Navegando por Assunto "Didática"

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As aias também contam história: a utilização d’ O Conto da Aia como linguagem alternativa para o ensino de História
(2019-12-16) Feitosa, Rhaissa de Souza; Bezerra, Rozélia; http://lattes.cnpq.br/0968758655400113; http://lattes.cnpq.br/3302145276038718
Alfabetização e letramento: uma reflexão sobre a prática pedagógica de uma professora do 5º ano
(2018-12-21) Silva, Ana Rúbia Arruda da; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/2645969279769760
The present research had as objective to analyze the pedagogical practice of a teacher who teaches in a class of the 5th grade of elementary school , in order to understand how it promotes the learning of reading and writing, more specifically to analyze how teacher organizes its pedagogical practice; identify which didactic resources were used by the teacher and what she understands about the teaching and learning process of reading and writing; analyze the knowledge built by the students, along the activities proposed by the teacher and map the students' knowledge regarding reading and writing. For that, a case study was carried out, whose field of investigation is a school of Rede Municipal de Recife, located in the Tamarineira neighborhood. To collect and analyze the data, a semi-structured interview with the class teacher, a participant observation and a survey with the apprentices was done. The data showed that all students were in the alphabetical hypothesis, but at different levels of reading and writing. On the pedagogical practice, we identify that the teacher performs a systematic work in relation to the teaching of reading and writing, starting from the work with some discursive genres, prioritizing more the interpretation of text and the reading comprehension. We conclude that the teaching of reading and writing should be a systematic practice of the teacher, especially with those children who show greater learning difficulties, and should plan their classes in advance, to achieve the objectives proposed.
Análise da transposição didática do conteúdo de ligação iônica no contexto do ensino médio do Sertão do Pajeú
(2019) Lima, Marcelo Igor dos Santos; Silva, Flávia Cristiane Vieira da; http://lattes.cnpq.br/7354496286889274; http://lattes.cnpq.br/1823615287816932
The present research had the objective of analyzing the external and internal didactic transposition of the ionic bond content in the context of High School in the Sertão do Pajeú. The notion of didactic transposition, proposed by Yves Chevallard (1991), consists of a process in which knowledge is submitted to a set of modifications, from the academic sphere (knowing wise) to the school environment, in two stages: external (resulting not knowing to be taught) and internal (resulting in the knowledge taught). The research is haracterized asqualitative and was developed in two high schools in the city of Serra TalhadaPE. In this work, the external phase of the transposition was initially analyzed, observing the modifications that the knowledge is submitted to the classroom for the ionic content, investigating the following elements: dessincretization, repersonalization, recontextualization, programmability and publicity. The technique used for data collection was the Bardin Content Analysis (2010). Next, we try to analyze the internal phase of the transposition, observing how two teachers didaticamente transposes the content inside the inner walls of the classroom, analyzing the elements of didactic transposition mentioned above. For the analysis of the elements of the transposition, we are based on the proposal of Brito Menezes (2006), Neves (2009), Guimarães (2009) and Melzer (2012). From the analysis of the external phase of the transposition, we notice that the noosphere follows a pattern in the presentation of the content, associating the ionic bond stabilization with the octet rule, which is a biologically aged content (LIMA et al., 2018) in the students' learning, as Bodner (1991), Taber (1994) and Toma (1997) affirm. Regarding the analysis of the internal phase of transposition, we noticed that teachers usually follow exactly what is proposed in textbooks, which sometimes present concepts far too far from wise knowledge, and ends up transposing this information to the students in a teaching process and learning. From this, it was possible to identify all the elements in the external and internal phase of the transposition, and we emphasize the importance of the teacher in maintaining an epistemological vigilance, in order to reduce the distance between the three spheres of knowledge, transposing information more coherent with the which is scientifically stated, for students.
