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Disertaciones |
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1
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JOSIMAR CUSTÓDIO ROCHA
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Brief History of Archeology in the Sertão do Piauí (1970-1993).
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Líder : HELOÍSA MARIA BERTOL DOMINGUES
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MIEMBROS DE LA BANCA :
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HELOÍSA MARIA BERTOL DOMINGUES
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MOEMA DE REZENDE VERGARA
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CINTIA JALLES DE CARVALHO DE ARAUJO COSTA
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Data: 13-mar-2019
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Resumen Espectáculo
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This work deals with the historical reflection on the materiality of the collections, seeking to understand Archeology as a science. Analyzing the several successes or not, it aims to perceive artifacts and landscapes, researchers and traditional communities in the southeast of the state of Piauí, in the Serra da Capivara National Park region. Archaeological research in the Serra da Capivara National Park region is very significant in understanding the movement of human peoples, especially in America,
since the work under Niède Guidon coordination provided strong arguments about the occupation of America. Because of its importance, the United Nations Educational, Scientific and Cultural Organization (UNESCO) inscribed it on the World Heritage List on December 13, 1991. And in 1993, the Park became part of the Tombo Book, Archaeological Ethnographic and Landscaper, of the National Historical and Artistic Heritage Institute (IPHAN). The empirical challenges are enormous, but they can not be ignored by the historians of the sciences, a region with such potentiality. Finalizing the dissertation in the "pathways" of Serra da Capivara, one can see the regional potentiality as to the archaeological sites, the materiality and the gaps present in the records and historiography of the official sciences. It is before the eyes, one of the most important patrimonies of the Humanity.
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2
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BARTIRA FERNANDES TEIXEIRA
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DEAF AND LISTEN TOGETHER IN SCHOOL SPACE: THE NUMBER CONSTRUCTION PROCESS
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Líder : LUIZ MARCIO SANTOS FARIAS
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MIEMBROS DE LA BANCA :
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AFONSO HENRIQUES
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ANDERON MELHOR MIRANDA
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ANDREIA MARIA PEREIRA DE OLIVEIRA
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CLELIA MARIA IGNATIUS NOGUEIRA
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LUIZ MARCIO SANTOS FARIAS
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MARCUS BESSA DE MENEZES
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RIVAILDA SILVEIRA NUNES DE ARGOLLO
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TERESA ASSUDE
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Data: 28-mar-2019
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Resumen Espectáculo
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This research, approved by the Ethics Committee of the Federal Institute of Education, Science and Technology of Bahia (IFBA), aimed to investigate theavailable and taught praxeologies for the teaching of numbers to hearing children and deaf children from hearing parents, in order to create situations that will enable the construction of numbers by these children in an inclusive Mathematics classroom. The study was carried out through class observations in two schools located in Salvador: a deaf school, linked to the State of Bahia government, and a Municipality inclusive school. Seven deaf children studied at the specific school with classes taught in sign language, and a deaf child attended the inclusive school whose classes took place in Portuguese language, all from the first year of elementary school, forming a group of eight students. In order to reach this final goal, we used the lens of the Anthropological Theory of the Didactic (ATD), adopted the socio-anthropological perspective of deafness, highlighting the linguistic difference of the deaf and the absence of interpreters in the first year from elementary school, we cover the epistemological and historical aspects of the construction of the number and model the human activities observed in terms of praxeologies. Using the ostensive / non-ostensible dialectic, we analyze the evolution of the ostensive objects used in the deaf school, the praxeologies of the teachers and the students, tracing as hypothesis of research the fact that the praxeological content used for the presentation of the numbers does not have sensitive ostensives that allows the construction of the number by the deaf students from the inclusive school. Taking the didactic references of this dialectic, we use the term "sensitive ostensible" referring to those who favor and contribute to the mathematical activity in question, this being our theoretical contribution. The results show that, in an inclusive classroom, some objects have a higher degree of sensitivity and others, a lower degree. Degree of sensitivity that needs to be considered in teachers' practice.
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3
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LEONARD FERNANDES E SILVA
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Ludwig Boltzmann's Theoretical Pluralism
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Líder : OLIVAL FREIRE JUNIOR
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MIEMBROS DE LA BANCA :
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ANTONIO AUGUSTO PASSOS VIDEIRA
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INDIANARA LIMA SILVA
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OLIVAL FREIRE JUNIOR
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Data: 05-abr-2019
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Resumen Espectáculo
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The figure of Ludwig Eduard Boltzmann, a nineteenth-century Austrian physicist, is acknowledged for his great contributions to thermodynamics, electromagnetism and gas kinetic theory, being one of the founding fathers of Statistical Mechanics. Less well known, however, is Boltzmann’s image as a philosopher of science. In his thoughts on the nature and development of science, Boltzmann developed a philosophy that saw in the social process of development of this through an analogy with the Darwinian evolution process. From this idea and from other philosophical bases, Boltzmann developed the thesis of theoretical pluralism. Boltzmann defended this thesis was a fundamental point in the development of Science and warned that the lack of pluralism would lead to scientific dogmatism. The objective of this work is to highlight the image of the philosopher of science who, within the scientific debate of his time, defended both a pluralistic view of scientific theories and his own theories. We will seek to contextualize the development of the thesis of pluralism with the internal and external factors that may have affected Boltzmann's life and philosophy, showing how the main political-social events and scientific discoveries of the period influenced his thinking.
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4
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AMANDA LISBOA MORENO PIRES
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REFERENCE MODEL FOR ANALYSIS OF DIDACTIC BOOK: contributions to a decolonization of didactic
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Líder : LUIZ MARCIO SANTOS FARIAS
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MIEMBROS DE LA BANCA :
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ALEXANDRE LUIS DE SOUZA BARROS
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BARBARA CARINE SOARES PINHEIRO
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IRANI PAROLIN SANTANA
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JOSE VIEIRA DO NASCIMENTO JUNIOR
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LUIZ MARCIO SANTOS FARIAS
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MARILENA BITTAR
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Data: 23-may-2019
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Resumen Espectáculo
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The main objective of this research was to construct a reference model for the analysis of didactical textbooks, using the same one in an analysis of textbooks of the 6th grade, of the Elementary School, in an attempt to highlight possible changes occurred in these books according to Laws 10.639/03 and 11.645/08. The study also sought to reflect on the role of contents related to Afro-Brazilian history and culture and Brazilian indigenous peoples in the process of didactic decolonization, and consequently in the construction of Brazilian society with regard to Afro-descendants and Indians, in the context of students and their teachers in face of racial discrimination and compliance with these laws at school units in Salvador. The methodology used in the research was qualitative, based on epistemological principles based on a theoretical framework constituted mainly by contributions formulated by Chevallard (2007) based on
the contributions of the Anthropological Theory of the Didactic (ATD) through the Media-middle Dialectic and the studies on the Didactic Decolonization developed by Silva (2017). Therefore, the analyzes supported by the tools offered by these two theoretical fronts, focusing on the didactic books of the curricular components of the 6th Year of Elementary School. The results of the research were systematized based on the elaboration and use of an analytical model, which has revealed the need for a didactical textbook analysis model that can identify what is recommended in Laws 10639/2003 and 11.645/08 in addition to its premises. Linked to this, the research reveals an institutional vacuum regarding the application of the laws which entails difficulties, tensions and problems for students and teachers in the day to day of schools.
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5
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SILNÁ MARIA BATINGA CARDOSO
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NDIVIDUALS OF (OF) COLONIALITY IN CHURCH TEACHERS 'DISCOURSE: CHALLENGES AND CONTRIBUTIONS IN EDUCATION FOR ETHNIC-RACIAL RELATIONS
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Líder : BARBARA CARINE SOARES PINHEIRO
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MIEMBROS DE LA BANCA :
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BARBARA CARINE SOARES PINHEIRO
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CLAUDIA DE ALENCAR SERRA E SEPULVEDA
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JULIANO SOARES PINHEIRO
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NANCI HELENA REBOUCAS FRANCO
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Data: 05-jun-2019
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Resumen Espectáculo
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The implementation of law 10.639 / 03, understood as a victory of the historical struggles undertaken by the Brazilian Black Movement in favor of education, can be considered as a decolonial pedagogical practice, since it demands that the contents referring to African and Afro-Brazilian History and Culture be taught in the education can’t deprive itself of compliance with this law, on the contrary, it must overcome the Eurocentric perspectives of knowledge and give visibility to the knowledge, histories and cultures of African and Afro- descendant peoples, without reinforcing the standards of rooted in racialization in order to promote education for ethnic-racial relations. The objective of this work is to identify the approaches and distances of decolonial pedagogy in the discourse of Chemistry teachers, in order to contribute to the understanding of challenges and potentialities in the teaching of Chemistry for the education of ethnic-racial relations. Based on the references of Decoloniality, in the studies of Ethnic-Racial Relations Education and research involving Chemistry teaching and law 10.639 / 03, the research fits into a qualitative empirical research, as it investigated the teachers' perception of the relevance of racial themes in chemical education in the reference center of Education of Young and Adults of Aracaju / SE through the data constructed from semi-structured interviews. These data were analyzed by the methodology of textual-discursive analysis (ATD), which generated four categories called: knowledge, difficulties and effectiveness of law 10.639/03, racism, public policies/quotas and eurocentric curriculum. Therefore, this research shows that the pedagogical practice discourse of one of the teachers is closer to the decolonial pedagogy than the other. For when it comes to these questions, the teacher gives importance according to his life experiences. Thus, in order for teachers to be able to look beyond their own experiences, there is an urgent need to invest in continuing teacher training to enable them not only to critically understand the importance of ethnical- racial issues, but to deal positively with them and, above all, to create pedagogical strategies that can help to re-educate them in all forms of teaching.
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6
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ELISÂNGELA GONÇALVES DE JESUS
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BLACK WOMEN IN SCIENCE: THE HISTORY OF VIVIANE DOS SANTOS BARBOSA
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Líder : BARBARA CARINE SOARES PINHEIRO
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MIEMBROS DE LA BANCA :
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ANNA MARIA CANAVARRO BENITE
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BARBARA CARINE SOARES PINHEIRO
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INDIANARA LIMA SILVA
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KATEMARI DIOGO DA ROSA
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Data: 07-jun-2019
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Resumen Espectáculo
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In 2010, Viviane dos Santos Barbosa, a black and bahian scientist from nanotechnology, won the competition with 800 scientific papers at an international conference in Finland for her research on catalysts obtained from the Palladium and Platinum metals blend carried out in the laboratory of Delft University of Technology, Netherlands. His trajectory is the object of this work. By blinding and feminizing the discourse, we will investigate how gender and race act as differentiators in the trajectory of black scientists. The research was guided by the theories of the Feminist Studies of Science and Gender Studies, as well as based on the discussions on the construction of the Black Woman's Identity and the Black Feminism. In this study, I take science and gender as social, cultural, historical and discursive constructions in the midst of power / knowledge relations. For the construction of the corpus of this research, it was based on Oral History. From an autobiographical point of view in the narrative interviews, the deponent talked about her life trajectory with the least interference of the researcher. In total, four interviews were conducted via Skype (a communication tool for chats and free online calls) for approximately 1 hour and 30 minutes each, in which the interviewer talked about aspects of childhood, adolescence and adult life. All interviews were recorded in audio format, transcribed and then submitted to the interviewee for validation. Viviane dos Santos Barbosa's knowledge of the life history has allowed me to understand that her trajectory as a woman and a black woman in science was and is built in an environment based on masculine and white values and standards that restrict, hinder and direct the participation of women. women in science, especially the black woman. It is hoped that from the aspects raised in this work they will make visible the issues and discussions of gender and race covered by the hegemonic discourses of scientific culture.
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7
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TEREZA CRISTIANE SOUZA DA CRUZ
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THE CHEMICAL PIBID IN QUESTION: THE CRITICAL HYDROGIC PEDAGOGY IN THE TRAINING OF LICENSING (AS) IN CHEMISTRY OF UFBA
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Líder : BARBARA CARINE SOARES PINHEIRO
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MIEMBROS DE LA BANCA :
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BARBARA CARINE SOARES PINHEIRO
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EDILSON FORTUNA DE MORADILLO
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ERIVANILDO LOPES DA SILVA
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JOELMA CERQUEIRA FADIGAS
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Data: 17-jun-2019
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Resumen Espectáculo
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The present research is inserted in the field of research in the training of teachers for the Teaching of Sciences / Chemistry, through the subproject of the Institutional Program of Initiation to Teaching - PIBID / chemistry, having as theoretical reference the Historical Critical Pedagogy (PHC) and its theoretical methodological foundations; We start from the researcher's concerns about the conceptions and actions that support these graduates in relation to a critical formation. Thus, we have as a general objective to investigate the appropriation of the PHC by the graduates of the PIBID / chemistry program of the Federal University of Bahia (UFBA) through the actions taken in the schools. In order to fulfill the objective, we carried out a bibliographical review where we present an overview of the historical constitution of teacher education and the interface with the Public Policies focused on this formation, taking as reference authors: Bomeny (1994); Tanuri (2000); Gadotti (2004); Nascimento (2004), Tardif and Lessard (2005); Saviani (2004, 2005, 2009, 2011), Gatti (2009), Romanelli (2010), among other renowned authors in the area; we seek to bring into consideration the PIBID as a public policy, which promotes the articulation of the academic tripod: research, teaching and extension in teacher training; on the theoretical bases of the PHC we have as reference the works of Saviani, Gasparin, Duarte among others and we raised considerations on the changes in the formation of professors of chemistry of the UFBA; The research was based on the qualitative approach, in the case study modality and for the treatment of the data in the balizamos in the theoretical-methodological foundations of the content analysis; semistructured interviews were used as instruments and documentary analysis of the reports and action plans of six subjects, of the subproject in PIBID / chemistry. The analyzes of the interviews and the documents were carried out from four thematic categories established a priori, based on our theoretical reference: teaching identity and academic formation; critical teacher training and PHC; the PIBID and teaching identity; understanding of the fundamentals of PHC. New non-a priori categories of character emerged, which emerged during the analysis of the data: the role of the teacher teacher; the importance of praxis in PIBID; didactic-methodological understanding of PHC; the role of teacher and school, the relationship between critical teaching and social transformation. Some of the themes analyzed included as subcategory: PIBID as complementary training. The main conclusions reached at the end of the research are that the PIBID / chemistry constitutes a program of relevance and with potentialities to be explored in teacher training, both for the experience it provides and for presenting new theoretical and methodological contributions, such as critical theory PHC; one can also perceive the resignification as to the identity of the licenciando (walks) with the profession chosen. The theory-practice junction with the theoretical contributions of the PHC show that the PIBID can complement the formation of these students within a critical perspective, aimed at new conceptions of the world. For the pibidians the understanding of this theory was efficient to prepare them as more critical teachers, since they consider that the use of the PHC in their actions in the PIBID allows the teaching of chemistry with criticality, since it promotes new mediations of the scientific knowledge with the context thinking about social transformation.
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8
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DAIANA DIAS RIBEIRO FIGUEIREDO
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THE PRESENCE OF DIGITAL EDUCATIONAL OBJECTS AS A DIDACTIC RESOURCE IN CHINESE LESSONS
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Líder : BARBARA CARINE SOARES PINHEIRO
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MIEMBROS DE LA BANCA :
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BARBARA CARINE SOARES PINHEIRO
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HELIO DA SILVA MESSEDER NETO
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JAILSON ALVES DOS SANTOS
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KARINA MOREIRA MENEZES
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ROBERTO DALMO VARALLO LIMA DE OLIVEIRA
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Data: 04-jul-2019
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Resumen Espectáculo
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Technology is totally linked to science, as it has become a vehicle for transforming man's relationship with the world. With it, the possibility of transformations in any field of knowledge is emerging. The vehicle in question is continuous and changeable; and invaded all spheres of society, including education, modifying the way of learning and teaching. It is no longer possible to teach as taught for 10 or 20 years. It is urgent to rethink, above all, methodological. Our focus, in this research, is to bring impressions about the technologies, especially the digital ones, associated to the education, as well as the presence of them in the pedagogical doing. Associated with digital technologies, the teaching process has been changing over the years as technology advances. One tendency of the use of digital technologies is to summarize the role of the teacher in a methodological perspective in mediating the use of digital technologies in the classroom. In this process, educators are the most capable peers, and no digital technology will be able to overcome the variable ways of teaching that the teacher aggregates with them throughout their historical and social constructions. It is in this ontological clipping that the research aims to interpret, from the analysis of the discourse, the presence of digital educational objects in the teaching process as didactic resource in Chemistry classes, in a school of the basic network of education. The analysis of the data allowed us a reflexive movement on the limitations and potentialities of the teaching process when using digital technologies as didactic resource.
