Navegando por Autor "Silveira, Thiago Araújo da"

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Análise das interações discursivas em uma oficina didática interdisciplinar sobre modelos atômicos
(2019-07-10) Rezende, Luana Russana Ferreira; Silveira, Thiago Araújo da; http://lattes.cnpq.br/5110982163642369; http://lattes.cnpq.br/5110982163642369; http://lattes.cnpq.br/4751253414418946
The last years, research in chemistry teaching has search to promote resources to overcome the limitations presented in the traditional teaching model and that take into account the articulation between science, technology and the contextualization with the environment that the students are inserted. Therefore, this study analyzes the discursive interactions through a proposal of an interdisciplinary didactic workshop on atomic models with students of the first (1st) year of high school of a public school of the interior state network of Pernambuco. As a foundation, important references were considered about didactic workshops and theoretical orientations on dialogicity, hermeneutics, dialectics and complexity. The research methodology included the collection of data for videography of the five (5) stages of the workshop and subsequently to the analysis of this corpus to evaluate resources, directions and construction of meanings in the dialogues in the context of the interdisciplinary didactic workshops based on the list of observables proposed by Flores (2010),taking into account the theories presented above. As a result of this research, it was possible to identify that the workshop proposal as an active methodology that contributes to the students' socialization process by stimulating the articulation between doing, feeling and acting in a certain activity in sets and for building knowledge through dialogue. It is possible to conclude that the interdisciplinary didactic workshops allow great moments of interaction between student-student and student-teacher, which it should be well planned by the teacher to work the scientific concepts addressing through themes of the student's daily life and to have the decentralization of the speeches.
Análise do ensino das ciências e matemática em um contexto de educação quilombola
(2020-11-06) Silva, John Victor de Oliveira; Silveira, Thiago Araújo da; http://lattes.cnpq.br/5110982163642369; http://lattes.cnpq.br/8190629644989342
Nowadays, our country has a huge amount of Quilombola Communities approved by the Fundação Cultural Palmares, they are survivors due to the strong struggles for the recognition and guarantees of their rights. In the educational aspects, important advances have been made in recent years in their appreciation of these peoples and new demands to increasingly expand cultural and ethnic diversity in Brazil, through the implementation of PCN's (National Curriculum Parameters), where it is based on Law no. 10,639 / 2003, the Quotas Law, Quilombola Education Guidelines, among others. The general objective of this work is to analyze the teaching of science and mathematics in a school located in Quilombola Community in rural Pernambuco, based on the speech of the teachers who teach in it. For this, we use a qualitative methodology, with interviews for data collection and for the analysis we carry out the Dialectic Hermeneutic Analysis. As a result, we realized that the investigated teachers always seek to relate the scientific content with the epistemological, cultural and historical issues of the community, mainly with the use of teaching strategies to better contextualize these contents; we also noticed that they are very careful about the elaboration of their plans and the relationship between the students' daily lives and the contents proposed in the curriculum.
Concepções sobre os papéis educativos, transposições didáticas e ensino de química no contexto da pandemia
(2020-11-06) Claudino, Alice da Silva Amaral; Silveira, Thiago Araújo da; http://lattes.cnpq.br/5110982163642369; http://lattes.cnpq.br/2798830185426782
In this work, we seek to analyze the didactic transpositions that occurred in the teaching and learning of chemistry in the scope of the education of the deaf in Remote Education. Understanding the role and concepts of the Sign Language Interpreter - ILS and the Chemistry teacher regarding their professional practices in building the knowledge of the deaf student, in a regular school. The research used a qualitative approach and used semi-structured interviews as a data source. For the interpretation of data we use the method proposed by Minayo, the hermetic-dialectic analysis (AHD), which understands the research subjects through all the implications: historical, sociocultural, political, economic and educational. As a result, we observed that there was no instruction or guidance on how to start Remote Education, thus demonstrating a gap in the noosphere of external didactic transposition. In face-to-face chemistry classes, visual aids were present and remotely the greatest difficulty is the impossibility of carrying out experiments. We also identified that the interpreter recognizes his role, but is covering and receiving charges that do not belong to the ILS function. Finally, we can conclude that a change is necessary in the teacher's conceptions, so as not to overload the interpreter and really inclusive actions should be considered together with the school, teacher and interpreter that will influence the teaching and learning of the deaf student.
