the collaborators of public and private institutions, as well as the environmental groups to think about the possibility of a social process that leads us to a more just society from an environmental perspective, also reflecting the broadening of the world view of these same actors. There is a need for greater sharing of actions between the Ministry of Education and the MMA in order to establish more organic and pedagogical relations of mobilization of Environmental Education fronts at the federal level, since the lines of action between these bodies are now partially compatible as we have shown in our analysis.
Análise da aproximação entre professores das áreas de engenharia civil e do ensino de ciências na UFG
(Universidade Federal de Goiás, 2009-12-09) RIOS, Lilian Rodrigues; ECHEVERRÍA, Agustina Rosa; http://lattes.cnpq.br/5515276044247189
The present research motivated to study the approach of the teachers‟ trainers with different initial backgrounds into a teaching action to develop the High School students‟ interest for the technological and engineering areas based on the Science Teaching. The main purpose is to identify the Political, Pedagogical and Epistemological aspects which are an influence in this particular approach intending to contribute for the developing of the future actions. For that, seven Training Teachers, participants on the project, were interviewed. In the results, we identified that one of the difficulties is related to the lack of discussion about the environment problems in the University. We also observed that the engineering professionals had post graduation courses on technical research having become specialists in specific areas, distant from the pedagogical, showing the need to go beyond the technical issue in which these professionals have been gone through in College, proving the extremely importance of Science history and philosophy study by the training teachers. This research is being analyzed by the studies, reflections and discussions on the problems and topics involved in this project we realized that it is difficult to find professionals with initial training who are able to get over all the found difficulties, but this approach was significant for them so the participants could think about their pedagogical knowledge and these thoughts were based on this critical reflection.
Análise da Comunicação Verbal em uma Rede Social de Formação de Professores: Em Foco a Educação Brasileira
(Universidade Federal de Goiás, 2010-05-20) PEREIRA, Lidiane de Lemos Soares; BENITE, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647
The discourse of universal education brought with it hopes of classes not previously served by a public policy that would guarantee the right to education. Thus discussions about inclusive education were strengthened so that disesteem teacher training to work in this area. Assuming that when the teacher in space reflects their conceptions and their practices, becoming aware of them and having a theoretical basis, this will bring changes in teaching practice of critical and reflective nature insist that the social networks of research may emerge as an area to promote the interactions required for such changes. Thus, this research was conducted in a social network as a strategy for initial and continuing training of teachers. The system in question is called Goiana Interdisciplinary Network of Special Education / Inclusive (RPEI) composed by student teachers, teacher trainers and teachers who seek to regulate actions reflected through social interactions that are promoted by RPEI. Indeed, this research has as its object of study verbal communication produced in RPEI. We aim to make an analysis of verbal communication RPEI produced in the environment, in other words, how this dynamic of social interactions between the University and the Coordination of Special Education Ministry of Education of Goiás (COEE-GO) can contribute to teacher training aiming at the inclusion school. We present the results by analyzing two types of categories, namely: a priori categories (previously developed) and retrospective (emerged from the voices of the subjects) that allow us to say that some initiatives may become more effective procedures for training teachers under the Education inclusive, as is the case of RPEI.
Análise da elaboração conceitual nos processos de ensino-aprendizagem em aulas de química para jovens e adultos: Por uma formação integrada
(Universidade Federal de Goiás, 2010-01-25) COSTA, Lorenna Silva Oliveira; ECHEVERRÍA, Agustina Rosa; http://lattes.cnpq.br/5515276044247189
This paper analyses, by the socio-historical references, the discursive dynamic in the school context as well as the conceptual elaboration in the teaching-learning process during chemistry classes which is part of a technical high-school program for young and adult people (EJA). As a manner of trying to make a differential curriculum which can create a dialog between what is supposed to be studied and the everyday life, a proposal was elaborated. This proposal, named The food‟s chemistry , is based on Paulo Freire‟s studies and on a structure of thematically areas. Seventeen classes were given. The data was taken from the field trip‟s notes and filming that were transcript afterwards. Analyses were made based on all the classes, in general, but, to make it possible the systematization, analyses, and creation of categories, three of those classes were specially used to the elaboration of Activities‟ Maps and Teaching Episodes. Methodologically, this work may be characterized as an action-research, which was developed in more than one phase. Speech‟s Analyses was used with Bakhtin as the main reference. By the approach of generated themes , the young and adult people were able to participate in classes, during moments when everyday issues were discussed, using descriptions and some explanations but demonstrated difficulties in working with abstractions and generalizations. Therefore, after several discussion meetings, these students were finally able to use new words giving meaning to those words -, which belong to the abstract context. This approach made us face a constant dialectic tension: meanwhile we consciously give value to the every day analyses, we want more than that because it is fetish and alienating. This kind of approach needed from the teachers constant warning to not to maintain themselves only on what the students already know. This work has the ambitious to signalize contributions to the curriculum practices to the EJA, helping with a proposal with the objective towards the complete formation of these individuals.
