Navegando por Autor "Silva, Suely Alves da"

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Uma análise do tema chuva ácida nos livros didáticos de Química aprovados no PNLD do ano de 2018
(2021-12-22) Silva, Marcio Gomes da; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/3809853408883171
The media in general always address scientific novelties and end up creating a de-mand that must be discussed in the school environment, which always imposes a need for updating both on the part of teachers and of the teaching materials used. Among the materials made available in schools is the textbook, mainly from the Na-tional Textbook Program – PNLD, in force since 1996, and the National Book Pro-gram for High Schools – PNLEM, implemented in 2004 It is through these two pro-grams that students from the public education system, whose schools adhere to them, will receive the book free of charge and must return it after the period of use. Such programs are always aimed at improving the quality of teaching and, it is con-sidered necessary to “improve and expand the didactic resources available for the teaching work and for the effective support for the student's intellectual development” (BRASIL, 2005, p. 32). One of the themes that is always explored by the media re-fers to the global warming of the planet, caused by the excess of certain gases in the air, which accentuate the greenhouse effect, acid rain and other environmental prob-lems. Thus, this is a topic that a Chemistry teacher often needs to give special atten-tion to in their classes. In this sense, our objective in this research was to analyze whether the chemistry textbooks approved in the PNLD for the year 2018 bring the theme acid rain and how it is addressed. Qualitative bibliographic research was car-ried out. Therefore, it was possible to consider that the analysis of textbooks allowed us to conclude that the theme of acid rain is approached in a very simplified way, in most of the analyzed books, and in some they are the threads of certain units. It is considered as positive aspects the fact that the theme of acid rain is frequent in the analyzed books. Thus, they point to the real possibilities of a practical approach to this theme, proposed by the textbook.
Avaliaçâo de aprendizagem: concepções e aplicações
(2018) Nascimento, Mirleidy Esterfani Oliveira do; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919
The objective of this research was to analyze the conceptions of some authors about the process of evaluation of learning. This theme was built in order to raise the concepts, approaches and conceptions of evaluation defined by some authors based on reports of experiences and research focused on approaches educational assessments. Where they conceptualize and justify the concept of evaluation according to several factors that intercede and influence in this process. Another factor that made me raise this theme is an experience report where I was able to experience the evaluation process as regent teacher of discipline, being able to have the vision of how the process is seen from the position that was offered to me and also I had the opportunity to follow the process where the students seek to recover the necessary score, in view of the search for “promotion” or egress in the next school year. The methodology developed was a theoretical type of literature review. We conclude in this investigation that the researched authors have a differentiated view about the evaluation in the educational learning process. And with that it was possible to have an expanded view regarding the methodologies used in the construction of the evaluation process.
Contribuições e dificuldades do estágio supervisionado obrigatório na Licenciatura em Química da UFRPE: um olhar dos licenciandos ao longo do processo formativo
(2020-10-19) Morais, Rafaela Sales; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/7067572650938131
In undergraduate courses, supervised internships are mandatory curricular components that aim at teaching-learning related to didactics-pedagogical, providing the graduate with participation in real life and work situations, for this reason it is essential to evaluate what contributions and difficulties the students of the Chemistry Degree course of the Universidad Federal Rural de Pernambuco (Federal Rural University of Pernambuco) face, during the period designated for their mandatory supervised internship. Among the main aspects that were evaluated, we mention the school (internship field) and the educational institution. To achieve this objective, a qualitative research was conducted for data collection, in which questionnaires were used, these being the main information for data collection for this study. In addition, research aimed at theoretical contribution was carried out in order to improve the understanding of the conception of supervised internship and its contributions to students over the years. Thus, the present study had as object of study, the graduates enrolled in the discipline that corresponds to the last supervised internship of the curriculum and/or students who finished this curricular component. This criterion, in relation to the choice of this group was due to the accumulation of experiences obtained in the interval of two years taking into account that in total there are four internships, being one subject (internship) per period (semiannual), for this reason their opinion about the experiences lived would be more complete, since they have already gone through all the internships provided in the curricular matrix for the undergraduate course. Therefore, the chosen group would bring the contributions and difficulties experienced in a longer time interval in a more consolidated way. Through the data analysis it was possible to observe the importance of supervised internship for undergraduate students and the hard work of the teaching practice. Moreover, it is worth mentioning the change in the view of graduates in relation to internships, in the present times, they occupy a fundamental part of their teacher education. The greatest relevance of this was due to the very change of conception of undergraduate students, since for them, today internships are extremely necessary, quite different from years ago when theory and practice were separated and practice was done only to respond to legal requirements.