En-caixa - Diversão e ciência : fazendo ciência com experiências simples e fácil
(Conexões Publicações, 2024) Silveira, Thiago Araújo da; Lucena, Isabele Cristina da Silva; Simplício Neto, José Marcelino; Santos, Klyvia Leuthier dos; Galindo, Olga Heloísa de Almeida; Santos, Josivan Washington Marinho dos; Silva, Mércio Ferreira da
Esta obra busca trazer à Educação Infantil e anos iniciais do Ensino Fundamental o universo das experiências científicas, no qual a curiosidade científica das crianças é motivada com a realização de experiências científicas simples, reflexivas e conectadas ao cotidiano. As experiências apresentadas buscam também ampliar o repertório linguístico e cultural, incentivar o pensamento crítico e conectar os fenômenos naturais ao raciocínio lógico das crianças. Cada experiência tem o potencial de transformar a sala de aula em um espaço dinâmico, onde criatividade, admiração e aprendizado convivem harmoniosamente. Na formação de docentes desses segmentos, este livro busca instrumentalizar e promover reflexão sobre essa prática pedagógica visando proporcionar vivências científicas significativas. Com materiais acessíveis e interdisciplinares, cada atividade é acompanhada de provocações, contextualizações e recursos complementares, como QR codes e hiperlinks externos que enriquecem a formação e o aprendizado. Além de fortalecer os vínculos entre docentes, estudantes e a natureza, esta obra convida à inovação pedagógica, transformando desafios em oportunidades de crescimento. Seja para ampliar repertórios ou reinventar práticas, este livro é um convite a explorar o “deleite do saber” e compartilhar descobertas que transcendem a sala de aula.
Estudo das concepções sobre o novo ensino médio dos gestores e professores de ciências da rede de educação básica estadual de Pernambuco
(2019-12-10) Lima, Lucas da Silva; Silveira, Thiago Araújo da; http://lattes.cnpq.br/5110982163642369
The New High School name by which it became known changes that Law no. 13,415 / 17 makes the LDB 1996, brings two major changes in this stage of basic education: one of workload and another curriculum. A structural change in high school focuses on the subjects that make up education systems in different ways. In this sense, this paper aims to analyze the conceptions of social actors affected by these measures regarding the legal framework regarding the feasibility, performance and knowledge; and curriculum theories, which are the rational, critical and post-critical. To this end, semistructured interviews were conducted with science teachers and the manager of a school in Calumbi-PE and a servant of the Pernambuco Department of Education. For data analysis, Minayo's Hermeneutic-Dialectical Analysis (2008) was used. When analyzing the data, we observed that the science teachers and the school manager understand that the viability of the proposals is limited and explain from the context in which the school in which they work is inserted, and the server of the Pernambuco Department of Education, conceives feasibility as possible in almost all of the legal framework. Regarding performance, science teachers do not accurately explain their role within the changes, while SEDUC's manager and server do so. The SEDUC server and the school manager are those whose speeches most closely match what is written in the legal framework. Regarding the curriculum, those that are more present in the interviewees' speeches were the traditional ones and the criticisms, although there are sporadic elements of different theories in all the speeches. In this context, we found that the conceptions of the investigated subjects have a strong relationship with the context and the curriculum view they present. As this is a preliminary study, as implementation is still in its infancy and the Pernambuco curriculum is still being formulated, further studies with different approaches are needed to reach a better understanding of the implications of a change in educational policies such as this one.