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9
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LEIDIENE APARECIDA RANGEL DA SILVA BARBOSA
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Socio-Scientific Issues and Pedagogy of Alternance: challenges and possibilities of a Humanistic Science Education in the context of a Rural Scholl
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Líder : CLAUDIA DE ALENCAR SERRA E SEPULVEDA
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MIEMBROS DE LA BANCA :
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ALESSANDRA ALEXANDRE FREIXO
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CLAUDIA DE ALENCAR SERRA E SEPULVEDA
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LUDMILA OLIVEIRA HOLANDA CAVALCANTE
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MARCO ANTONIO LEANDRO BARZANO
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Néli Suzana Britto
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Data: 24-jul-2019
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Resumen Espectáculo
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Considering the gap in the field of Science Education of works directed to the schools that adopt the Pedagogy of Alternation, this investigation sought to develop a teaching proposal that promotes emancipatory formation of the subjects that access such schools, based on Freirean philosophical vision, principles of Pedagogy of Alternance, an educational perspective of Humanistic Scientific Education and the use of Socio-Scientific Issues (QSC).
Considering the peculiarities of this system of education, we assume that Science Education should dialogue with the agenda of the struggles of rural people, as well as the principles that guide them. Thus, this study aimed to investigate what characteristics a pedagogical proposal of Humanistic Science Education, based on Freirean pedagogy, should have to promote emancipatory formation in the context of a Rural School.
More specifically, we aim to: a) examine the potential of the use of QSC as a methodological strategy for a Humanistic Science Education that promotes emancipatory formation in schools that adopt the Pedagogy of Alternace; b) investigate the challenges and possibilities of an emancipatory formation in Humanistic Science Education, in contexts of the Pedagogy of Alternance, besed on the experience of a Rural School; c) develop design principles for QSC-based pedagogical proposals that promote emancipatory formation in the context of schools that adopt Pedagogy of Alternace.
These objectives contemplate the preliminary phase of an Educational Design Research, methodological approach adopted in this study, since we construct a conceptual structure based on the identification and analysis of the problem and the demands of the specific context, as well as a review of relevant literature, whose results were systematized through responses to specific objectives a and b. In addition, we have built the design principles for pedagogical proposals based on QSC that promote the emancipatory formation of the students in the context of the schools that adopt the Pedagogy of Alternace, which is the beginning of the second phase of design research, in which empirical prototypes of educational innovations are elaborated and tested, contemplating objective c.
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10
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CINDE DE SOUSA COSTA
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INTERDISCIPLINARY SPEECHES IN THE DEGREE COURSE:
USING THE CINEMA AS A MEDIATOR
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Líder : MARIA CRISTINA MARTINS PENIDO
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MIEMBROS DE LA BANCA :
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DIELSON PEREIRA HOHENFELD
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ELIANA ALCANTARA LISBOA
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HELIO DA SILVA MESSEDER NETO
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MARCUS TULIO DE FREITAS PINHEIRO
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MARIA CRISTINA MARTINS PENIDO
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Data: 09-ago-2019
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Resumen Espectáculo
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ABSTRACT Current research on Science Education studies new forms and didactic resources that help the teacher to improve his practice seeking a more contextualized teaching. To insert science fiction films is a strategy used to provoke discussions of physical contents within the scope of the phenomenon and taking care of the mathematical rigor directed to the appropriate series. In addition, through the cinema we have the possibility of dialoguing with different areas of knowledge, working with students' daily problems, giving meaning to the content studied. This topic comes from the restlessness in the undergraduate and the work of conclusion of course, which we continue the discussions initiated and deepen them as far as the interdisciplinary discourse is concerned. What we bring to the research scenario is: what characterizes interdisciplinary discourse? To answer this question, we will analyze what the discourses of undergraduate students and professors show us about the articulation of disciplines using cinema as a didactic instrument. We will discuss the theoretical debates regarding Interdisciplinarity bringing their potentialities and limitations to the teacher training. Just as we will talk about the cinema as didactic resource and the arguments for its use in the formation of the professor of Physics. We conduct an interdisciplinary practice based on the cinematographic productions in order to provoke the dialogue between teachers of different areas of knowledge and undergraduate students in Physics, Geography and Mathematics of the Federal Institute of Education, Science and Technology of Bahia (IFBA). Out of this activity, we analyzed the audio recordings of the discussions categorizing the discourse of students and teachers that emerged during the debate about the film. Through the discursive textual analysis defended by Moraes and Galiazzi, we understand that the interdisciplinary discourse appears to the extent that the complexity of the phenomena discussed causes the disciplines to dialogue to overcome their own limitations.
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11
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JAKELYNE LIMA DOS REIS
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History of special relativity and cubism: circulation of ideas in the transition of the nineteenth and twentieth centuries
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Líder : INDIANARA LIMA SILVA
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MIEMBROS DE LA BANCA :
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INDIANARA LIMA SILVA
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GUSTAVO RODRIGUES ROCHA
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OLIVAL FREIRE JUNIOR
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ANTONIO VIEIRA DE ANDRADE NETO
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ANDREIA GUERRA DE MORAES
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Data: 21-ago-2019
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Resumen Espectáculo
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The transition from the late nineteenth century to the early twentieth century was marked by profound changes in science and art. We highlight the emergence of the theory of relativity and cubism, themes of our interest. The two theories are fruits of the same time and were immersed in the circulations of ideas of this period of intense transformations. We will discuss the cultural environment that gave rise to relativity and Cubism. The contextualization of these historical and cultural aspects allows us to find links between the two theories. We highlight here, Poincaré as a central character of this story. The mathematician's ideas were of paramount importance for the two men in the construction of their works. Relativity and cubism are apexes of movements that have caused ruptures of previously dominant worldviews. It was a break from the classic world. The present work has as main objective to investigate how the cultural and intellectual environment influenced both restricted relativity and cubism in the construction of new notions of space and time. The connections between modern physics and modern art can be thought of as the need to investigate new forms of representation of reality more fundamental than apparent reality. In art, we have cubism that emerges with new concepts of representation in the pictorial space, is an avant-garde artistic movement that emerged in Paris in the first decade of the twentieth century and which had as one of the main exponents in the plastic arts the Spanish Pablo Picasso. In physics, the theory of relativity proposed by Albert Einstein came about by modifying concepts that lasted for more than 200 years maintained by Classical Mechanics and offered us a new way of seeing the world. There is no doubt that both the theory of relativity and cubism made it possible to open new gaps in the constitution of reality, in the human quest to try to understand the world and the place we occupy in it.
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12
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BÁRBARA BETUYAKU SCHITTINI
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The use of animals in Higher education: construction and validation of questionnaires to students and professors.
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Líder : NEI DE FREITAS NUNES NETO
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MIEMBROS DE LA BANCA :
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NEI DE FREITAS NUNES NETO
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ROSILEIA OLIVEIRA DE ALMEIDA
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CHARBEL NINO EL HANI
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THALES DE ASTROGILDO E TREZ
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DALIA MELISSA CONRADO
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Data: 29-ago-2019
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Resumen Espectáculo
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The use of animals in science is a controversial issue in academia. Although the practice has been consolidated centuries ago, many debates about this issue have been raised by both members of the academy and activists who care about moral consideration of animals and the consequences of anthropocentrism. In this research, the focus is on the use of animals in teaching, addressing a critical analysis of the use, moral debate about the animals, the implications generated both for the animals in disregard of their lives, and for the students' uncritical formation. Therefore, in order for animals to cease to be used in didactic practices, it is necessary to open up efficient alternative methods. Some Brazilian universities have already done the replacements in some courses, but it is necessary that the academic community gives importance to the change and, from that, it becomes legal the abolition of the use of animals. Therefore, the relevance of the reformulation of teaching to more ethically and responsibly committed practices for the future professionals of science is emphasized. The objective of this work was to develop an online questionnaire to characterize the knowledge, values and practices of teachers and students about the use of animals and alternative methods in didactic-scientific practices. The questionnaire was developed from the literature survey and validated by peers and by pilot test with students and teachers. The data were collected and through the analysis of the data the necessary changes were made to refine the instrument.
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13
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ANDERSON DE CARVALHO CONCEIÇÃO
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THE DISCOURSE ON SUSTAINABILITY IN RESEARCHES PRESENTED AT THE EPEA GIVEN THE COMPLEXITY OF THE ENVIRONMENTAL EDUCATION FIELD
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Líder : ROSILEIA OLIVEIRA DE ALMEIDA
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MIEMBROS DE LA BANCA :
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FABIO PESSOA VIEIRA
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HELIO DA SILVA MESSEDER NETO
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IZAURA SANTIAGO DA CRUZ
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ROSILEIA OLIVEIRA DE ALMEIDA
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Data: 29-ago-2019
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Resumen Espectáculo
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The present research involves the study of how discourses on sustainability are legitimized and about how the concept of sustainable development is disseminated in academic production, related to what is advocated in the official documents and the literature on Environmental Educationin the light of the critical Theory of Sustainability. For this, the qualitative method will be adopted, contemplating a bibliographical research and a systematic literature review. The process of organizing the monographic text is in progress, as the connecting thread is being constructed while the chapters are being systematized. This thread answers the following research question: what possible paths are signaled by the academic production in Environmental Education so that we have individuals who seek sustainable solutions to the environmental problem. How researchers in the field of environmental education compromise their academic writing, with the formation of critical and socially conscious citizens, involved in the economic and cultural reality of their neighborhood, city and country. The theoretical bases that support research are elements of critical theory, whose epistemology allows the appropriation of discourses and their criticism, and not only reproduce them as if they were the only possibility. In an attempt to achieve the general objective of understanding the use of the term sustainability in academic papers, we have the following specific objectives: to analyze the annals of the Research Meeting on Environmental Education, which contain in their keywords the term sustainability and sustainable development; identify in official documents and scientific articles discussions that contemplate the terms sustainability, Environmental Education and sustainable development, approaching them in connection with the concepts of environment and nature in a critical line; to establish connections between the critical discourses advocated in the literature on Environmental Education and in the official documents of that field in Brazil, and what has been presented in the main event of the area, the Environmental Education Research Meeting. These research intentions are pertinent to the questions that motivate this research, which involves the attempt to problematize certain discourses that do not recognize the complexity of the Environmental Education field and the environmental problematic. Throughout the analysis, we see that the authors approach the term sustainability as being polysemic because it reveals in their social use and in academic productions different contexts and does not always reveal the complexity that the term carries throughout its construction.
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14
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MAÍSA TAVARES SILVA
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Chemistry Teaching Experimentation: A Historical-Critical Approach
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Líder : HELIO DA SILVA MESSEDER NETO
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MIEMBROS DE LA BANCA :
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EDILSON FORTUNA DE MORADILLO
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HELIO DA SILVA MESSEDER NETO
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MARCELA DE MORAES AGUDO
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Data: 09-sep-2019
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Resumen Espectáculo
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Part of chemistry is grounded in experimental work. A range of chemical knowledge, historically produced by mankind, had been based on experiments. Therefore, we can understand chemistry as an experimental science so it is very difficult to dissociate experimentation from chemistry teaching. Our work aims to investigate general elements for experimentation in chemistry teaching, from the historical-critical perspective. The application of historical-critical pedagogy in the classroom is still a theme that needs to be better discussed by educators who study and plan to bring this pedagogy to their actual school practice. We think of experimentation as a broad teaching tool that should be thought of in the form-content-recipient dimensions. Our main objective is to think of experimentation as an integral part of the teaching / learning process in chemistry and how it can help in this process of transmitting the classic knowledge defended by historical-critical pedagogy.
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15
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HELEN NOGUEIRA MESSEDER
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Appropriation of Function Concepts: a Historical-Cultural Analysis
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Líder : EDILSON FORTUNA DE MORADILLO
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MIEMBROS DE LA BANCA :
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EDILSON FORTUNA DE MORADILLO
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MARIZE SOUZA CARVALHO
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Maria Lúcia Panossian
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ROSILEIA OLIVEIRA DE ALMEIDA
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Data: 09-sep-2019
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Resumen Espectáculo
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Mathematics Teaching has been widely discussed since early in the last century, European and American countries were concerned about the direction of this, resulting in important changes in teaching and learning processes. Different contents have already been addressed in Brazilian research involving the teaching of mathematics, including the content of Function, present from the most fundamental questions, such as counting operations, to elements, which are in more advanced questions as infinitesimal calculus and probability. In addition, the function can help you understand what relations between geometry and algebra when discussing, for example, solving equations and graphic constructions. Therefore, it is necessary the effort in favor of the teaching of the Function, especially with regard to a research that uses the categories of logic and history in the construction of the concept and its use by humanity, a discussion not developed in the research in the area. To eliminate this gap, this research aims to discuss the process of the appropriation of the function content in the classroom from a task that involves aspects of virtual history, and based on the theoretical framework of Historical-Cultural Psychology (PsiHC). To achieve this goal a qualitative research was carried out, procedures for data collection, observation, interview and documentary analysis. From the analysis, we come in three categories: 1) Conversion of the elements of the function into graphic language: limits and potentialities of the narrative; 2) The daily life in narratives empirical thinking: obstacles in the development of conceptual thinking; 3) The interaction between peers in the context of the narrative. From these, we conclude that it is important to be careful with the discrete function approach and the transition to continuous function; elaborate narratives that contribute to the development of conceptual thinking; and how affective attachments, emotions, and peer relationships can contribute to the process of appropriating content of function. Thus, such categories will be important for thinking about possibilities and advances to be made during the elaboration and application of virtual histories for the teaching of mathematics, thinking about the process of appropriation of concepts.
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16
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TIAGO GUIMARÃES INEZ
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A MODEL FOR TEACHING ABOUT THE NATURE OF SCIENCE IN THE CONTEXT OF THE BIOLOGICAL SCIENCES
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Líder : CHARBEL NINO EL HANI
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MIEMBROS DE LA BANCA :
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BRENO PASCAL DE LACERDA BRITO
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CHARBEL NINO EL HANI
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DARCY RIBEIRO DE CASTRO
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INDIANARA LIMA SILVA
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MARIA ELICE DE BRZEZINSKI PRESTES
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Data: 27-sep-2019
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Resumen Espectáculo
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Studies have revealed that few people understand how the scientific knowledge is built and accepted. One of the ways in which Science Education has sought to overcome this problem is through teaching about the Nature of Science (NoS). The NoS can be understood as a pedagogical construct that aims to foment, among science students, the understanding of the main characteristics of the scientific work. In recent years, researchers in the field of Natural Sciences Teaching Research (Physics, Chemistry, Biology, Earth Sciences) have seek to develop ways in which it is possible to promote instruction on scientific knowledge, according to the specificity of each of these teaching areas. Aligned in this perspective that emphasizes the instruction of science according to the particularity of each sphere of the Natural Sciences, this work aims to develop the proposal of a model to teach about NoS in the context of Biology Teaching. This model, called “Integrative Model of Biology for Science Education” (MIBioEC) is based on three pillars. The first is the Reconceptualized Family Resemblance Approach-to-NoS (RFN) whose foundation is the idea of family resemblance developed by the philosopher Ludwig Wittgenstein. The main objective of this approach is to insert the discussion of NoS in the science curricula from broad categories that highlight the cognitive-epistemic and social-institutional aspects of scientific work. The second pillar consists of the conceptual framework of biology proposed by Scheiner. We argue that the five general theories of biology (cell, genetics, organisms, evolution and ecology) identified in this framework are capable of providing criteria for teaching about NoS from the specific context of the Biological Sciences. Finally, the third pillar is the pragmatic conception of models as epistemic artifacts put forward by Knuuttila. We believe that this author's proposal best considers the different ways in which models are used in scientific work. Through this view we can also consider them as concrete objects with which we can interact, work and generate knowledge. We understand that the MIBioEC has the potential to promote teaching and learning about different aspects of scientific knowledge and their construction and acceptance that are present in the Biological Sciences. To illustrate this potential, we present an example of its use to provide teaching on certains aspects of NoS from the history of cell theory.