Análise de diferentes modos de pensar e falar sobre calor expressados por estudantes a partir do trabalho com vídeos e estudo de caso
(2018-08-28) Gomes, Gabriel Soares; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/8975279027875743
This study proposes a didactic sequence focusing on the use of videos. Our objective was to analyze different ways of thinking and ways of speaking expressed by students in chemistry classrooms, from different contexts, brought in videos about situations and phenomena involving the concepts of heat. We believe that the use of didactic strategies that count on the exhibition of videos can establish a new dynamics of contextualization in the classroom, structuring the teaching and facilitating the students' learning. The application of the didactic sequence happened with students of the second year of High School in a reference school in Olinda-PE, the sequence had four moments, in the first one the previous conceptions were raised and the profile of the students with the videos were traced, in the second and in the third moment the concept of heat was approached in an expositive dialogues class having two videos as resource. The videos that were used in the didactic sequence are of the YouTube channel of Minutephysics, being chosen those that talk about heat. At the end of the third moment a study case containing three situations was delivered so that the students could solve the case, in the fourth and last moment the students presented the solutions found by each group and a video was presented. To analyze the data, we used the theory of the conceptual profile proposed by Mortimer (1995) to understand the process of conceptualization about heat from dynamic articulations between different ways of thinking and speaking that find meaning in specific contexts. We will take into consideration the conceptual profile proposed by Amaral and Mortimer for the heat (2001). Based on the zones of the conceptual profile of heat, we analyzed the videos used in the sequence and found the rationalist zone, the realist and the empirical one, for the previous conceptions raised we had the emergence of the rationalist zone and the realistic zone. At the first moment of the sequence the students emerged the rationalist zone, in the second moment the rationalist zone is found in the solutions. In the third moment two zones arise, the rationalist and the realistic. The results show that the videos can promote the emergence of diverse contexts and the discussion of different ways of thinking and ways of talking about the concept of heat. We emphasize the importance of this and other resources being introduced in the initial training so that future teachers experience innovative experiences in chemistry teaching and can include them in their teaching practice.
Análise do uso de paródias sobre eletroquímica, de autoria de estudantes, como estratégia didática no ensino de Química
(2021-07-15) Silva, Diego Florêncio da; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/0025065221774993
In this research, we aim to analyze the objective of analyzing the use of parodies, authored by students, as a didactic strategy in the teaching of chemistry. Methodologically, this research is qualitative, was developed with 42 students from the 2nd grade of high school, and followed four steps: elaboration of the questionnaire; didactic intervention planning; development of didactic intervention; data analysis. As for the students’ prior conceptions about aspects related to the Electrochemistry content, we noticed that most students expressed coherent prior conceptions from a scientific point of view about some aspects related to the Electrochemistry content. As for intertextuality, as one of the elements of the Parody genre, we can say that in all parodies it was identified, however in different degrees, that is, in some parodies produced by the groups, intertextuality was more noticeable than in others. Finally, in the parodies produced by the students, from the perspective of the concepts of the Electrochemical content used by them, we can say that in them, the students used different concepts as a basis, among which we highlight: oxidation number, oxidation, reduction, oxidation-reduction, anode, cathode. The results of this research may reflect contributions to research in the area of teaching Chemistry that has as its object of study the use of parodies as a didactic strategy, highlighting the role of students at the time when they chose the songs to be parodied and produced their own parodies.
Biossensor como proposta alternativa para o ensino de eletroquimica
(2018) Guerra, Angela Cecília Soares; Souza, Sandra Rodrigues de; Freitas, Kátia Cristina Silva de; http://lattes.cnpq.br/5859266863241551; http://lattes.cnpq.br/4678692939311710
We report an investigation directed to the speeches that occurred as the students of the 3rd year of high school in a public school located in the neighborhood of Santo Amaro / Recife-PE, aiming to analyze the biosensor theme as a didactic proposal complementary to the teaching of electrochemistry. For that, a sequence of activities involving diagnosis, expository class, and dialogue, experimentation, contextualization and problematization were elaborated. Results showed that it is possible to work with the biosensor theme in high school to encourage students to use scientific knowledge. The students who presented difficulties in understanding the chemical concepts of oxidation / reduction and pile after didactic strategies used is a result that is acceptable because the contents involve the principles of electrochemistry have often been pointed out by teachers and high school students as one of the issues that represents great difficulties in the teaching-learning process. Due to the good performance of the students who were willing to participate in this research we can consider that the proposal proved to be a useful strategy for the production of answers and explanations about the knowledge of the principles of electrochemistry. Even for the students who did not reach the understanding of this content, the results indicated that actions like this can be a tool that helps the students to become aware of how they understand the difficulties involved in the concepts of electrochemistry issues.