Uma Análise da Proposta Pedagógica da Avaliação da Aprendizagem no Contexto dos Ciclos de Formação de Rede Municipal de Educação de Goiânia de 1998 a 2010
(Universidade Federal de Goiás, 2011-06-15) SILVA, Marcos; CHAVES, Sandramara Matias; http://lattes.cnpq.br/8215617614854729
The main subject of this dissertation is assessment in Educational Cycles in Goiânia‟s Municipal School System. The investigation was directed basically for these questions: how school managers and teachers understand the Cycles of evolution´s proposal and the assessment of learning? What are the characteristics of the assessment proposal for Goiânia‟s Municipal School System? What are the difficulties and improvements identified by teachers on the assessment proposal in the cycles of evolution context? On the way to get answers for those questions, could raise the research´s object based on this terms: identify the understanding of Scholl managers and teachers about Educational Cycles and assessment of learning. The main objective of this research was understand the Educational Cycles assessment of learning proposal in the Goiania´s municipal school system and their pedagogical aspects in the school managers and teachers point of view from 1998 to 2010. The methodology was based on a qualitative approach, as a case study, that investigated the assessment in the context of the Educational Cycles. To conduct the research was used as tool for data collection semi-structured interviews with School managers and teacher from Goiania‟s Municipal School System and document analysis of guidelines and educational policy proposals of the period covered. The theoretical foundations relied mainly on conceptions of assessment from: Cabrera, Chaves, Hoffmann, Rosales, Luckesi, Dalben, Tiballi among others. The research shows that there is an agreement between both school managers and teacher‟s point of view and the curriculum guidelines of Goiania‟s Municipal School System. It was possible identify the mainly difficulties and improvements on the evaluation‟s process in this education system. One of the factors added to this reality, was the fact that teachers did not participate in the implementation process of Educational Cycles, which caused and still causes a lot of resistance to the proposal especially in aspects related to assessment.
Análise de processos de construções de modelos: o movimento de translação
(Universidade Federal de Goiás, 2021-07-19) Costa Junior, Edson Ferreira da; Alvarenga, Karly Barbosa; http://lattes.cnpq.br/8950541327384418; Alvarenga, Karly Barbosa; Silva, Jhone Caldeira da; Villa-Ochoa, Jhony Alexander
This work aims to analyze the construction processes of mathematical models carried out by first-year high school students, to represent the changes in the plane, specifically the horizontal movement. Geometric transformations, isometries, rigid movements and symmetries are common, either formally or in a simple way. With the purpose of mediating the work between these two extremes, a workshop was carried out, with the students developing the mutual teaching of algebra, geometry and arithmetic so that they could make use of creativity and mathematical language to descrive the actions observed. The workshop was supported by ideas about mathematical modeling, with the intention of mathematically interpreting and describing the horizontal translation movement through the manipulation of the concrete material, then providing a better visualization of the situation investigated by the participants. Therefore, two workshops were held with students during the 1st year of high school (14 – 15 years) in a public school in Goiás. It is important to emphasize that the objective was not to find the correct solution, the ideal answer, but to create a space of construction of significant knowledge where students, with the help of the teacher, were instructed to discover, criticize and question their decisions and the creation of a model based on the concrete world. To gather data, activity forms, questionnaires and audio recordings were used. Regarding the results, the arithmetic, algebraic and geometric approaches were analyzed when representing the phenomenon, and students showed difficulties related to the elementary operations and the use of symbology. It was noticed that students used one of the languages, the mathematics or the written mother tongue, or both, to solve problems by choosing the one that is more convenient for them to understand. It is possible to conclude that these difficulties are reflections of a mechanical teaching without meaning production in the previous grades. In addition, the research results can contribute to the interdisciplinary treatment of this topic and boost the development of mathematics, in addition to highlighting its applicability in everyday life.
Análise de vídeos documentários: perspectivas de debate acerca do Programa Etnomatemática
(Universidade Federal de Goiás, 2013-03-08) Neves, Rouseleyne Mendonça de Souza; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Costa, Wanderleya Nara Gonçalves; Ferreira, Rogério
Este trabalho apresenta resultados de uma investigação fundamentada no Programa Etnomatemática, especificamente no que fere às suas dimensões. Algumas inquietações, acerca da produção de vídeos documentários no contexto da sala de aula, conduziram às questões de pesquisa: De que modo os elementos teóricos do campo da etnomatemática, no que tange às dimensões cognitiva, conceitual, epistemológica, histórica, educacional, política e social, dialogam com as imagens e textos representados pelos licenciandos em seus vídeos documentários? À luz da Etnomatemática, quais apontamentos podem emergir do processo de análise de vídeos documentários, para ressignificar a formação do professor de matemática? Esta pesquisa utiliza-se de uma abordagem qualitativa e centra-se na análise textual discursiva de dois vídeos; dentre os 18 produzidos por alunos da Universidade Federal de Goiás, na disciplina ―Etnomatemática e Documentários na formação do educador‖, no período de 2009 a 2011. Busca-se apresentar os caminhos dos pesquisadores, bem como os incômodos e angústias que foram se delineando no decorrer das experiências acadêmicas e profissionais. Assim como, um relato da referida disciplina, a qual oportuniza reflexões sobre a formação inicial do professor, no que tange a uma prática subsidiada por percepções e debates pautados na Etnomatemática e na produção de vídeos Documentários. A partir desta vivência, e do processo de análise destes vídeos, surgem elementos que contribuem para uma ressignificação na formação do professor. Um deles se dá pela valorização do contexto sociocultural do aluno e por um novo olhar frente aos diversos saberes e fazeres presentes na realidade. Constata-se também, uma ruptura, em menor ou maior grau, quanto ao modelo disciplinar, no processo de autonomia destes futuros professores, ao passo de suas releituras de mundo e do conhecimento matemático, ancorados nos princípios da Etnomatemática.