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17
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MARCELO SILVA DE CARVALHO DELFINO
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IMAGES OF SCIENCE: EDUCATIONAL CINEMA AND SCIENTIFIC SPEECH IN THE VARGAS ERA (1930-1945)
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Líder : OLIVAL FREIRE JUNIOR
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MIEMBROS DE LA BANCA :
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OLIVAL FREIRE JUNIOR
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LUIZ CARLOS SOARES
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VICTÓRIA FLÓRIO PIRES DE ANDRADE
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Data: 01-oct-2019
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Resumen Espectáculo
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The Brazilian Educational Cinema is defined as a film genre that was established in the first half of the twentieth century, and its national legal support established in the government of Getúlio Vargas, more specifically in 1932, from the promulgation of decree 21.240 / 32, and It focuses mainly on the use of documentaries to help the school process of teaching, or to transmit knowledge of various shades to the general public. Educational Cinema is strengthened in Brazil through the performance, above all, of scientists and educators linked to the Escola Nova Movement, who sought a transformation in the traditional forms of education, while seeing in the cinematic potential a way of putting their own education into action. modernization agenda of the country and its population. Film studies from a cultural perspective have grown exponentially since the 1980s, with a growing focus on the “cinematic fact” or the entire contextual construction in which films are embedded. In this way, the construction of a film is analyzed not only as an artistic or communicational act, but focusing on which contexts, articulations, representations and social, political and cultural attributions the cinema carries in itself. In the case of Educational Cinema, an analysis of this aspect allows us to understand how this tool was used in congruence with a scientific discourse in Brazil in the first half of the twentieth century, aligning this work with recent trends in studies of film history and history of science. In this work, divided into two chapters, we will deal with: in chapter 1, the general bases that allowed the structuring of the Brazilian Educational Cinema, identifying the main legal frameworks - especially occurred in the educational reforms of some states - as well as identifying the main international influences that guided this process in Brazil. Chapter 2 will discuss the influences of physician and anthropologist Edgard Roquette-Pinto, a frequent advocate of Educational Cinema as a form of popularization of scientific discourse in the process of consolidation of this type of cinema. Roquette-Pinto pioneered the use of cinema as an educational tool, and her entire career is marked by the exchange between science - especially natural science - and cinema. An approach to Roquette-Pinto's main professional initiatives will be contextualized with discussions about the moral and political construction embedded in the films.
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18
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DIEGO DE BRITO LIMA
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AN EDUCATIONAL CURRICULAR MATERIAL BASED ON A SOCIAL ISSUE ON GENETICS, RACE AND RACIAL QUOTAS
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Líder : JUAN MANUEL SANCHEZ ARTEAGA
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MIEMBROS DE LA BANCA :
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CLAUDIA DE ALENCAR SERRA E SEPULVEDA
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BARBARA CARINE SOARES PINHEIRO
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JUAN MANUEL SANCHEZ ARTEAGA
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DOUGLAS VERRANGIA
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Data: 04-oct-2019
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Resumen Espectáculo
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This research used the methodological approach of design research to investigate characteristics that an Educational Curriculum Material (ECM) can provide to serve as an educational tool for teachers to promote the education of ethnic-racial relations in the teaching of Genetics in high school context of Basic Education. The ECM was developed based on the development and evaluation of a didactic sequence on inheritance and human genetic variability in the context of racial quota debates in Brazil. Investigating the characteristics of an ECM presupposes assessing whether the principles of development, theoretic statements that guide an educational innovation, attributed to the proposed sequence activities were sufficient to meet planned expectations. Thus, the first stage of the research, called the preliminary phase, consisted of the formulation of initial development principles and were elaborated based on a literature review. The second step, called the prototyping phase, includes the application of the didactic sequence and the analysis of the results of the application of this prototype. Data emerged from the application of the sequence and guided the production of the ECM. Such data were produced through documented observations in the field diary, audio and audiovisual records of the classes. The analytical units were selected through the elaboration of five teaching episodes. The analysis of the results produced in this work indicates that, of the development principles formulated, four of them had positive results, that is, they can guide the construction of other didactic sequences. Another two of the principles can be used with the necessary considerations to deal with contradictions and problems presented in their application.
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19
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ANAMARIA MIGNEZ MARTINEZ DE SOUZA
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Physics Teaching Laboratory Potentialities as an inclusive teaching tool for Deaf students
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Líder : MARIA CRISTINA MARTINS PENIDO
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MIEMBROS DE LA BANCA :
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AMANDA AMANTES NEIVA
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Frederik Moreira dos Santos
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MARIA CRISTINA MARTINS PENIDO
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Data: 02-dic-2019
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Resumen Espectáculo
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The implementation of inclusive policies is one of the current challenges of Brazilian education. With the arrival of the new century, there were changes and social restructurings, which demanded efforts for adaptation and development, of subjects who assumed their previously ignored positions in society, including the insertion of women in the labor market, the renewal of religious relations, the rights of persons with disabilities, among others. Thus requiring a new positioning of the school. And in this context, the scientific field cannot be neglected. In this paper we propose to analyze the potential with which the Didactic Laboratory of Physics Teaching can collaborate with the inclusive teaching of Deaf students. In order to know what has been discussed by authors in the field and what they attribute to this teaching tool focusing on inclusive teaching. To develop this question we first look at the historical and social construction of inclusive policies in order to clarify the more subjective nuances that involve developing work in this scenario. We also consider it is necessary to take a close look at the issues of deaf culture in order to educate the reader about what we consider extremely necessary for those who intend to work with deaf students. During the research, we identified the potential of the didactic laboratory for the inclusive teaching of deaf students, pointed out in the works carried out in the last decade and published in the main magazines and events in the area. The choice for such vehicles was given that we believe that in them, knowledge will be more democratized and accessible to teachers, who face this demand in the basic education system, when compared to theses and dissertations for example. The search was done in the annals of the 3 main events in the area of physics education; ENPEC, EPEF and SNEF, and was based on the title of the works and keywords, searching for the words; inclusion, deaf, non-hearing and hearing impaired. In addition to the events, we searched the CAPES periodical portal and through academic google, for articles that worked on the didactic laboratory for teaching physics and the inclusive education of deaf students. Then the works found were filtered by the abstract and made the investigation through their documentary analysis. The purpose of the research is to deal with the didactic laboratory and the inclusion, so we selected the works that mentioned experimentation, experiments, practices and laboratory for a deeper reading. We found articles that worked with laboratory practices with deaf students, from an inclusive perspective. We look at the surveys made by the authors to list the potential contributions of the didactic laboratory to inclusive education.
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20
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ANA RUTH RODRIGUES DE JESUS
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Design Principles for Science Education (Theme: Vaccination).
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Líder : REJANE MARIA LIRA DA SILVA
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MIEMBROS DE LA BANCA :
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REJANE MARIA LIRA DA SILVA
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ROSILEIA OLIVEIRA DE ALMEIDA
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YUKARI FIGUEROA MISE
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Data: 06-dic-2019
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Resumen Espectáculo
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Health education, in addition to the longstanding challenge of transpose the biomedical approach, behavioral change and disease cure education, currently faces a disbelief in science that ultimately affects some of the most important health measures, such as the vaccination. There has been a recent fall in the rate of vaccination coverage and one of the causes is this movement anti-science and anti-vaccine and the lack of awareness of the need to vaccinate even in the case of almost or already erratic diseases. Thus, it becomes important to rethink how this issue has been worked on and taught in schools. However, even in the face of such a scenario, few studies address this issue. Given this is that the present work was developed, thinking about studying guidelines (design principles) for teaching this subject. Throughout the work were developed, justified and evaluated, based on the design research methodology, three design principles that guided the development of a didactic sequence, applied in a real teaching situation. The applicability of these principles were evaluated, and two of them were evaluated as feasible, namely: (1) Adoption of a socioecological approach to health teaching and (2) Use of historical narratives regarding the process of development and use of Vaccines. The third principle (3) The use of an explicit approach to Science Characteristics, with an emphasis on the development of new technologies, needs to be rethought for the next cycle and further discussion of what is evidence and fact in science. We also believe that it is important to add the discussion of the obligation of vaccines. Thus, the principles were applied without the need for a large amount of time spent by the conducting teacher, and were thus considered as applicable. It is also necessary to rethink the amount of classes required for the application of the principles, since the four classes required for the application of this sequence were considered costly in view of the school calendar and its learning demands.
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21
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ISMAEL SANTOS LIRA
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The performativity device in a pedagogical intervention program for mathematics teaching
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Líder : JONEI CERQUEIRA BARBOSA
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MIEMBROS DE LA BANCA :
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ANDREIA MARIA PEREIRA DE OLIVEIRA
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CELI APARECIDA ESPASANDIN LOPES
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JONEI CERQUEIRA BARBOSA
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Data: 09-dic-2019
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Resumen Espectáculo
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This study has as its object of study activities related to the teaching of Mathematics developed by the Municipal Secretary of Teresina (PI) in partnership with the Alfa and Beto Institute through a Pedagogical Intervention Program. It is organized as a collection of two articles: in the first article, we seek to characterize the principles of the performativity device of a pedagogical intervention program for the teaching of mathematics in the early years developed in the city of Teresina (PI) in partnership with Instituto Alfa and Beto. In the second article, we present a study that sought to understand the way teachers recontextualize the aforementioned Pedagogical Intervention Program. These are two qualitative studies in which data were collected through observations, document analysis and semi-structured interviews. The results of the first article point to three principles as regulators of activities related to the teaching of mathematics developed in the studied context: monitoring the execution of class scripts, training students to perform external evaluations, the award as a stimulus to performance improvement. In turn, the results of the second article indicate that participants recontextualize activities advocated by this program including other activities designed by themselves to meet Prova Brasil descriptors and performing textual transformations to meet the student leveling policy by performance standard. expanding them or associating them with others elaborated by themselves and operating variations in the rhythm to adapt it to the specificities of each class.
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Tesis |
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1
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ANDRÉ CARNEIRO MELO
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BIODIVERSITY: NARRATIVES, DIALOGUES AND TRAINING OF COMMUNITY / SCHOOL KNOWLEDGE IN A KILOMBALL TERRITORY OF THE BAIAR SEMIÁRID
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Líder : MARCO ANTONIO LEANDRO BARZANO
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MIEMBROS DE LA BANCA :
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MARCO ANTONIO LEANDRO BARZANO
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CLAUDIA DE ALENCAR SERRA E SEPULVEDA
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BARBARA CARINE SOARES PINHEIRO
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CELSO SANCHEZ
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DINALVA DE JESUS SANTANA MACÊDO
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Data: 25-mar-2019
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Resumen Espectáculo
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The main goal of this thesis is to identify and value other ways of thinking and being in the world that consider the space of possibilities that dynamize the connection of human beings in symbiotic processes with biodiversity, signaling the meaning and forms that science/biology teaching can assume in the context of the quilombola territorial singularity from Barreiros de Itaguaçu/BA. The challenge proposed in this dissertation is also based on the articulation between quilombola education and science/biology education, and for this, it is considered the need to think of quilombola education based on the contexts of territorial use, on the appropriation of nature, on the ethnicity, the knowledge of biodiversity and the biocultural memory present in the subjects' narratives, since these elements constitute the daily experience of those who inhabit quilombola communities and should be articulated to the teaching of sciences in order to construct methodologies that provide learning, with dialogue between knowledge as a starting point. These relations go beyond those that formal knowledge, with its dichotomies and its need for order, perceives and accepts as existing. The field research was based on semi-structured interviews, participant observations, document analyzes, conversation circles, photographic records and field journal annotations. I articulate a decolonial research perspective and envisage the possibility of understanding biodiversity added to a regional cultural production of territories, valuing the material and immaterial culture of local communities and demonstrating that biodiversity is not only a product of nature, but is also a product of humans’ societies and cultures actions, particularly, of traditional societies. It is from this analytical framework that I maintain in this dissertation that biodiversity belongs to both the natural and cultural domain and I consider important to draw attention here that is this biocultural universe, as a kind of knowledge, that allows communities belonging to the quilombola territories to understand it, to mentally represent it, and to handle it.
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2
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VANESSA CARVALHO DOS SANTOS
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FOR A TRANSFORMATIVE LEARNING: CONTRIBUTIONS OF A CONCEPTUAL RESEARCH FOR CRITICAL AND RECONSTRUCTIVE SCIENCE EDUCATION
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Líder : CHARBEL NINO EL HANI
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MIEMBROS DE LA BANCA :
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CHARBEL NINO EL HANI
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NEI DE FREITAS NUNES NETO
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ROSILEIA OLIVEIRA DE ALMEIDA
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MURILENA PINHEIRO DE ALMEIDA
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CRISTIANE MARIA CORNELIA GOTTSCHALK
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DALIA MELISSA CONRADO
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Data: 25-mar-2019
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Resumen Espectáculo
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This thesis presents a conceptualization of transformative learning seen as learning capable of promoting personal, cultural and social change. To that end, it applies a form of conceptual analysis associated with the philosophy of Ludwig Wittgenstein to a critical reconstructive perspective in science education research. Sociocultural approaches to science education that aim toward some kind of scientific literacy for an ethically and politically engaged and socioenvironmentally responsible citizenship converge on the thesis that every critique of the form of enculturation in science must be made in the light of a critique of science and society. Such broad critical stance is envisioned within reconstructive perspectives and agendas which seek to reimagine and reconstitute education and science with aspirations of deep-rooted social change. The emphasis on reconstruction (beyond critique) entails orient science education towards sociopolitical action. Each in its own way, the curricular and pedagogical proposals with this bias culminate in the notion of a transformation in attitudes, behaviors, values, beliefs and actions that is incorporated into learning. However, there is a lack of theoretical elaborations on transformative learning. In addition, there are little clarity and confusion about the concepts and principles in terms of which researchers and practitioners of activist science education spell out their understanding of the nature of such learning. Based on Wittgenstein's methodological ideas regarding conceptual investigation and in an outlook of his approach to learning and his attitude towards moral and existential issues, vital to personal and social autonomy and responsibility, the first chapter of the thesis discusses the relevance of this philosopher to education, and to science education theory in particular, in the current critical juncture, marked by social and environmental problems and, therefore, where clarity of thinking and action is most urgently needed.
For its part, the examination of transformative learning developed in the subsequent chapter using an approach to learning that focuses on participation in social practices, here adopted as a theoretical framework for activist science education, utilize remarks by Wittgenstein to weave a conceptual critique to the participationist perspectives of Troy Sadler and Derek Hodson. The third and final chapter applies Wittgensteinian conceptual investigation to design our own approach to transformative learning, developed in dialogue with, and partly based on, Anna Sfard's discursive participationist approach, which also take Wittgenstein as her main philosophical inspiration. In sum, this thesis defends that transformative learning can be seen as a process of human development that embraces the struggle against dogmatism, going from the imagination of new ways of living and signifying the world to the telling of identities, as stimuli for self-reflection and change. In the wake of a moral and existential sociology developed as a cultural sociology of action, this work comes to the conclusion that the connection between culture, learning and personal change amounts to a connection between culture and agency, and thus links social action to social change.