Educação ambiental: a importância da coleta seletiva no âmbito da escola pública
(2025-08-01) Conceição, Fernanda Maria da; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/4685779094201138
Este trabalho promove a consciência crítica e a responsabilidade socioambiental, integrando saberes e práticas sustentáveis no cotidiano. É sabido que a educação ambiental forma cidadãos conscientes, capazes de agir em prol da preservação do meio ambiente. A pesquisa trata a respeito da realização de um projeto de intervenção que teve como objetivo principal analisar como a sensibilização de um sistema de coleta seletiva contribui com a educação ambiental no âmbito da escola pública. Os participantes da pesquisa foram estudantes do 2º ano do Ensino Médio de uma escola estadual da rede pública de ensino do município de Itapissuma - PE. Para alcançar tais resultados, utilizou-se uma metodologia baseada numa abordagem qualitativa, que incluiu a execução de uma palestra, seguida da realização de uma oficina. O instrumento utilizado para a coleta de dados foi um formulário elaborado na plataforma Google Forms, em que obtivemos a resposta dos 16 (dezesseis) estudantes participantes. Os resultados evidenciam que, mesmo com alguns desafios na continuidade da prática, em muitos casos devido à resistência à mudança de hábitos, os estudantes compreenderam a importância da separação correta dos resíduos sólidos e demonstraram engajamento para aplicar o conhecimento adquirido em casa e na vizinhança. A pesquisa revelou ainda que a educação ambiental, quando vivenciada na prática, contribui significativamente para a formação cidadã dos estudantes. Diante disso, conclui-se que, projetos como esse fortalecem o papel da escola na construção de uma consciência ambiental crítica, ética e ativa, e que ações simples, como a coleta seletiva, podem gerar impactos positivos duradouros, dentro e fora da escola. Reforça-se, ainda, a necessidade de maior apoio institucional e integração entre escola, comunidade e órgãos públicos para fortalecer práticas sustentáveis no ambiente educacional.
A experimentação no ensino de Química: análise de uma proposta de sequência didática para o ensino do conteúdo de metais pesados
(2024-09-27) Lima, Isabela Januario de; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919
Chemistry and the knowledge it provides are extremely important for humanity since its beginning. Learning it provides the students comprehension about the most variable chemical transformations that happen around us. Teaching Chemistry can be challenging for various teachers that have troubles in getting attention from its students for this science, since it has very abstract characteristics and of tough comprehension. In this regard, practical pedagogics are needed to help catch the students’ attention on this science, and one way of achieve that goal is by practical experiments. The general goal of this research was to analyze a didactical sequence utilizing the experimentation as a methodology strategy for the teaching about the Heavy Metals. The utilization of practical activities in the teaching of Chemistry shows as a good strategy to simplify and enthrall the students in the process of learning so that they can articulate the theoretical concepts with practical experiments. This research shows the analysis of a didactical sequence about of using practical experiments when teaching about Heavy Metals. It shows the benefits that practical activities brought while learning the subject, as well the development of scientific abilities. The acquired data were analyzed in an articulated way along with the authors of the theoretical foundation under a qualitative perspective. The tools utilized were two questionnaires, one applied before the experimental activity, and a problem situation to conclude activities carried out afterwards. The research brought many positive outcomes, as a bigger participation of the students and a better comprehension of the same about the Heavy Metals and their characteristics. The engagement and curiosity about this specific subject and about clothes questions that involves chemistry in the experimental part of this science. In conclusion the experiment is one strategy that provides an improvement in the process of teaching and contributes to a bigger engagement of the students in the class, stimulating the curiosity of this science.
Impacto ambiental: uma proposta metodológica para o ensino de ciências numa perspectiva argumentativa com o uso de resolução de problema e do jogo didático Salve o rio
(2022-06-03) Amorim, Caroline Vitória Alves; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/0816099485845957
The present work is based on presenting the contributions of the didactic game “Salve o Rio” as a strategy in the science teaching-learning process in elementary school, since several studies elucidate the difficulties the students show in having the discipline contents appropriated, demonstrating the need to develop alternative teaching methodologies. The purpose of this work was to evaluate the use of the game “Salve o Rio” as a methodological strategy, in order to stimulate the interest and motivate students on the topic of environmental education. The study was developed and applied with 9th grade students from a municipal school in the city of Recife-PE, whose classes had previously addressed the content of Environmental Education, adding up to 24 students. The interaction between the students, the teacher/student relationship and the way the teams argued at the time of application of the game were observed. It was seen that the cooperative character among the participants and the mood of enthusiasm and involvement in the execution of the game increased. As for the educational process, the didactic game “Salve o Rio” was characterized as an auxiliary tool for science teaching.