Análise de vídeos documentários: perspectivas de debate acerca do Programa Etnomatemática
(Universidade Federal de Goiás, 2013-03-08) Neves, Rouseleyne Mendonça de Souza; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Costa, Wanderleya Nara Gonçalves; Ferreira, Rogério
Este trabalho apresenta resultados de uma investigação fundamentada no Programa Etnomatemática, especificamente no que fere às suas dimensões. Algumas inquietações, acerca da produção de vídeos documentários no contexto da sala de aula, conduziram às questões de pesquisa: De que modo os elementos teóricos do campo da etnomatemática, no que tange às dimensões cognitiva, conceitual, epistemológica, histórica, educacional, política e social, dialogam com as imagens e textos representados pelos licenciandos em seus vídeos documentários? À luz da Etnomatemática, quais apontamentos podem emergir do processo de análise de vídeos documentários, para ressignificar a formação do professor de matemática? Esta pesquisa utiliza-se de uma abordagem qualitativa e centra-se na análise textual discursiva de dois vídeos; dentre os 18 produzidos por alunos da Universidade Federal de Goiás, na disciplina ―Etnomatemática e Documentários na formação do educador‖, no período de 2009 a 2011. Busca-se apresentar os caminhos dos pesquisadores, bem como os incômodos e angústias que foram se delineando no decorrer das experiências acadêmicas e profissionais. Assim como, um relato da referida disciplina, a qual oportuniza reflexões sobre a formação inicial do professor, no que tange a uma prática subsidiada por percepções e debates pautados na Etnomatemática e na produção de vídeos Documentários. A partir desta vivência, e do processo de análise destes vídeos, surgem elementos que contribuem para uma ressignificação na formação do professor. Um deles se dá pela valorização do contexto sociocultural do aluno e por um novo olhar frente aos diversos saberes e fazeres presentes na realidade. Constata-se também, uma ruptura, em menor ou maior grau, quanto ao modelo disciplinar, no processo de autonomia destes futuros professores, ao passo de suas releituras de mundo e do conhecimento matemático, ancorados nos princípios da Etnomatemática.
Análise do contexto de produção do texto de um referencial curricular oficial de química para o ensino médio em Goiás
(Universidade Federal de Goiás, 2013-02-15) Ribeiro Júnior, Ramon Marcelino; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverría , Agustina Rosa; Gauche, Ricardo; Ferreira , Rogério Rogério Ferreira
The curriculum has occupied a prominent place in the landscape of contemporary educational reforms. In this work we focus on the production of a referential official curriculum of chemistry to secondary education in the State of Goiás. Throughout our investigation we relayed on studies that: a) had the objective to discuss aspects related to the purpose of teaching chemistry in secondary education, with emphasis on authors from Science/Chemistry education community; b) conduct discussions on curricular concepts, highlighting authors of the curriculum field; c) develop curriculum using research to theoretical and methodological approach of the continuous cicle of policies. The prospect of a continuous cicle policy is designed from the intertwining of texts / discourses that circulate among three basic contexts: the context of influence; context of defining texts, and practice context. In the policy cicles the texts / discourses are understood as product from social interactions, understood as relations of power , and are associated with different sets of meanings that articulate and fit into a greater or lesser degree , by recontextualizing processes in different contexts through which they circulate. The construction of the data was performed from the recording and transcript from the meeting of defining texts context, our analytical focus. We identified and examined three discourses privileged in the process of negotiating meanings of the proposal 1) discourse about the purposes of teaching chemistry, 2) discourse on the concepts of curriculum and 3) discourse about the criteria for selection and organization of content. We also highlight aspects of the movement of recontextualization internal context of defining texts, comparing the configuration of the first discursive formulations, developed in design meetings, those present in the final version given to curricular referential We conclude that :i) there is the attempt to articulate different purposes for teaching chemistry , with emphasis on the purpose of education for critical citizenship; ii) there is a defense of a broad conception of curriculum affiliated with the critical perspective , discourse that implies defense of a construction of a hybrid proposal between orientation and prescription , with a predominance of the first and critical of the way driving educational reform in the State; iii) the selection criteria adopted are of the "basic content" and "minimum contents" . The contents are organized by a conceptual bias, and articulated a design approach that takes learning to necessarily partial and can be performed at various levels of complexity. We also conclude that when considering the historicity and contingency associated curricular productions we giving it the status of “eternal challenge ".

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