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3
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BRENO PASCAL DE LACERDA BRITO
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The Role of Values in Acceptance and Proposal of Theories and Models in Biological Sciences - A Contribution From Epistemology
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Líder : CHARBEL NINO EL HANI
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MIEMBROS DE LA BANCA :
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CHARBEL NINO EL HANI
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EROS MOREIRA DE CARVALHO
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Frederik Moreira dos Santos
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HUGH MATTHEW LACEY
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NEI DE FREITAS NUNES NETO
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WALDOMIRO JOSE DA SILVA FILHO
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Data: 29-mar-2019
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Resumen Espectáculo
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Biological Sciences have increased in importance over the last decades, mainly due to an increase in the phenomena that this area proposes to study and the increase of practices where biological knowledge is necessary. Because of this, Biology has faced the need to understand the practice of biologists, qua scientists, especially about the choice of their Theories and Models. In this way, there is an growing demand in the area about understand what role the values play in this practice. In this debate, there are two possible positions: the first argues that only epistemic values should have influence in this practice; and the second argues that both epistemic and non-epistemic values play a role in the practice of biological sciences. Between that debate, the second position manages to present a greater capacity to explain the Biological Sciences practices, without ignoring the questions of
the World of Life, increasingly pertinent to Biological Sciences. Among these models, we can highlight the RVS model, by Hugh Lacey, who argues that scientific practice can be understood in logical moments, which accepts different values given the purpose of each moment. The RVS model has an ability to explain a wide range of phenomena in Biological Sciences practices and is able to overcome criticism that other models are not so robust to face. We can highlight among the answer to these criticisms, for example, the non-confusion of the moments of application and acceptance of Theories or Models T and how and which values act at these different moments. Another point is the ability of RVS to articulate explanations for scientific conduct without being restricted to the use of non-epistemic values, but without any time discarding the importance of them. However, the SVR, like the other models that seek to explain the role of values in the sciences, when talking about how the selection of scientific theories and models occurs, focuses only on the expression of epistemic values in T. However, this posture cannot be translated into clear criteria of why T was selected, it is not empirically feasible to compare the expression of values in rival Theories, either by the lack of a method to say which T has the highest set of values or how to compare different values with expression different from its degree. In order to solve this problem, we propose that the question of the selection of T should be analyzed from the perspective of the Epistemology of Virtues. Thus, we argue that a good theory or model would be one that was chosen by a Competing Epistemic Agent. To do so, the Agent must be able to use his reflexive ability to access the reasons that lead him to accept T and thus be able to articulate them rationally with the epistemic values of an epistemic community to which he belongs. In this way the virtuous Epistemic Agent, when performing an suitable performance, will generate a greater understanding about the phenomenon that T approaches and indicating that it is, compared to others based on the information that the Agent has access, the best Theory or Model to be accepted. We further argue that this Agent must act according to the Principle of Epistemic Precaution in evaluating T because in this way he will be more zealous of the possible epistemic risks associated with his performance and being a more critical and responsible agent in his process of acceptance. Therefore, we propose a review of the RVS model by the focus of the Competent Epistemic Agent, and which would allow overcome its criticism. This favors a new proposal of Attitude cognitive, called Reflective Assessment, where the Agent must in evaluating T, make use of his reflection for better adaptation of T and articulate his reasons according to the epistemic values of an epistemic community that he is part of, that is possibly composed of epistemic pairs, that accepts the exchange of values, the debate and the rational dissent and that favors the publicity of its information. By assuming the Reflective Attitude, the agent is then able to judge responsibly whether to accept, reject or suspend the value of T from the evaluation of the best understanding of T. Finally, we conclude that the use of the concepts and perspectives of Epistemology to address the problems of the role of values in science has proved quite useful. From this perspective, it is possible to defend the position of the analysis focus on the Agent rather than the theory, which changes the perception that we should have of the possibility of Autonomy and Impartiality for an Autonomy and Epistemic Impartiality. That is, not ideal, more epistemic values associated with the virtuous Epistemic Agent, capable of achieving higher value epistemic purposes, since they are more reliable and of which the Agent can be responsible and defend critically.
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4
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MÁRCIA AZEVEDO CAMPOS
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A DIDACTIC SEQUENCE FOR THE INTRODUCTION OF THOUGHT ALGERY NO 6th. YEAR OF FUNDAMENTAL TEACHING
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Líder : LUIZ MARCIO SANTOS FARIAS
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MIEMBROS DE LA BANCA :
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ANDREIA MARIA PEREIRA DE OLIVEIRA
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EURIVALDA RIBEIRO DOS SANTOS SANTANA
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GEILSA COSTA SANTOS BAPTISTA
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ITAMAR MIRANDA DA SILVA
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IZABELLA OLIVEIRA
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LEANDRO DO NASCIMENTO DINIZ
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LUIZ MARCIO SANTOS FARIAS
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ROSEMEIRE DE FÁTIMA BATISTELA
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SANDRA MARIA PINTO MAGINA
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TANIA CRISTINA ROCHA SILVA GUSMAO
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Data: 29-mar-2019
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Resumen Espectáculo
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We present a Didactic Sequence, by the methodological assumptions of Didactic Engineering, containing problem solving activities with natural numbers. This presents problems that we present from the textbook in use and that we elaborate from the studies carried out, as well as didactic moments that aim to analyze what conditions and restrictions act on the implementation of this Sequence in the 6th. year of Elementary School, aiming at the development of algebraic thinking. We outline as general objective: to investigate what contributions and conditions and restrictions of implementation of a Didactic Sequence - elaborated for the teaching of operations with natural numbers, in the 6th. year of Elementary School and with problems solving activities for the development of algebraic thinking; and as specific objectives: (a) to analyze the conditions and constraints for the development of algebraic thinking from problems of operations with natural numbers; (b) investigate strategies mobilized by students from oral and written productions in solving problems with natural numbers that indicate the development of algebraic thinking; (c) to analyze the written and oral productions of the students in the answers given to the proposed problems regarding the development of algebraic thinking. We interweave our research to a qualitative approach, of an interpretive nature that seeks to know, describe and analyze the actions of students and the reasoning that mobilize when they are faced with problems that may evoke algebraic thinking. The contribution to the analysis came from the Anthropological Theory of Didactics in the studies of Chevallard, Bosch, and their collaborators; Kaput; Kieran; Squalli: Radford; Almeida; Oliveira and Câmara, Duval, among others. This research was carried out in a state public school in the interior of Bahia, with 111 students, who participated in three phases of experimentation. Results indicate that thinking algebraically manifests itself mainly by manipulating unknown objects analytically as if they were known; in the ability to establish relationships between the data of a problem; evoking non-ostensible objects from the ostensible ones present in the problems, meaning them. Arithmetic problems proved to be conducive to the establishment of relations that indicated the development of algebraic thinking, in terms of sequential, equational, equilibrium, and functional reasoning, the latter with more difficulty of perception. It was under the use of algebraic resolution strategies with the use of letters and symbols, it is justified because they are not yet formally introduced in algebra by the curriculum they obey. We consider that algebraic thinking is not necessarily associated with the use of these elements. Considerations of the study indicate that the way the activities are proposed to the students, their conduction, exploring ostensible and varied records of semiotic representation, such as the natural, iconic and numerical language, contribute to the development of algebraic thinking. We thus find evidence to validate our sequence, discussing it by the theoretical bases and referring to the domains of algebra, and thus promoting knowledge.
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5
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MÔNICA SILVEIRA
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CRITICAL THOUGHT OF TECHNICAL COURSE STUDENTS ON CTS RELATIONSHIPS IN ALTERNATE CURRENT EDUCATION
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Líder : ELDER SALES TEIXEIRA
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MIEMBROS DE LA BANCA :
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ALESSANDRO FREDERICO DA SILVEIRA
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ANDREIA MARIA PEREIRA DE OLIVEIRA
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DIELSON PEREIRA HOHENFELD
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ELDER SALES TEIXEIRA
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JOSE FERNANDO MOURA ROCHA
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Data: 02-abr-2019
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Resumen Espectáculo
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Teaching with a focus on Science, Technology and Society (STS) can be employed in the perspective of modifying individual values, stimulating autonomy and critical thinking (BARBOSA; BAZZO, 2014), with critical thinking (CT) representing deep analysis, questioning, discussion of problems and search for suitable solutions (CARRAHER, 1999; LIPMAN, 2003). The research proposes the application of the STS approach from an alternating current content to mobilize the critical thinking of students of technical course. In order to reach this goal, a didactic sequence (DS) was developed, considering the chain of activities around a problem situation (GUIMARÃES; GIORDAN, 2013) that promote understanding of STS relations and CT development. The analysis of the perceptions about the STS relations and the CT level of the students was made through two questionnaires applied before and after the DS, elaborated from news published on the internet with the option of choosing opinions about them. The selected opinions and justifications for the choice formed the database for the analysis of STS categories and CT levels. Most DS activities were based on a problem situation (simulated case) which is considered by Freire (2007) as a typical activity of the STS approach and education for the expansion of critical thinking. The activities involved discussion of video clips, expository class, group discussion, individual research and debate. It was possible to perceive that the activities had little influence in the students' perception about the STS relations. However, regarding the level of critical thinking, it was possible to perceive a timid but positive change. The results indicate that the application of a DS with a STS approach can improve the students' critical thinking level.
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6
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AYANE DE SOUZA PAIVA
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PRINCIPLES OF DESIGN FOR THE TEACHING OF CELL BIOLOGY: CRITICAL THINKING AND SOCIOPOLITIC ACTION INSPIRED IN THE CASE OF HENRIETTA LACKS
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Líder : ROSILEIA OLIVEIRA DE ALMEIDA
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MIEMBROS DE LA BANCA :
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BARBARA CARINE SOARES PINHEIRO
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CHARBEL NINO EL HANI
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KAROLINA MARTINS ALMEIDA E SILVA
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NEI DE FREITAS NUNES NETO
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PEDRO GUILHERME ROCHA DOS REIS
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ROBERTO DALMO VARALLO LIMA DE OLIVEIRA
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ROSILEIA OLIVEIRA DE ALMEIDA
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Data: 12-abr-2019
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Resumen Espectáculo
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Starting from the problematic that the cell biology teaching has been developed in a conceptualist and scientism way, with little or no space for the historical, epistemological and axiological discussion of science, this research sought to develop, from the Freirean philosophical grounds, the Science-Technology-Society-Environment educational perspective and the use of Socio-Scientific Issue, a teaching proposal - with generalizable design principles - that promote the debate about an ethical problem of othering negative, focusing on racism, sexism and class oppression. Such negative othering are revealed substantially in the Henrietta Lacks' case - a woman, black and poor who had cervical cells used for cancer research without her knowledge and consent in the context of segregationist laws in the first half of the twentieth century, in the United States. Researches that evidence the absence of school approaches that discuss ethics are not uncommon, while many studies emphasize the importance of triggering this type of discussion for student critical thinking. Thus, this work aimed to investigate the design principles of a teaching sequence about mitosis and cancer, inspired by the history of Henrietta Lacks, designed to promote critical thinking skills and sociopolitical action proposition by high school students. More specifically, we aim to: a) to analyze cell biology approaches proposed for High School, through a review of the didactic experiences reported in the specialized literature; b) to analyze forms of othering based on the articulation between racism, sexism and class oppression present in the Henrietta Lacks’ case; c) to develop design principles of a teaching sequence about cell biology, to mobilize content in different dimensions, with the objective to promote critical thinking skills and sociopolitical action proposition by high school students; d) to analyze the implications of the previous validation process of a teaching sequence on mitosis and câncer, by biology teachers and feminists, for the development of an Educational Design Research, and e) to investigate design principles for the teaching of mitosis and cancer of a teaching sequence that aims to promote critical thinking skills and sociopolitical action proposition. From a collaborative work and adopting a qualitative approach, we developed this research based on the Educational Design Research, contemplating the preliminary phase, in which we carry out analyzes on the context and the needs, the development of a conceptual framework based on literature and teacher knowledge, systematized through the answers to the specific objectives a, b and c. We also developed the prototyping phase, through the design of the didactic intervention, the validation of the same by teachers of biology and feminists and the investigation of the design principles, contemplating the objectives d and e. Thus, a prototyping cycle was carried out with formative evaluation for the improvement of the intervention, through which we analyzed the potentialities and the limits of empirically tested design principles in the real context of the High School classroom of the Instituto Federal da Bahia, Campus Camaçari. This research was conducted by analyzing the reach of planned teaching expectations, using four specific analytical tools: focus group interactional analysis, critical discourse analysis,analytical tool on developing critical thinking skills, and analytical tool on the elaboration of proposals of sociopolitical action. The results point to a set of evidences that indicate the validity of the three design principles investigated. However, for each design principle and its expectations, some ways of improving teaching practices were listed to better meet the expectations that were expected, aiming at iteration in future studies. We hope that our research contributes to the teaching of biology articulated with the education of ethnic-racial relations, which promotes gender equity and is committed to positive social transformations.
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7
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FERNANDO OSVALDO REAL CARNEIRO
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THE INTER-RELATIONS BETWEEN PHYSICS AND MATHEMATICS: EVIDENCES IN EXTEMPORARY DIALOGUES OF GALILEO, NEWTON AND THE FRENCH SCHOOL IN THE CONSOLIDATION OF AN APPROACH TO PHYSICS EDUCATION IN BRAZI
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Líder : MARIA CRISTINA MARTINS PENIDO
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MIEMBROS DE LA BANCA :
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DEMETRIO DELIZOICOV NETO
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LUIZ MARCIO SANTOS FARIAS
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MARIA CRISTINA MARTINS PENIDO
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MAURICIO PIETROCOLA PINTO DE OLIVEIRA
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OSVALDO FROTA PESSOA JUNIOR
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Data: 17-abr-2019
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Resumen Espectáculo
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We discuss issues that are relevant to the field of Teacher Education, focusing on the History of Physics Teaching and take into account the influences on how we use Mathematics in Physics Teaching. The research is justified by the existence of the need to understand why Mathematics has specific functionality of methodological performance, within the scope of Physics Teaching, and may cause permanent pedagogical obstacles. In the research, we investigate and classify a set of historical-epistemological dimensions, arising from specific historical-philosophical moments, which relate to the constant relationship between Physics and Mathematics where the extemporaneous dialogues, proposed by the specific works of Galileo, Newton and mediation of the French School. We try to analyze how the transformation of the thinking style present in the Galilean and Newtonian epistemologies occurred in the physics teaching of the French School in the 19th and 20th centuries and its consequent reception in Brazil. The paths taken to reach this objective were permeated by a theoretical study of documentary evaluation of historical sources in the light of the analysis of the Fleckian categories in order to understand what might have led to this consolidation present in the teaching of physics , nowadays in Brazil. We have brought results that may refer us to the more coherent ways of using Mathematics in Physics Teaching, thus evidencing a naive conception of this relationship on the part of the involved peers. For all this, we broaden the critical view about these historical-epistemological dimensions, used in the training courses of physics teachers in Brazil.
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8
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AIRAM DA SILVA PRADO
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PROCESSES OF PRODUCTION OF EDUCATIONAL CURRICULAR MATERIALS IN A PROFESSIONAL COMMUNITY OF TEACHERS TEACHING MATHEMATICS
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Líder : ANDREIA MARIA PEREIRA DE OLIVEIRA
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MIEMBROS DE LA BANCA :
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ANDREIA MARIA PEREIRA DE OLIVEIRA
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MARCO ANTONIO LEANDRO BARZANO
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LYNN ROSALINA GAMA ALVES
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JONEI CERQUEIRA BARBOSA
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VICTOR AUGUSTO GIRALDO
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THIAGO PEDRO PINTO
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Data: 06-may-2019
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Resumen Espectáculo
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The present investigation has as a general theme the processes of production of educative curricullum materials in a professional community of professors who teach mathematics. Participated from this experience, researchers and/or trainers, professors who teach mathematics and future teachers, who met periodically in order to elaborate educative curricullum materials on mathematics whose purpose was to support learning of teachers . Three objectives guided the course of the investigation: Identify and describe how mathematicals concept realizations are recontextualized by a community of teachers who teach mathematics; To analyze how the processes of recontextualization of texts of the schools “forms of life” reorganize language games of school mathematics in an educative curricullum material; Describe and characterize a strategy for the development of educative curricullum materials as a process of desobjetification of mathematical concepts. In the way of these objectives, the present research follows a qualitative approach, whose data were produced through observations and documents. We identified and analyze, inspired by the Wittgensteinian notions of language games, rules and forms of life, as well as in the notion of pedagogical recontextualization of Basil Bernstein and the desobjetication of Anne Sfard, the communications of professors who teach mathematics, when they participated in discussions with a view to constructing an educativel curricullum material for the teaching of mathematical concepts. The results suggest that the stages of development of this material can be described by four interrelated processes: recontextualization, reverse recontextualization, desobjetification in realizations in the context and desobjetification in achievements possible . Through the processes of recontextualization and reverse recontextualization, we describe how teachers displaced texts from academic and school forms of life for the context of MCE production. This movement of texts promoted variations in the set of rules that regulate the language games of school mathematics expressed by the MCE, maintaining specific power and control relationsover the uses of language in the material produced. In the third and fourth processes, we describe how teachers established associations between uses of concepts in different language games and routines that are common in school forms of life in order to delineate the educational characteristics of MCE. In the desobjetification in realizations possible, we describe how teachers associated moved realizations of academic forms of life with the uses and habits established in literature as typical of school forms of life. In the desobjetification in achievement in the context, teachers associate the use of words and symbols by specific students, in particular contexts, with the routines in which students perform to produce mathematical narratives. As implication, we suggest that the description of such processes shifts the attention of the MCE production field to the participation of professors in different forms of life as a reference for the development of MCE, overcoming a tendency of the MCE developers to establish the educative characteristics from theoretical categories derived from the
theories of knowledge. Finally, we point out that such a description allows greater visibility of researchers and professors to communications in the classroom as a structuring of the educative characteristics in the texts of the MCE, constituting also a viable methodology for the development of this type of curricular material.