A importância da experimentação no enfoque demonstrativo no processo de ensino-aprendizagem do conteúdo de eletroquímica de forma contextualizada
(2023-04-17) Silva, Suelani Marques da; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919
The lack of contextualization from the historical, cultural, economic and technological point of view, as well as the lack of experimentation in the classroom, often due to lack of structure and laboratory in schools, have been some of the many problems faced in teaching chemistry. Thus, the use of contexts that interact with the student's reality can significantly contribute to the learning of scientific concepts. Therefore, the objective of this research was to analyze the use of experiments with a demonstrative approach in the teaching and learning process of electrochemistry in a contextualized way. The development of this research took place in the third year class of a reference school located in Paulista/Pernambuco, with the participation of 35 students. The didactic sequence used was divided into 5 moments, distributed in 5 classes and three modalities used as data collection instruments were applied. When the observers' responses occurred, there was a high rate of correct answers in questions related to technological, social and environmental contexts, as well as in relation to content and electrochemistry, however, most arguments were not present about the scientific content. The obtained results proved the importance of working the electrochemistry content from a contextualized practice. The results obtained highlight the importance of working with the electrochemical content from the demonstrative approach in a contextualized way, showing a relevant alternative to help the understanding of the content by the student in contexts that influence the reality of the students, such as technological, social and cultural conceptions that brings meaning to the learning of scientific concepts.
O ensino de química e a interdisciplinaridade com educação ambiental: desenvolvimento de uma horta no ambiente escolar
(2024-03-07) Almeida, Wendel Martins de; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/1742899108188224
A pesquisa trata acerca do ensino de Química no ambiente escolar, visando à busca de uma proposta pedagógica que seja dinâmica e contextualizada por meio da Educação Ambiental, tendo em vista a interdisciplinaridade e fomento para uma formação cidadã através do desenvolvimento de uma horta orgânica. O objetivo principal pauta-se em analisar o processo de ensino-aprendizagem de conteúdos de química quando há a integralização da disciplina de Química por meio da Educação Ambiental com a criação de uma horta orgânica no ambiente escolar. Os participantes da pesquisa foram uma turma de estudantes do 1º ano do Ensino Médio de uma escola da rede pública de ensino do estado de Pernambuco. Para alcançar tais resultados, utilizou-se uma metodologia centrada numa abordagem qualitativa do tipo explicativa. O instrumento de coleta de dados foi um formulário elaborado pela plataforma Google Forms, com o qual coletamos a resposta de 16 (dezesseis) estudantes. No tratamento e análise dos dados, realizamos também um diálogo com os autores da fundamentação teórica. Como resultados, podemos observar que a proposta de desenvolvimento da horta despertou nos estudantes motivação e engajamento no processo de ensino-aprendizagem de Química. Para, além disso, a pesquisa revelou de igual modo uma reflexão profunda sobre algumas temáticas como educação significativa, abordagem didática, interdisciplinaridade, ensino de Química e formação cidadã. Diante disso, conclui-se que os futuros professores de Química e aqueles que já estão em atividade necessitam urgentemente voltar-se mais para recursos que desenvolvam e acrescentem à sua formação não apenas inicial, mas também continuada, a fim de facilitar, auxiliar e popularizar a Química, alinhando os preceitos científicos aos saberes pedagógicos.
Relatório final de estágio curricular obrigatório
(2019) Souza, Adriana Miranda de; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/5736862733212609
Relatório final de estágio curricular obrigatório
(2019) Leão, Lindovaldo José; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/7515944331233316
Relatório final de estágio curricular obrigatório
(2018) Steuer, Isabela Regina Wanderley; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/6033668638413861
Relatório final do estágio curricular III: ensino agrícola
(2017) Gomes, Caio Felipe Cavalcanti de Andrade; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/1376931159803426
Relatório final do estágio curricular obrigatório
(2018) Souza, Anailda Maria Pereira Lopes de; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/0027870690560576
Relatório final do estágio curricular obrigatório
(2018) Lima, Xênia Moara Teixeira de Santana; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/2245794424603415
Relatório final do estágio curricular obrigatório
(2018) Freitas, Rubenice Maria de; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/4885593571195363
Relatório final do estágio curricular obrigatório
(2019) Paula, Alexsandra Silva de; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/8160895943907205
Relatório final do estágio curricular obrigatório
(2019) Lima, Jasiel José de; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/0975356390769917
Relatório final estágio curricular obrigatório
(2018) Farias, Marcus Vinícius Veloso Freire; Silva, Suely Alves da; Faria, Andréa Alice da Cunha; http://lattes.cnpq.br/9061416520602275; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/0855267639037254
Relatório final estágio curricular obrigatório
(2018) Araujo, Surana Maria Silva de; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919
Relatório final estágio curricular obrigatório
(2018) Lira, Carla Cristina de; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/2622476340642697