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9
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MARIANA FERNANDES DOS SANTOS
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THE TEACHING TRAINING FOR THE LETTERS: subjects and identities in the linguistic practices of academic genres in a course of Physics.
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Líder : MARIA CRISTINA MARTINS PENIDO
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MIEMBROS DE LA BANCA :
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ISABEL GOMES RODRIGUES MARTINS
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LUZIA MATOS MOTA
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LYNN ROSALINA GAMA ALVES
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MARIA CRISTINA MARTINS PENIDO
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RAQUEL NERY GOMES LIMA
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ROSILEIA OLIVEIRA DE ALMEIDA
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Data: 10-may-2019
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Resumen Espectáculo
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Human interaction occurs in all spheres of society through the predominance of certain discursive / textual genres. In the university sphere, these interactions occur through the academic genres. These genres are representative elements of academic discursive practices, whose appropriation is a primordial condition for the academic literacy process of university students. Academic literacy is the place to learn it and enunciate it in contexts of localized uses of the language (gem) - discursive practices of reading, textual production and orality - governed by discursive / textual (oral and written) genres - academic contexts of / for vocational training. These discursive practices point to language as mediator of didactic exchanges in the university, constituting itself as an important means for articulating didactic-pedagogical and academic knowledge in teacher education. This thesis presents a doctoral research developed with the objective of understanding the function that the academic literacy occupies initial training of teachers of the licentiate in Physics of the Federal University of Bahia. The study is the result of a research of qualitative method and empirical modality, that used for data generation the documentary analysis of the following materials: national document (National Curricular Guidelines for initial teacher training in Physics) and institutional of the Physics course of UFBA (Produced in the curricular components of Methodology and Practice of Physics Teaching I and II, of the degree and of the university under study.) The research was based on the theoretical and methodologically in the Discursive and Textual Genres in the context of the dialogical conception of language and in the socio-historical studies of the articulated Letters to the discussions of Applied Linguistics.We mobilized for the documentary analysis, the theories that work in this study, focusing on how and what is or not recommended in the official national documents (directives), institution in the case of academic-pedagogical documents (written discursive / textual genres), as this process occurs in the teaching of physics at UFBA. The results of the research indicate that: a) the function of academic literacy in the
faculty formation of the degree in Physics of UFBA is of academic socialization and that it is necessary that reflections are made so that this reality moves; b) Language as an object of teaching and / or mediation in training acts in the constitution of a social pedagogy of language that represents through the academic genres the processes of construction of teaching literacy; c) The academic, teaching and scientific literacies establish an intersection that favors an interdisciplinary and intercultural perspective formation; d) The national and institutional documents for the undergraduate study indicate the need to rethink the training of physics teachers; e) The academic genres produced by teachers in physics education demonstrate the complexity of the linguistic uses in the formation of degrees and the role they play in the training profile of teaching. In this way, it is possible to affirm that the written academic genre promotes (re) making reflections with a view to (re) identity configurations of teachers in initial formation.
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10
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TATIANA SANTOS ANDRADE
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APPROPRIATION OF TRAINING ASPECTS OF LICENSES IN CHEMISTRY BY WRITING, REPRINTING AND MEDIATION OF THE READING OF SCIENTIFIC FICTION ACCOUNTS.
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Líder : NELSON RUI RIBAS BEJARANO
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MIEMBROS DE LA BANCA :
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BARBARA CARINE SOARES PINHEIRO
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ERIVANILDO LOPES DA SILVA
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LUÍS PAULO CARVALHO PIASSI
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MARCELO PIMENTEL DA SILVEIRA
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NELSON RUI RIBAS BEJARANO
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WILMO ERNESTO FRANCISCO JR
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Data: 24-may-2019
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Resumen Espectáculo
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The research proposes to investigate the degree of appropriation of formative aspects of chemistry graduates participating in the Initiation to Teaching Program, Federal University of Sergipe, through writing, rewriting and mediation of the reading of science fiction short stories. As contributions to discuss the use of science fiction literature in science teaching, we use national and international authors who have subsidized the latest research that seeks to interrelate between Science and the Genre of Science Fiction. As a theoretical basis we rely on the perspective of liberating education and Paulo Freire's thematic research, in addition to discussing some aspects regarding the educational needs of science teachers, as well as about the Initiation to Teaching program and its role in this context. Data were collected through documents and non-participant observation. The documents analyzed were the written and rewritten short stories, as well as the thematic workshops elaborated by the licenciandos for the mediation of the writings in the classroom. We selected the short story because it is a fast reading genre, not tiring. The analysis of appropriation occurred through the Bakhtinian discursive way, and the appropriation is perceived when the subjects re-signify the concepts by making them their own, in an enunciative process where the "words of others" are reworked in a dialogical way to the point that they become "my other words". We perceived that appropriation occurred to a greater or lesser degree for different formative aspects and, therefore, three emergent categories were created called low appropriation, intermediate grade and abstract degree so that we could differentiate such degrees. From the analyzes carried out for the first data stage, we can affirm that the process of writing and rewriting contos contributes to the appropriation of formative aspects that encompass the conceptual and pedagogical field and contextualization as a bridge between literature and science, besides contributing with the promotion of writing skills and of fostering creativity.
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11
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LETICIA DOS SANTOS PEREIRA
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Elements for a (new) biography of Wilhelm Ostwald
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Líder : OLIVAL FREIRE JUNIOR
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MIEMBROS DE LA BANCA :
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OLIVAL FREIRE JUNIOR
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JOSE LUIS DE PAULA BARROS SILVA
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ARTUR JOSE SANTOS MASCARENHAS
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MARCIA HELENA MENDES FERRAZ
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GISELA BOECK
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CLIMERIO PAULO DA SILVA NETO
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Data: 12-jun-2019
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Resumen Espectáculo
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The Contemporary History of Science has shown us that science is a collective enterprise. This change in historiography happened when historians of science abandoned panoramic histories, scientific hagiographies and whig narratives to write narratives portraing the complexity of knowledge production in several contexts. However, historiography shows to be possible presenting the production of science through histories of individuals that, being themselves historical actors, they are the materialization and intersection points of the many social spheres connected to scientific practice. Maybe for this reason the biographical writings are so recurrent in history of sciences. Additionally, some characters are so fascinating that we are frequently seduced to write about their trajectories. An example of these characters is the Baltic-German chemist Wilhelm Ostwald (1853-1932). In a context of deep sociopolitics, scientific and philosophical changes, Ostwald is one of the most complex and controversial figures of chemistry at the turn of the nineteenth to the twentieth century, being portrayed in several biographical works. These biographies show him as a multifaceted and, to a certain extent, contradictory character: at the same time that they highlight Ostwald’s role in popularization of physical chemistry, his achievements in this field are little explored in our viewpoint. Ostwald is eventually remembered for his Nobel Prize of Chemistry granted in 1909, despite the superficial presentation of his works in catalysis, which are considered the reason of his nomination by historians. His opposition to atomism and his relationship with energetic paradigm also is stressed in the biographies, but without much emphasis on how Energetics influenced his physico-chemical research. Such problems show us that Wilhelm Ostwald’s biography has many gaps, which prevents historians of science and the general public from understanding his legacy. Trying to fill some of these gaps, this doctoral thesis aims to answer some questions about Ostwald’s trajectory, which are not present or are little explored by literature. Based on previous works, we identify three questions not elucidated by the main biographies of Ostwald: 1. What are Ostwald’s contributions to the research on catalysis? 2. How Ostwald’s textbooks contributed for popularization of modern physical chemistry and his energeticist worldview? 3. What were the motivations for Ostwald's appointment to the Nobel Prize for Chemistry between 1904 and 1909? To answer these questions it was necessary the support of the main biographies about Ostwald and a varied literature on history of chemistry and history of science, in general. Also it was necessary to search primary sources, as Ostwald’s scientific articles, textbooks, correspondences and the documents concerning the Nobel Prize of Chemistry, namely nomination letters and reports from Nobel committee of chemistry. Finally, we hope that our research can motivate historians of science to revisit Wilhelm Ostwald’s biography without repeating some premises that obscure our understanding about his legacy in science.
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12
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JAMERSON DOS SANTOS PEREIRA
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LEARNING OF FUTURE MATH TEACHERS: A LOOK AT SOCIAL PRACTICE AND IDENTITY
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Líder : ANDREIA MARIA PEREIRA DE OLIVEIRA
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MIEMBROS DE LA BANCA :
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ANDREIA MARIA PEREIRA DE OLIVEIRA
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ELDER SALES TEIXEIRA
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LYNN ROSALINA GAMA ALVES
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MÁRCIA CRISTINA DE COSTA TRINDADE CYRINO
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VINÍCIUS PAZUCH
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Data: 06-ago-2019
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Resumen Espectáculo
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This work aimed to investigate how the learning process of mathematics teachers in initial formation happens when they engage in learning practices in a discipline on geometry and that aims at teaching in Basic Education. At this point, we sought inspiration from the theoretical assumptions of Etienne Wenger's (1998) social learning theory and some aspects of the situated learning perspective, through which we understand a possible characterization of learning through two theoretical constructs: social practice and identity. Notably, these two elements were able to describe part of the dynamics of learning processes, pointing them as a possible basis and characterization for the professional development of future geometry teachers, by the close relationship between the dimensions of what / how we do and who we can be in the process. For that, the classes of a discipline of a public university in the interior of Bahia were analyzed qualitatively. The data were produced by observation recorded in audio and video and recorded by the researcher by logbook, as well as by conducting interview at the beginning and end of the discipline. The results suggest the delineation of differentiated ways of learning and teaching geometric concepts, thus demarcating rich processes in their learning histories that are negotiated in the situations to which they were submitted. Therefore, the conclusion points to the need to delegate to the future teacher to negotiate in the act of his own participations and reifications when using the concepts of geometry, that is, the future teacher must investigate, question and raise hypotheses about "doing" in "doing" ". This movement collaborates in the sense of demarcating learning with an emphasis on the negotiation of meanings of geometry teaching situations in Basic Education as a natural, necessary and constant action, corroborating the perspective of the development of the subject throughout life.
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13
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ALAN SANTOS DOS SANTOS
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THE IMAGETIC DISCOURSE IN PHYSICAL EDUCATION:
GESTURES, MATERIALS AND THEIR MEANINGS IN THE TRANSPOSITION OF SCIENTIFIC KNOWLEDGE
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Líder : MARIA CRISTINA MARTINS PENIDO
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MIEMBROS DE LA BANCA :
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CASSIO BRUNO MAGALHAES PIGOZZO
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ELDER SALES TEIXEIRA
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GUARACIRA GOVÉA
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GUSTAVO RODRIGUES ROCHA
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JOSE LUIS DE PAULA BARROS SILVA
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MARIA CRISTINA MARTINS PENIDO
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Data: 12-ago-2019
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Resumen Espectáculo
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ABSTRACT We seek in this work an understanding about the constitution and use of the Imagetic Discourse that is developed by the teacher in physics classrooms. This theme receive its motivation of observations accumulated during the teaching experience, it is also from these experiences that the questions related to the divergent interpretations between students and teachers about the meanings attributed to the images in situations of the teaching of Physics arise. In philosophical terms, the images can become obstacles to scientific development, if not understood their role in this process, which calls for specific learning about their functions. In this sense, meanings constructed using images have been a growing target of discussions in various areas of knowledge, and here we are dedicated to the case of Physics Teaching, in a discussion about the construction of meanings through the signs that also contributes to give a glimpse above the theme in other areas of the teaching of the sciences in general. The discussions that we weave are based on our appropriation of the Semiotics theory proposed by Charles Sanders Peirce, who has a wide typology of signs and their interrelations, permeated by the ideas of Chevallard about the Didactic Transposition, with respect to the action of the teacher as agent of this transformation in the classroom and also, permeated by Bachelard's concerns about the development of the "scientific spirit". Analyzing events from our previous experience in teaching, we focus on the theme to indicate directions regarding the use of Imagetic Discourse in Physics teaching, contributing both to research and to practices in Education, turning our gaze to the being and to the practical of a teacher, evidencing the need for a formative track that is capable of amplifying the potential of the educator, facilitating its transit in the multimodal reality of nowadays, accompanying the changes of society with clever look and mind. Among the expected results are the indication of elements of the constitution and use of the Imaginary Discourse that establish bridges rather than barriers to the development of scientific thought and the understanding of science itself. In addition to contributing with the use of the Peircean Semiotic theory as a powerful instrument to analyze the teaching activity.
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14
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KARINA VIEIRA MARTINS
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INITIAL TRAINING OF TEACHERS OF BIOLOGY: Elements of ethnoecology for a teaching practice sensitive to cultural diversity.
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Líder : GEILSA COSTA SANTOS BAPTISTA
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MIEMBROS DE LA BANCA :
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CLAUDIA DE ALENCAR SERRA E SEPULVEDA
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FRANCISCO JOSÉ BEZERRA SOUTO
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GEILSA COSTA SANTOS BAPTISTA
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HENRIQUE COSTA HERMENEGILDO DA SILVA
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LUIZ MARCIO SANTOS FARIAS
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ROSILEIA OLIVEIRA DE ALMEIDA
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Data: 21-ago-2019
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Resumen Espectáculo
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We present the results of a research whose general objective was to investigate how an extension course in ethnoecology could collaborate in the initial formation of biology teachers that are sensitive to cultural diversity. As specific objectives: a) To characterize aspects of the training of biology teacher for cultural diversity, regarding ethnoecology issues for science teaching; b) Identify future teachers' conceptions about the topic addressed before and after their participation in the course; c) Evaluate pedagogical interventions developed by future teachers in biology, after the course, based on intercultural dialogue between school ecological knowledge and traditional knowledge about natural resources. The extension course was attended by students in biology from three universities in the state of Bahia, public and private, and addressed issues related to ethnoecology and science education, both in theory and practice. It is a qualitative research that sought to investigate the life of collectivities in their diversity, assuming a socio-analytic intervention, accompanying the daily practices and seeking to create a problematization field. Data collection was done through a semi-structured interview, video-recordings and field diary, and analyzed the concept. In general, the results point out that there are no curricular bases for undergraduate degrees in biology, components that address ethnoecological issues and the teaching of science and biology based on intercultural dialogue. In addition, it points to the direction that greater efforts are required for the training of biology teachers who are sensitive to cultural diversity, which implies, among other things, the insertion of ethnoecological approaches in curricular components, or even the insertion of a specific component for ethnoecology, since it may generate possibilities for problematizations between the innumerable relationships that are established between human beings, their cultures and the natural world, which will guide a future pedagogical practice based on the respect and consideration of the cultural diversity present in the class. The extension course, despite having many limiting factors, led to reflections on the environmental themes, which need to be associated with the ethnoecological knowledge that the communities have, especially in the training of biology teachers. This research may strengthen further studies in the areas of Science Teaching, Teacher Education and Ethnoecology, by offering subsidies that could enrich understanding about the relationship between science and other cultures.
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15
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DANILO ALMEIDA SOUZA
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PHYSICS IN THE INTEGRATED HIGH SCHOOL:
CURRICULUM DIMENSIONS AND TEACHERS’ CONCEPTIONS
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Líder : MARIA CRISTINA MARTINS PENIDO
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MIEMBROS DE LA BANCA :
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AMANDA AMANTES NEIVA
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DANTE HENRIQUE MOURA
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LUZIA MATOS MOTA
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MARIA CRISTINA MARTINS PENIDO
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MARLENE SANTOS SOCORRO
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ROSILEIA OLIVEIRA DE ALMEIDA
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Data: 30-ago-2019
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Resumen Espectáculo
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This dissertation provides a discussion about the Physics curriculum in the high school professional and technical education in the integrated modality, from a qualification in a non-hegemonic perspective. The research aims at investigating how the teaching of Physics has been developed in the Integrated High School (IHS) at the Federal Institute of Bahia, from the analysis of the course plans and teaching perspective, and carrying out a theoretical proposition which guides the elaboration of a Physics curriculum based on the principles of the unitary school and polytechnic education. We adopted the qualitative research as a way of investigation, supported by the analysis of the Course Pedagogical Projects (CPP) – in our case, the Buildings Integrated Technical Course – at Barreiras, Eunápolis, Feira de Santana, Ilhéus and Salvador campuses, and the data collection through a questionnaire via Google Forms for teachers with a permanent bond that play their roles in one of these campuses or who has taught in 2017, 2018 and/or 2019. Our study indicates that the part dedicated to the Physics curricular component in the CPP needs elements that pinpoints a connection between Physics and the professional ability. The participant teachers, in its great majority, believe in the possibility of developing a Physics teaching from the professional axis, in which the technical high school is inserted or finds motivation in this qualification for the approaching of the subject contents. What is presented in the CPP together with what the teachers think about for Physics in the integrated high school, in the light of our theoretical foundation, led to the definition of parameters in order to be used for the elaboration of a Physics curriculum, listed by: a) rethink about the content, from the proposition of more objective curricula with the same pedagogical capacity; b) encourage the cross-disciplinary work; c) foster the dialogue among the teachers from the different formative cores. This work contributes for the discussion which is still scarce in the Physics teaching, bringing out a dense and wide debate about this subject in the IHS, breaking the line of just pointing out successful experiences of content approaches in which this kind of teaching is configured only as a universe of implementation. Besides the academic contribution, in a short-term, our results encourage the review of the course plans in the integrated modality at IFBA, in a way that the common core subjects, such as Physics, can be thought, vislumbrating its insertion in a given formation, besides indicating the Integrated High School as the one responsible for qualifying autonomous and critical professionals with a good technical knowledge, for the guarantee of a quality public education which reduces the distortions between the provided teaching for rich and poor ones that remained in this country throughout the years.
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16
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17
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SAMADHI GIL CARNEIRO PIMENTEL
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ECOLOGICAL Equilibrium : A CONCEPTUAL PROFILE APPLIED TO UNDERSTANDING THE DYNAMICS OF ECOLOGICAL AND SOCIOECOLOGICAL SYSTEMS
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Líder : CLAUDIA DE ALENCAR SERRA E SEPULVEDA
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MIEMBROS DE LA BANCA :
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CLAUDIA DE ALENCAR SERRA E SEPULVEDA
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ROSILEIA OLIVEIRA DE ALMEIDA
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BRUNO VILELA DE MORAES E SILVA
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EDENIA MARIA RIBEIRO DO AMARAL
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EDUARDO FLEURY MORTIMER
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Data: 20-sep-2019
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Resumen Espectáculo
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Conceptual profiling theory assumes that different ways of thinking and speaking about concepts coexist, which may be equally valid depending on the context. This conceptual polysemy can be modeled in zones, characterized by sets of ontological, epistemological, and axiological compromises that stabilize ways of thinking and ways of speaking. Based on this notion, a research program has been developed that has among its goals the construction of profiles for central concepts of a field of knowledge, from which it is possible to organize research on teaching and learning processes. In this work we report the process of constructing a profile of the concept of ecological equilibrium applied to the understanding of the dynamics of ecological and socioecological systems. The polysemy of the concept of ecological equilibrium is notorious, ranging, for example, from static and dynamic equilibrium conceptions, to conceptions of non-equilibrium dynamics, constructed and appropriated by communities of environmentalists, enviromental managers and scientists from various areas. In ecology the concept of balance is central, influencing the emergence and consolidation of the discipline, being treated by many authors as paradigmatic. Based on Vygotsky's genetic method, we adopted different procedures that allowed us to collect information related to three genetic domains of the development of a concept. The research in sources of the history and philosophy of Ecology was made in order to access the sociocultural domain, related to the historical-social development of the concept. Application of questionnaires to postgraduate students from the areas of biodiversity and engineering and bibliographic research on alternative conceptions of the concept focused mainly on the ontogenetic domain, related to the development of the concept in the life history of individuals. The direct observation and recording of videos of discursive interactions in classrooms sought to access, above all, the microgenetic domain, related to the genesis of the concept in restricted periods of time, as well as the ontogenetic. The information obtained in relation to these domains was analyzed in a dialogical way in order to identify epistemological, ontological and axiological themes and compromises considered as structuring of the ways of thinking and ways of speaking about the concept in the context of the understanding of the dynamics of ecological and socioecological systems. Through the identification of themes and commitments, we built a semantic matrix in order to organize the polysemy around the concept and proposed the zones of the profile model of the concept of ecological balance applied to the understanding of ecological and socioecological dynamics. The model has three zones: 1) unique providential balance; 2) single dynamic equilibrium and 3) multiple equilibria and non-equilibrium dynamics. The proposed model is expected to be a tool for analyzing discursive interactions in classrooms, support in decision-making on social and environmental issues, and supporting Ecology and Environmental Science teaching planning in the context of higher education.
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18
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WALKER ANTONIO LINS DE SANTANA
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Quantum field theory by the trail of quantum electrodynamics in Brazil, 1948-1980: the contributions of physicists J. Leite Lopes, T. Maris, and J. A. Swieca
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Líder : OSVALDO FROTA PESSOA JUNIOR
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MIEMBROS DE LA BANCA :
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ALEXANDRE LEITE GADELHA
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GUSTAVO RODRIGUES ROCHA
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JOSE FERNANDO MOURA ROCHA
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OSVALDO FROTA PESSOA JUNIOR
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THIAGO HARTZ MAIA
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Data: 23-sep-2019
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Resumen Espectáculo
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This work aims to construct chapters of Quantum Field Theory (QFT) in Brazil, through the tracks of Quantum Electrodynamics (QED), from 1948 to 1980, involving the contributions of physicists J. Leite Lopes, T. Maris, and J. A. Swieca. The thesis starts with the analysis of the scientific researches carried out by these physicists, based on renormalized QED, which gave support to physics and related sciences. By highlighting the scientific, social, economic, and political contexts, biographical sketches of the aforementioned physicists are made, locating them in these contexts in which they acted. The narrative is focused on the evolution of QFT research, aiming at the practice and development of QED in Brazil, and the ensuing researches which were guided by this QED, especially when applied to fundamental interaction of particles other than the electromagnetic, as the weak interaction. To this end, Brazil had in the beginning of the 1950’s the intellectual and presential support of one of the creators of renormalized QED , R. P. Feynman, who visited Brazilian research institutions several times, such as CBPF and ITA. Next, the motivations, invitations and effective contributions of the three protagonists are analyzed, culminating with a significant understanding of the formation, in its first and next steps, of the research centers at CBPF, USP, UFRGS and PUC, aimed at the development of TQC by the conceptual formalism of EDQ, with emphasis on the contents of symmetry and spontaneous symmetry breaking, which effectively had a Brazilian contribution in the country or abroad, whether performed by Brazilian physicists born or not in the country, or by a foreign physicist acting at a Brazilian university.
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19
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WILSON FABIO DE OLIVEIRA BISPO
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Development of light concept by high school students
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Líder : JOSE LUIS DE PAULA BARROS SILVA
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MIEMBROS DE LA BANCA :
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JOSE LUIS DE PAULA BARROS SILVA
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JOSE FERNANDO MOURA ROCHA
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OLIVAL FREIRE JUNIOR
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ELDER SALES TEIXEIRA
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FABIO LUIS ALVES PENA
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DIELSON PEREIRA HOHENFELD
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ALESSANDRO FREDERICO DA SILVEIRA
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Data: 10-oct-2019
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Resumen Espectáculo
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Assuming that one of the functions of the school is to teach the systematized knowledge produced by humanity t the younger generations, and given the fact that students of basic education present learning difficulties of the concept of light, we seek to understand the developing process of light concept by second year of high school students and thus contribute to concept teaching. For this, we elaborated a didactic sequence, guided by the Vigotskian-based historical-cultural theory, using a contextual approach, jointly experimental, historical and mathematical, aiming at the teaching of concepts. The data collection instruments were class and discussion filming, exercise and individual assessment responses, as well as diary notes. In collected data we sought elements that indicate evidence of internalization of concepts related to our theme, expressed in students language (verbal and written), throughout the process, which, in turn, allowed us to analyze how students developed the concept of light. The results show that: 1) in relation to reflection, students developed predominantly through perception, related to experimentation (linked to a problematization) and the fact that reflection is a phenomenon present in students' daily lives; 2) there was a plurality of ways to develop the concepts related to interference, leading us to reflect on new researches that investigate, more deeply, the plurality of ways of internalization and development of this aspect of the concept of light; 3) in relation to the photoelectric effect, the development of concepts, mainly duality, was more related to the historical discussions that occurred throughout the teaching process, involving the corpuscular and wave models in the explanation of the phenomena. We can thus say that it was possible to teach a concept of light accessible to high school students, present in everyday life and involving concepts of TQ, as the concept of duality.
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20
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TASSO MENESES LIMA
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ONTOLOGICAL AND EPISTEMOLOGICAL ASPECTS OF THE DARWINIST CONCEPT OF ADAPTATION IN HIGH SCHOOL BIOLOGY PEDAGOGICAL DISCOURSE
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Líder : CHARBEL NINO EL HANI
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MIEMBROS DE LA BANCA :
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CHARBEL NINO EL HANI
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CLAUDIA DE ALENCAR SERRA E SEPULVEDA
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DIOGO MEYER
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MARCO ANTONIO LEANDRO BARZANO
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ROSILEIA OLIVEIRA DE ALMEIDA
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VANESSA PERPETUA GARCIA SANTANA REIS
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Data: 25-oct-2019
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Resumen Espectáculo
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This qualitative research analyzed ontological and epistemological aspects of the darwinian concept of adaptation in the pedagogical discourse of Biology in high school. Different contexts of presentation of the concept of adaptation in textbooks (TBs) were examined; the meaning of this concept by teachers; and the relationship of teachers with the teaching of this concept. We performed categorical content analysis (CAs) of pedagogical discourse with the aid of the semantic matrix of adaptation (SMA). In the light of the Conceptual Profile Theory, SMA organizes students' different ways of thinking about the concept of adaptation, based on ontological and epistemological commitments that constitute their conceptions and stabilize zones that make up the conceptual profile of adaptation. Conceptual Profile is a way of modeling students' heterogeneity in thinking and speaking, and the SMA is a step in the construction of this model. In this work, the SMA was an effective tool for producing inferences about ways of talking about adaptation, due to its heuristic potential to recognize ontological and epistemological aspects of this concept in the plurality of ideas presented in the pedagogical discourse, as well as for the comprehension of this discourse in its contexts of application. We define pedagogical discourse according to Bernstein's Pedagogical Device Theory, which describes the process of recontextualizing a specific field of knowledge in the constitution of the school curriculum. In this process, rules of symbolic control of consciousness exert selective actions on potential meanings to be recontextualized. Through this control, consciousness receives specialized forms of communication that convey a distribution of power resulting from disputes between different social groups for the right to socially impose their cultural constructions. This notion aligns with the Vygotskian idea that collective constructions impose themselves on individual cognition, since it develops through the internalization of cultural tools through social interactions. The theoretical framework described above substantiated the research question of this thesis, namely: how is the meaning of the darwinian concept of adaptation in pedagogical discourse configured when examined from the analysis of systematized ontological and epistemological commitments in a semantic matrix about this concept? Our analyzes showed the prevalence in TBs of the ontological dimension of adaptation as a characteristic associated with natural selection. The narratives that presented adaptation as a process and as a state of being made use of functional explanations to justify the adjustment of the organism or some characteristic to the environment. The recurrence of functional explanations highlights the role of teleological language in school science discourse, especially to explain evolutionary phenomena, despite the typically negative reactions to it found in part of the literature in Science Education. The concept of adaptation presented by one of the groups of teachers proved inappropriate to the darwinian perspective, as natural selection was not even mentioned. Several approaches, both those whose ontological dimension of adaptation referred to a characteristic and those that referred to a process or state of being, suggest that the poor understanding of the action of natural selection has given rise to compromises with the adaptationist and prospective view of evolution. The continuing education of teachers was an influential factor in the way of talking about evolutionary concepts, and the approach to scientific research, especially through research groups, proved to be a promising way to produce discourses more appropriate to the school context.
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21
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CELSO EDUARDO BRITO
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STUDY OF CENTER OF MASS IN DIFFERENTIAL AND INTEGRAL CALCULUS: A didactic approach involving technological resources.
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Líder : LUIZ MARCIO SANTOS FARIAS
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MIEMBROS DE LA BANCA :
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AFONSO HENRIQUES
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GEILSA COSTA SANTOS BAPTISTA
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LUIZ MARCIO SANTOS FARIAS
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LYNN ROSALINA GAMA ALVES
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ROBERTO CARLOS DANTAS ANDRADE.
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VINICIUS SOUZA BITTENCOURT
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Data: 06-nov-2019
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Resumen Espectáculo
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This thesis work was developed with the methodology of Institutional Analysis & Didactic Sequence, divided into two major designated moments: Internal Research and External Research. In the first one, we make an institutional analysis of the reference mathematical object of this thesis, called Center of Mass in one and two dimensions, proposed in the teaching of Differential and Integral Calculus, in the Civil Engineering Course of the Instituto Federal de Educação, Ciência e Tecnologia da Bahia – IFBA, on the campus of the city of Eunapolis. This analysis contemplates the decision for the choice of observed institutional elements, in accordance with our problematic and objectives, that revolves around the effective practices of the students, before the mathematical object of reference, in an ecological and praxeological bias, aiming to contribute to the process of teaching and learning of this object of knowledge. To this end, we mention the Anthropological Theories of Didactics, the Semiotic Representation Records, as well as the Instrumental Approach, thus constituting our theoretical framework when we ask ourselves: what are the contributions of Didactics of Mathematics, in the analysis of mistakes made by the students, in view of the accomplishment of the tasks that involve the study of the one and two-dimensional Mass Center? From the institutional analysis, we elaborated a Didactic Sequence, organized in five sessions containing two Experimental Devices each, which in External Research was worked with the students of the reference and application institution, using the learning environments, paper/pencil and computational GeoGebra, as well as Freehandable Concrete Models. For this, we start from the hypothesis that “confronting students with situations or tasks that can be analyzed in different representation registers, mobilizing different ostensive and non-ostensive objects in different learning environments, allows them to develop more cohesively the concepts of Mass Center in higher education, thus self-assessing the mistakes made”. However, it is necessary, in addition to the mobilization of the theoretical-technological block of the mathematical object of reference in the research, the learning of instrumental techniques specific to the environments used in the accomplishment of these tasks. This learning should be considered as one of the objectives of the reference institution, while responsible for the training of these students, considered as future professionals in the field of Engineering. In the analysis of the results, we found that the use of learning environments to perform organized tasks based on the modeled praxeology of the Mass CenterStudy goes beyond the knowledge developed in the reference institution, leading students to access other possible existing relationships based on checks and investigative learning. In addition, we were able to identify the advantages and disadvantages of using these environments as auxiliary tools to perform the types of tasks proposed in this research.
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22
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RAFAEL MOREIRA SIQUEIRA
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Curriculum and curricular policies for High School and for Chemistry in Brasil: An analysis on the historical-critical perspective
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Líder : EDILSON FORTUNA DE MORADILLO
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MIEMBROS DE LA BANCA :
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EDILSON FORTUNA DE MORADILLO
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ELISA PRESTES MASSENA
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ERIVANILDO LOPES DA SILVA
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HELIO DA SILVA MESSEDER NETO
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ISADORA MELO GONZALEZ
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Data: 11-nov-2019
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Resumen Espectáculo
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This research is characterized as an investigation in the subject of the school curriculum in the Basic Education in the country, thematic which is very dear for the Brazilian educational field, under the light of a theoretical referential based on Historical-Critical Pedagogy and its philosophical foundations on historical-dialectical materialism. We consider the historical-critical approach to education as the one capable of giving direction to human formation in its maximum potential for the formation of a more just and egalitarian society, for the overcoming of class society and of the current capitalist sociability to surpass, therefore, the education that privileges only the layers of the elite of the society as it is configured in the present time. Therefore, this work sought to achieve two objectives in this theme: to analyze in a historical and critical manner the documents and curricular policies in Brazil from the beginning of the twentieth century to the present day for Basic Education, in general, and for Chemistry, in particular; and to investigate, in curriculum and curricular documents, the relation between their conceptions and the category of freedom and the flexible learnig theory.. The research was performed, to meet these objectives, in the form of a theoretical-bibliographic research, also aligned with the documentary analysis, in order to obtain an analysis based on historical-dialectical materialism under the perspective of the historical-critical pedagogy regarding the movement of curricular reforms in the country in the period studied, on one hand, and for the investigation, in these documents, of the presence and relations of its content with the freedom category and the flexible learning category, on the other. We show in this research that the movement of curricular reforms that have taken place in Brazil since the 20th century has been characterized as a constant maintenance of the elite's favoring and the formation of the working classes for the needs of capital, which, in the last reforms proposed by BNCC and REM, have intensified vigorously with the adoption of neoliberal ideology and its aspects, especially the flexibility of curricula and of learning and multiculturalism, with the exacerbation of the emptying of scientific knowledge in these proposals. We have identified that in scientific-historical pedagogical theory, in its foundations in historical-dialectical materialism and in historical-cultural psychology, the scientific contents, knowledge historically and collectively elaborated by humanity, play a fundamental role in the curriculum problem, establishing as curricular principles the identification of the classic contents and the proper dosage, in time and depth, and sequencing of these as primordial for the educational activity, celebrated in the triad content-form-recipient, in order to obtain a project for education towards freedom. We understood that the analyzed official curriculum and curricular documents, specially the current ones, relate strictely with the flexible learning theory conceptions, which, although show itself as a way for giving autonomy to students in its educational choices, reflect themselves in a contraditorial, antagonistic, way with the freedom category.
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23
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TAMILA MARQUES SILVEIRA
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Attitude towards Science X Attitude towards Teaching: Relationship,intersection and change in school lifespain
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Líder : AMANDA AMANTES NEIVA
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MIEMBROS DE LA BANCA :
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AMANDA AMANTES NEIVA
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ELDER SALES TEIXEIRA
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JOSE LUIS DE PAULA BARROS SILVA
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ELRISMAR AUXILIADORA GOMES OLIVEIRA
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LUIS FLAVIO CHAVES ANUNCIAÇÃO
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Data: 21-nov-2019
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Resumen Espectáculo
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Latent variables such as attitude can diagnose, supported by psychometric principles, educational problems according to some researchers in the area (GUIDO, 2013; KIND et al, 2007; OSBORNE et al, 2003; OSBORNE e DILLON; 2008; PASQUALI, 2003; BRIGGS, 1976). In this perspective, we present the first stage of an academic research that aims to investigate the attitude in three aspects: Science, Science Teaching and Physics, during basic schooling. We adopt Attitude toward Science as "feelings, beliefs and values held about an object, which can be an enterprise of science, school sciences, the impact of science on society or on the scientists themselves"(OSBORNE et al., 2003, p.1053); while Attitude towards the Teaching of Sciences and Physics we understand as an disposition or tendency of an individual to organize thoughts, emotions and behaviors towards the curriculum component Physics (adapted by the authors on the conceptions of GUIDO, 2013, p.2087 e ABREU et al, 2006, p. 692). In this first stage, we present partial results from the process of construction and validation of data collection instruments for student attitudes in relation to these three aspects, which are related to indicators that compose the components of the attitude of a subject (cognitive , connotative and affective), which, therefore, are related to observable data. We have verified that our instruments are very robust and backed by a psychometric model. We make this distinction in our work, which generally according to the literature review is not performed. In view of the above, we hope that, through the results of this academic work, we can open spaces for discussions about how to mitigate problems of teaching in basic schooling using our instruments.
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24
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EDMO FERNANDES CARVALHO
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INTEGRATION OF TEACHING NOTIONS IN MATHEMATIC PRAXEOLOGIES IN THE STUDY OF QUADRATIC FUNCTION
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Líder : LUIZ MARCIO SANTOS FARIAS
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MIEMBROS DE LA BANCA :
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ANDRE LUIS MATTEDI DIAS
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BERTA BARQUEIRO
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IGNASI FLORENSA FERRANDO
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JONEI CERQUEIRA BARBOSA
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LUIZ MARCIO SANTOS FARIAS
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RENATO BORGES GUERRA
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Data: 28-nov-2019
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Resumen Espectáculo
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In the field of anthropology of didactics, the didactic knowledge (professionals) can be used to question the curricular contents and the strategies for their teaching. In this research, it is proposed that the integration of didactic notions in mathematical theories is a way to promote such questioning. This is closely watched on the diffusion of the mathematical quadratic function object in a mathematics teacher training course. This implies that the restrictions on the practices that constitute the mathematical activity of teachers and students constitute the object this investigation. Thus, the objective is to analyze the conditions and / or institutional constraints of a proposal to construct an alternative praxeological model for the study of quadratic function, to work out situations that lead us to the quadratic function as a parable in teacher training course. It is also a discussion of the status of the parable, as well as the interrelationships between mathematical domains. This investigation is based on the paradigm of questioning of the world, supported theoretically in the framework of the Anthropological Theory of Didactics, from which some notions necessary for the interpretation of the data built in its development are taken. It is part of a second generation Didactic Engineering, called Engineering of the Study and Research Path - SRP, which constitutes the methodological path of this investigation. The results indicate that the proposition of situations that take the quadratic function to the parable through the experimentation of a SRP potentiated the integration of didactic notions in the mathematical praxeologies of the research participants and, consequently, the questioning of the contents to be taught. This also characterized a kind of reconstruction of didactic-mathematical praxeologies in this formative context.
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25
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LUCAS DOS SANTOS FERNANDES
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CONCEPTUALIZATION OF COVALENT BONDING BY CHEMISTRY UNDERGRADUATES
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Líder : JOSE LUIS DE PAULA BARROS SILVA
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MIEMBROS DE LA BANCA :
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ABRAAO FELIX DA PENHA
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HELIO DA SILVA MESSEDER NETO
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ISADORA MELO GONZALEZ
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JOSE LUIS DE PAULA BARROS SILVA
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ÂNGELA FERNANDES CAMPOS
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Data: 02-dic-2019
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Resumen Espectáculo
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This research refers to a study on the concept of covalent bonding. National and international works reveal that this concept is poorly studied in detail and that there are many alternative conceptions associated with it. Added to this is the importance of understanding this concept for the learning of other chemical contents, such as enthalpies of binding, reaction mechanisms and submicroscopic structure of matter. These reasons justified this study, whose main objective was to understand how undergraduates in chemistry conceptualize covalent bonding and employ this concept in solving chemical problems. The concept of covalent bonding can be approached in chemistry teaching according to the classical and quantum models, although often the distinction between the two is not evident. To explain the conceptualization of covalent bonding, Vygotsky's theory of the formation and development of everyday and scientific concepts was used. Each concept corresponds to the meaning of words and can be defined by their characteristics, which form a conceptual system. The characteristics of covalent bonding are: electron sharing, stability, high internuclear electron density, bonding energy, length, direction, multiplicity, polarity, orbital overlap, spins pairing and resonance. The methodology of this research is qualitative and corresponds to an explanatory study. Thirteen students from the last semester of the Chemistry Degree course participated in this study. Data were collected through questionnaire and interviews. Data analysis was performed searching the terms or expressions related to the concept of covalent bonding and its characteristics. Comparing the characteristics of the covalent bond that make up the concept map elaborated in this research with the students' answers, it was noticed that their conceptual system is limited to a few concepts: electron sharing, orbital overlap and stability, with possible citations about other characteristics, including alternative and misconceptions. Few conceptual relationships result and a poor conceptual system. Such system proved to be hybrid because it presents characteristics of the classic and quantum covalent bonding models. This suggests that the concept of covalent bonding was partially learned by the students investigated. The results point to the need to improve the teaching of covalent bonding in the initial formation of chemistry teachers. A point that seems crucial to us is the articulation of the disciplines that work with this concept. Despite the limitation, the hybrid conceptual system presented by the students is consistent with what is practiced at the level of education in which they teach. However, it is recommended that covalent bonding teaching favor the quantum model as it offers more tools for understanding the submicroscopic structure of matter. In addition, covalent bonding must distinguish between classical and quantum models and be appropriate to the level of education, the atomic model previously addressed, and the level of cognitive development of students.
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26
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MARIANGELA CERQUEIRA ALMEIDA
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WAYS TO THINK AND SPEAK ADAPTATION: A THEORETICAL-METHODOLOGICAL CONTRIBUTION TO CHARACTERIZATION OF CONCEPTUAL PROFILE ZONES
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Líder : CLAUDIA DE ALENCAR SERRA E SEPULVEDA
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MIEMBROS DE LA BANCA :
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CLAUDIA DE ALENCAR SERRA E SEPULVEDA
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ANA PAULA MIRANDA GUIMARÃES
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ROSILEIA OLIVEIRA DE ALMEIDA
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ORLANDO DE AGUIAR JR
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FÁBIO AUGUSTO RODRIGUES E SILVA
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Data: 02-dic-2019
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Resumen Espectáculo
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The notion of ways of speaking and their relation to modes of thinking were associated with the conceptual profile by Mortimer from the 2000s. From then on, research in conceptual profiles assumed that different modes of thinking are related to different ways of speaking certain concept. From a review about the theoretical and methodological treatment given by researchers in conceptual profiles to the investigation of the notion of ways of speaking, we identified two perspectives regarding their identification, characterization and relationship with the construction of profile models. The first of these, historically the one that inaugurates the studies of ways of speaking associated with modes of thinking found in the works of Mortimer (2001) and Amaral (2004), is an approach to ways of speaking as a description of the discursive-pedagogical context when a zone of a conceptual profile emerges. The other was initially developed by Coutinho (2005), followed by Nicolli (2009) and refined by Sepulveda (2010), and identifies ways of speaking typical of each of the zones of a conceptual profile. These latter results in a theoretical-methodological movement of internalization of the ways of speaking into profile models as one of the elements in the characterization of zones. From the survey and analysis of the theoretical dialogues and methodological procedures used by the authors in their work to identify and characterize the ways of speaking, we propose, in this work, a theoretical-methodological framework for the characterization of conceptual profile zones, especially with regard to the ways of speaking. From the survey and analysis of the theoretical dialogues and methodological procedures used by the authors in their work to identify and characterize the ways of speaking, we propose, in this work, a theoretical-methodological framework for the characterization of conceptual profile zones, especially with regard to the ways of speaking. This methodological structure fulfills the following roles: (1) rescue and associate methodological steps used by the authors to characterize the ways of speaking along the research program trajectory in conceptual profiles; and (2) integrating new theoretical and methodological propositions, specifically, the use of Lemke's (1990) notion of science dialogue patterns - organizational pattern of dialogue and thematic pattern - and the top-down analysis of the discourse genre proposed by Rojo (2007). The analytical structure proposed in this paper was applied, in an integrated way to the conceptual profile of adaptation proposed by Sepulveda (2010), to the discursive analysis of evolutionary teaching episodes, produced during a sequence of classes on “Darwinian Theory of Evolution: analysis historical and epistemological of challenges and perspectives of teaching ”, in a class of the 4th semester undergradued studente of biological sciences at a state university in Bahia. The results produced from this analysis allow us to conclude that: (1) the theoretical-methodological structure proposed in this work, when employed in an integrated manner with a conceptual profile, in our case, the profile of adaptation concept modeled by Sepulveda (2010), made it possible to describe, in semantic, social, and linguistic terms, the discursive contexts in which there is negotiation and construction of meanings; (2) the characterization of the epistemological and ontological commitments of the zones of the conceptual profile of adaptation (SEPULVEDA, 2010) presented some limits for discursive analysis in evolutionary higher education, for example, the commitment to a prospective view of adaptation that can be shared between providential adjustment zones and adaptationist approach to organic form; (3) the conceptual profile of adaptation proposed by Sepulveda (2010), after evaluation and sophistication, constitutes a tool for analyzing the heterogeneity of modes of thinking about this concept in higher education of evolution. Moreover, this study has implications for the research program in conceptual profiles, among them, the proposition of a systematized methodology for the enunciative characterization of the ways of speaking that seeks to reconcile the perspectives historically used in the program through the top-down methodology of Backhtin´s analyisis of enuciantion proposed by Rojo (2007) and Lemke's thematic pattern (1999).
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27
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ISABELLE PRISCILA CARNEIRO DE LIMA
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LISE MEITNER'S ACADEMIC PATH IN A PERSPECTIVE OF FEMINIST HISTORIOGRAPHY
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Líder : MARIA CRISTINA MARTINS PENIDO
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MIEMBROS DE LA BANCA :
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ANA PAULA BISPO DA SILVA
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IZAURA SANTIAGO DA CRUZ
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MARIA CRISTINA MARTINS PENIDO
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MOEMA DE REZENDE VERGARA
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OLIVAL FREIRE JUNIOR
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Data: 04-dic-2019
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Resumen Espectáculo
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At the beginning of the twentieth century, European universities were not yet open to women's participation. Even in the midst of an explicit gender bias, Lise Meitner (1878-1968) aimed to enter these spaces and live a scientific career. Meitner was a young Austrian, Jewish family, who faced a chauvinistic and patriarchal social and educational system. A system that tried, by formal and non-formal elements, to prevent their entry, permanence and ascension at the University of Vienna and Berlin. On the other hand, he found mechanisms that allowed him to access spaces, even as listeners, such as laboratories, classrooms, and to become one of the most important physicists of the time. It is notorious that many passages of the trajectory of the character are marked by gender bias and sexism present in the institutions where the presence of men predominated. From this context, this paper aims to present, discuss and analyze aspects of Meitner's academic trajectory, which are particular to women's scientific academic trajectories in the context of Germany in the early twentieth century, from a feminist critique perspective. For this, we collect biographical data from primary and secondary sources such as letters, articles by Lise Meitner and contemporary characters, written biographies of the character, reports from the time, etc. The analysis of the trajectory aspects was performed based on the theoretical references on the concept of gender, feminisms and feminist critique of science, such as Scoot (YEAR), Rago (YEAR), Harding (YEAR), Schienbenger (2002). , Keller (2006), etc. Once the partial analyzes have been made, we are able to gather some aspects that reflect the condition of women in their scientific academic trajectories. Among these results are: late entry into universities, inability to access workspaces, prohibition of publication of works, absence of positions, lack of salary, equal recognition. These results allow us to understand women's place in these spaces and how decisive they are for us to understand why these women do not reach the same places as their peers. These elements justify the low presence of women in academic spaces, the low adherence of girls to science courses, and the perpetuation of sexist practices in the classroom, in the laboratory, in universities in general.
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28
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ANDRÉ BÚRIGO LEITE
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ENVIRONMENTAL EDUCATION AND MULTICULTURAL EDUCATION: PROMOTING CRITICAL THINKING IN AN INDIGENOUS INTERPRETATIVE TRAIL WITH UNDERGRADUATE STUDENTS IN CHEMISTRY
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Líder : ROSILEIA OLIVEIRA DE ALMEIDA
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MIEMBROS DE LA BANCA :
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ROSILEIA OLIVEIRA DE ALMEIDA
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ANA PAULA MIRANDA GUIMARÃES
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MARCO ANTONIO LEANDRO BARZANO
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ANA CRISTINA DE SOUSA
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EDSON MACHADO DE BRITO
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FABIO PEDRO SOUZA DE FERREIRA BANDEIRA
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Data: 06-dic-2019
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Resumen Espectáculo
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This research aimed to evaluate the process of participation of undergraduate students in Chemistry of the Federal Institute of Education, Science and Technology of Bahia (IFBA) - Porto Seguro Campus, BA, in an Interpretive Trail in the Pataxó Village of Jaqueira Reserva in Porto Seguro, BA conceived according to the assumptions of Environmental Education and situate them in the unequal situations that mark capitalist society, to rethink consumption patterns and to move away from an anthropocentric reality. Critical Multiculturalism, on the other hand, seeks the dialogue of knowledge between different cultures, questioning prejudices and hierarchies. Hardly, in a trail, the activities of Environmental Education and Multicultural Education follow the critical profile. The trails ensure proximity to nature elements, species of fauna and flora, areas in recovery or preserved, and may have historical points, interpretation, leisure and environmental awareness. Hardly, on an interpretative track, the activities of Environmental Education and Multicultural Education follow the critical profile. Aiming to bridge this gap, the Lagoa Seca trail was studied in the light of criticality. When education is not only about punctual practices, often with a naturalistic focus, but proposing to carry out a more complex, in-depth and critical reflection, it becomes possible to address the environmental and multicultural issues in a non-reductionist manner. A qualitative approach to data production and analysis was adopted, based on the principles of participatory research and following the critical theory paradigm. The results indicated that it is possible to develop Environmental Education and Multicultural Education following a critical approach in an indigenous trail, favoring awareness, change towards critical thinking and attitudes of reciprocity towards the environment and society itself. However, there was also the need for further discussion and debate of these themes in an interdisciplinary and critical way, in the Higher Degree Course in Chemistry at IFBA, Campus Porto Seguro.
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29
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IVAN DE MATOS E SILVA JUNIOR
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DECOLONIAL THOUGHT IN BIOGEOGRAPHY AND ITS CONTRIBUTIONS IN TEACHER EDUCATION
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Líder : ROSILEIA OLIVEIRA DE ALMEIDA
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MIEMBROS DE LA BANCA :
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BARBARA CARINE SOARES PINHEIRO
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CLAUDIA DE ALENCAR SERRA E SEPULVEDA
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EDMEA OLIVEIRA DOS SANTOS
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ROSILEIA OLIVEIRA DE ALMEIDA
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SUELI ANGELO FURLAN
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Data: 09-dic-2019
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Resumen Espectáculo
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When hegemonic systems of higher education, take on science as the world's reading parameter, they contribute to the invisibility of countless experiences, which start being produced in subordinate conditions, such as the doings-knowledges from diverse indigenous and Afro-Brazilian communities. Biogeography, a curricular component that integrates higher education in Geography and Biology teacher education majors, that have devoted little attention to these experiences, to the point of presenting gaps in studies and research, not only in the intercultural approach (as a result of the scientism conception), but also in the articulation with questions related to the pedagogical dimension (as a result of the bacheloresque conception). In order to contribute to the overcoming of such shortcomings, this thesis proposes to join biogeography with concepts and issues arising out of the decolonial studies and research, and from teacher education. Thus, the guiding question is to understand how Biogeography can contribute to teacher education based on decolonial thinking. From this, we set out to the challenges and potentialities of decolonial thinking in Biogeography in the context of teacher education, through experiences conducted in a research-educational course . Therefore, the research design, a qualitative approach, involved bibliographic research as well as the realization of the said course, understood as research-educational device, comprising teachers, students, Geography and Biology teachers, and it occurred both in person as through the asynchronous use of an online room, with the ultimate aim of producing new interpretations that could articulate Decoloniality, biogeography and teacher education, seeking to understand aspects that transform biogeography in the science domain, from its own constitutive diversity; to understand how this diversity dialogues with decolonial studies and research and, finally, to evaluate the challenges and the contributions of Biogeography in a teacher education proposal inspired by decoloniality. Among some indications, the research-formation pointed to the need not only to revisit concepts generally mobilized by Biogeography, but to adopt them in teacher education in a perspective committed to decoloniality. Thus, concepts such as natural resources, ecosystem service and natural capital have emerged as terms that need to be revised, while concepts such as epistemicide, environmental racism and decolonization of nature have emerged as important aspects in promoting increasingly symmetrical, porous and multi-referential relationships of concealment of the other.
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30
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REGINA CÉLIA PALÁCIO LAMBIASE
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Perspectives and challenges of the degree for vocational education: a case study
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Líder : REJANE MARIA LIRA DA SILVA
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MIEMBROS DE LA BANCA :
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ANA RITA SILVA ALMEIDA CHIARA
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ANDREIA MARIA PEREIRA DE OLIVEIRA
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ELIANA SAMPAIO ROMÃO
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LYNN ROSALINA GAMA ALVES
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REJANE MARIA LIRA DA SILVA
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Data: 10-dic-2019
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Resumen Espectáculo
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The general objective of this thesis is to understand the formation of teachers for professional education (EP) in the Electromechanical Degree Course (CLEM), of the Federal Institute of Bahia - Simões Filho campus, in the perspectives of students and teachers. The work is structured in a multipaper format, in which each chapter, except for the introduction and conclusion, deals with one of the specific objectives, which are: to discuss teacher education for vocational education and relevant legislation; present the perspectives and challenges of the Structuring Teaching Center (NDE) for the construction of the course; understand teachers' perspectives and involvement with the curriculum; and understand students' perspectives on CLEM and their professional identities. The choice of CLEM as a research object is justified by the unprecedented course - unique in the country with the goal of training teachers to work in PE, bringing a mix between two engineering (electrical and mechanical) and pedagogy. Therefore, the research is empirical of the Case Study type. The information presented here was extracted from direct sources through semi-structured interviews with NDE members and questionnaires for teachers and students of the course. The approach was primarily qualitative, however, the method used encompasses a quantitative part of data collection, manipulating simple measures of frequency. As a result, it is understood that the CLEM represents an innovative initiative that promotes teacher education for PE, however, has many problems and therefore needs changes in its curriculum, so that it does not become extinct and reach the desired social gains.
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31
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NATANAILDO BARBOSA FERNANDES
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MATGOMOKU TRAY GAME FOR FIRST GRADE POLYNOMIAL FUNCTION TEACHING: POTENTIALS AND LIMITS
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Líder : AMANDA AMANTES NEIVA
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MIEMBROS DE LA BANCA :
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AMANDA AMANTES NEIVA
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ANDREIA MARIA PEREIRA DE OLIVEIRA
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LUIZ MARCIO SANTOS FARIAS
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AGAMENON PEREIRA XAVIER
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DEISE JULIANA FRANCISCO
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MARY VALDA SOUZA SALES
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Data: 12-dic-2019
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Resumen Espectáculo
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This research focuses on the content of polynomial function of the 1st degree. The objective was to analyze how the board game MATGOMOKU designed for the teaching of first degree polynomial function, contributes to the learning of this content when incorporated into an educational intervention. The contents and concepts that involved the understanding investigated were approached in a teaching sequence called the teacher / student class script, which functioned as teaching material and also as a research tool. The character of this approach has a contextual connotation and encompassed the contents: definition of the function highlighting the domain, the image and the contradiction; examples of mathematical expressions that meet the law of formation of the polynomial function of the first degree; Calculation of the numerical value of the function and construction and interpretation of the graph accompanied by group and individual activities. In the scope of this research, the interest turned to the game in the teaching of Mathematics and the investigation arose from the necessity of verifying the potential of the game as motivator, instructional and as a didactic tool of support for the teaching of the content of polynomial function of the first degree. The environment was the classroom, the classes were from the 1st grade (6 classes) of high school, integrated to the technical courses of the Baiano Federal Institute, Santa Inês campus. The instrument was the board game MATGOMOKU. Thus, we present a possibility of leaving formalism, working with the playful allied to formal education. We are contributing both from a methodological and educational point of view as well as pedagogical practice. The research is based on the mixed methodology and had two samples, one for validation research and one for intervention research. Nine hundred and fifty-six subjects participated in the research, namely, math teachers, students who already studied the content of the 10th degree polynomial function, and students who had not studied the content. In general, we can say that the game associated with an instruction had a very positive effect. This design allows us to evaluate at most that the performance of this type of intervention that uses the game in conjunction with the formal activity motivated the students, so we had a very high performance gain. The strategy using content, activity and game promoted a very large performance gain.
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32
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ISABELA SANTOS CORREIA ROSA
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DIALOGUE BETWEEN EPISTEMOLOGICAL PLURALISM AND CRITICAL MULTICULTURALISM IN THE INITIAL TRAINING OF BIOLOGICAL TEACHER
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Líder : ROSILEIA OLIVEIRA DE ALMEIDA
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MIEMBROS DE LA BANCA :
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ANA IVENICKI
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BARBARA CARINE SOARES PINHEIRO
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CLAUDIA DE ALENCAR SERRA E SEPULVEDA
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MARIANA APARECIDA BOLOGNA SOARES DE ANDRADE
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ROSILEIA OLIVEIRA DE ALMEIDA
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TEUNIS ADRIANUS VAN DIJK
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Data: 13-dic-2019
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Resumen Espectáculo
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We argue in this paper that experiences based on Epistemological Pluralism (EP) and Critical Multiculturalism (CM), during the initial formation of teachers, may contribute to them developing proposals aiming at the deconstruction of prejudice and overcoming inequalities. Thus, the project consists of three studies: The first and the second are bibliographic modalities, corresponding to a theoretical essay and a systematic literature review, respectively, and the third represents an empirical study. Study one aims to problematize the possibility of a new epistemological position on demarcation of knowledge and curriculum, from the discussions on the convergences and divergences between universalism, the EP and the CM, in order to understand how these theoretical perspectives could be teachers to subsidize different pedagogical practices. Study two aims to analyze ways of approaching the content of genetics to raise a practice consistent with the EP and CM, through a review of didactic experiences reported in the specialized literature. Study three presents as a general objective to understand how biology teachers in initial formation integrate the discourses of EP and CM in their professional repertoire, in the context of a discipline of teaching genetics. The latter is characterized as an explanatory research of qualitative nature, developed from the perspective of symbolic interactionism, with the insertion of elements of critical theory. The empirical study was conducted with undergraduate students in Biology, from the Federal University of Sergipe, in the form of an optional 60-hour course, taught by the researcher, which was organized from the perspective of the EP, by addressing the different forms of knowledge; as well as from the perspective of the CM, when discussing the power relations built around the diversity of socio-cultural groups. As procedures for data production were used documents produced by the undergraduates, observations and individual interview, the last two with audio and/or video recordings. Data analysis was conducted with reference to the sociocognitive theory of discourse proposed by Van Dijk. We conclude that knowledge, which was not apprehended by experience, is constructed through discourse. Thus, a formation committed to cultural diversity is fundamental for teachers to think about such practices in teaching practice.
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33
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MAYANE LEITE DA NOBREGA
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An (In)Visible College in Brazil: A history of non-linear dynamics narrated by its reearchers
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Líder : OLIVAL FREIRE JUNIOR
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MIEMBROS DE LA BANCA :
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ELIAS RAMOS DE SOUZA
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JOSE FERNANDO MOURA ROCHA
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OLIVAL FREIRE JUNIOR
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SUANI TAVARES RUBIM DE PINHO
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TATIANA MARINS ROQUE
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THIAGO HARTZ MAIA
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THOMAS AUGUSTO SANTORO HADDAD
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Data: 17-dic-2019
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Resumen Espectáculo
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This research aims to narrate the process of institutionalization of Nonlinear Dynamics in Brazil in light of the physicists' contributions. In this narrative, we seek to answer the following questions: Is there a research front at Nonlinear Dynamics in Brazil? How were researchers able to gain space in departments where research areas were already consolidated? How did they fund this research? How were research groups formed throughout our period? How did the area spread in the academic environment? To answer these questions, we used three methodological strategies, namely: scientometry, oral history and collective biography. Scientometry allowed us to know the characters involved in this story. A search for the Web of Science database was performed, using the keywords, chaos, nonlinear dynamics or complex systems, and applying filters for publications between 1975-2000 and coming from Brazilian institutions. As a result of this search we build a list of the community of researchers of the area in the country. Based on this information, we selected nine of these physicists, who represent different lines of research, as well as different institutions, to conduct interviews based on their life trajectories. An analysis of the testimonies, compared with other sources, allows us to write a collective biography of this group of scientists, where it replaces the individual stories of trajectory families that portray the institutionalization of Nonlinear Dynamics research in the country. In the construction of this narrative, it is concluded that this group of geographically dispersed scientists form an invisible college united by the object of research; whereas the diffusion of the area in the academic field gave more force to the publication of textbooks; that an area would not be revolutionary as predicted by those who experienced the explosion of publications in the area after the 1980s; that adopted methodological strategies act in a complementary way to each other and bring us much closer to understanding the facts.
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34
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MARSILVIO GONCALVES PEREIRA
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Conceptions of the Nature of Science and Practical Activities: Document Marks of the Renewal Movement of Biology Teaching in the Brazilian Northeast in the 1960s and 1970s.
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Líder : ROSILEIA OLIVEIRA DE ALMEIDA
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MIEMBROS DE LA BANCA :
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DANIEL MANZONI DE ALMEIDA
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GEILSA COSTA SANTOS BAPTISTA
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MARCOS ALEXANDRE DE MELO BARROS
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REJANE MARIA LIRA DA SILVA
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ROSILEIA OLIVEIRA DE ALMEIDA
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Data: 17-dic-2019
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Resumen Espectáculo
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In the 1960s and 1970s, Brazil experienced the implementation of the United States of America (USA) and Europe Curricular Reform Projects, such as the Biological Science Curriculum Study (BSCS) and the Nuffield Science Teaching Project, and the creation of six Science Teaching Centers created by the Ministry of Education in partnership with Universities and Departments of Education with the objective of promoting a renewal and modernization in secondary education of sciences, including the Bahia Science Teaching Center (CECIBA) and the Teaching Center of Northeastern Sciences (CECINE) in the Brazilian northeast. These two centers were important in the development of projects for the renewal and modernization of biology secondary education in the region, working in training courses (as it was then called continuing education) or updating teachers and producing school or didactic materials, as was the case of the edition of the Biology Collection - Northeast, which was attended by Professor Oswaldo Frota Pessoa and other teachers who worked at CECINE. This study aims primarily to analyze historically from the perspective of a contemporary historiography activities developed in the Section - Biology, as well as documents such as records and reports of teachers participating in these activities at the Bahia Science Teaching Center (CECIBA) in the 1960s and Brazilian bibliographic materials of Science Education and Biology Teaching on memories of Science Teaching Centers in Brazil. Three books from the Biology - Northeast Collection published by the Northeast Science Teaching Center (CECINE) in the 1970s and 1971 are also being analyzed. Aspects related to mythical conceptions and other characteristics of Nature of Science and characteristics and conceptions of practical activities and didactic laboratory present in CECIBA historical records or sources and in the books of the Biology - Northeast Collection published in 1970 and 1971 by CECINE, are being investigated, as rhetorical of the movement of modernization of the school biology discipline that circulated in the period as marks of the renewal of the secondary education in the northeast of Brazil. In general, the rhetorics of modernization of biology are associated with the adoption of ideas from the theory of evolution and the field of genetics in school materials. This research broadens this discussion by including as rhetorics of modernization and renewal, ideas or conceptions of science. and of scientist and of practical activities that were adopted and diffused in the activities and didactic materials of the time. The analysis presented here is unprecedented for teaching Biology based on the sources and documents researched. The research uses a qualitative approach with documentary textual analysis and content analysis through a thematic categorization. Preliminary results showed that CECIBA, in its Section - Biology, played a leading role in the propulsion of renewed ideas in science and biology education through teacher training courses using BSCS and the production of school materials. The presence of various categories of mythical conceptions of the Nature of Science, especially that of monumentality, paradoxically denotes deformed characteristics around conceptions of science and scientist throughout the collection. The evolutionary rhetoric and the insertion of practical activities that bring the student closer to the scientific practice are preponderant elements of the renewal of teaching and discourse of the modernization of biology present in the activities of CECIBA and in the books of the Biologia - Nordeste Collection. It is believed that these results may generate discussions about the role of conceptions of metascientific contents (Nature of Science) and practical activities as important rhetorical in the movement of renewal and modernization of secondary education involving the school subject Biology.
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