Elaboração, aplicação e validação de uma sequência didática à luz do Modelo das Múltiplas Perspectivas – Pernambuco (MoMuP-PE) para a construção de conceitos Bioquímicos
(2019) André, Woldney Damião Silva; Couto, Janaína de Albuquerque; Sá, Risonilta Germano Bezerra de; http://lattes.cnpq.br/6164731091247331; http://lattes.cnpq.br/7709040837130788; http://lattes.cnpq.br/6662157998132537
The teaching-learning process of Biochemistry comes up against some difficulties, which can be attributed to the need for a systemic view about its themes, which permeate between a macro and microuniverse. In an attempt investigate an enabling strategy for the construction of biochemical concepts, we seek to develop, implement and validate a Teaching Sequence (SD), based on theoretical assumptions established by the Model of Multiple PerspectivesPernambuco (MoMuP-PE), bringing aspects of food as problematizing context. In the present research, the SD built, was applied in a class of the technical course in Agropecuária integrated to the High School linked to the Agricultural College Dom Augustinho Ikas (CODAI / UFRPE), within the scope of a school intervention linked to an institutional extension project. The purpose of this research was to guide the planned actions involving the construction of concepts involving energetic metabolism, predicted in High School, working the composition of food within a chemical and biological universe, being these articulated to the concept of health and society. From the analysis of the questionnaires applied before and after the intervention, as well as the activities produced during the SD, it was possible to validate the proposed SD, in view of the conceptual re-elaborations carried out by the students and the articulations involving the micro and macro nutrients, the process feed, and the factors which interfere with building a healthy eating habit. In this sense, the theoreticalmethodological assumptions of MoMuP-PE guided the construction of the actions present in the SD developed, so that, from these orientations present in the proposed actions, allowed the students to experience, in an initial study perspective, activities of deconstruction and reconstructions (mental and materialized), leading them in the process of conceptual elaboration in a pragmatic and articulated perspective, permeating in this process, the thematic crossings observed throughout the activities.
O ensino da oralidade e sua contribuição para a inserção do estudante nos diferentes campos de atuação social: um estudo sobre o componente língua portuguesa da BNCC para o ensino médio
(2022-10-11) Lima, Andrezza Fernandes; Luna, Ewerton Ávila dos Anjos; http://lattes.cnpq.br/0502123155013190; http://lattes.cnpq.br/1716791360857427
El presente trabajo tiene como objetivo analizar la Base Nacional Comum Curricular – BNCC con énfasis en el eje de la enseñanza de la oralidad en la etapa de Bachillerato y las posibilidades de contextualización de esta práctica en diferentes campos de acción social. Dicha investigación se justifica, ya que el documento normativo define los aprendizajes esenciales de la Educación Básica y aparece como referencia nacional para la formulación de los currículos. Para desarrollar nuestra investigación, nos hemos basado en los estudios realizados por: Soares (1998); Antunes (2003); Marcuschi y Dionísio (2007); Schneuwly y Dolz (2004); Rodrigues y Leal (2021); Rojo (2015); Luna (2016); entre otros. Metodológicamente, la modalidad de investigación se define como cualitativa y documental. A partir de los datos recogidos y analizados fue posible concluir que en todos los campos de acción social existen posibilidades de contextualización de las prácticas de oralidad. Para ello, es necesario conocer ampliamente los géneros orales, recurrir a la modelización didáctica y, finalmente, estructurar métodos de evaluación adecuados al eje de enseñanza.
O ensino da oralidade no livro didático do 3º ano do ensino fundamental
(2018-08-23) Araújo, Maria Aline Teixeira de; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415; http://lattes.cnpq.br/8160106003052712
The present work investigates what space is given to orality in the didactic textbook of the 3rd year of elementary school initial years, aiming to analyze the teaching of orality in a textbook. The specific objectives are: to identify the activities on the teaching of orality proposed in the textbook and to recognize which dimensions of oral teaching the book contemplates, seeking to verify the frequency with which they appear and what the work developed. The book analyzed is PNLD 2014, Project Buriti de Português. To analyze the object under study, we used documentary research, Lüdke and André (2012) and Severino (2007) with the content analysis approach, Bardin (1977). We used Dolz and Schneuwly (2004), Dolz, Schneuwly and Pietro (2004), Leal, Brandão and Lima (2012), Leal and Seal (2012) and Dolz, Schneuwly and Haller (2004). We also used the research done with textbooks of the authors, Fernandes (2015), Brandão, Leal and Nascimento (2011), Costa (2006) and Leal, Brandão and Lima (2012). From the analysis carried out, we could observe that the book analyzed brings several activities that address orality, as well as some textual genres. What was left to be desired was the absence of one of the dimensions of oral teaching, the valorization of oral tradition texts . We conclude that it is a good collection, because it brings a good amount of activities, however, still needs some changes, in what deals with much more elaborate activities, giving space for a better development of orality.
Uma estratégia de ensino e aprendizagem com o enfoque CTSA numa perspectiva contextualizada através do conteúdo de eletroquímica
(2019-07-02) Silva, Bianca Maria da; Freitas, Kátia Cristina Silva de; Souza, Sandra Rodrigues de; http://lattes.cnpq.br/4678692939311710; http://lattes.cnpq.br/5859266863241551; http://lattes.cnpq.br/4826281281005863
The Didactic Sequence (DS) is a classroom organization technique widely used in the Natural Sciences teaching, providing sense to the teacher’s pedagogical practices themes. Through its utilization it is possible to establish, for example, an investigative teaching, with the problematization, organization of the subjects and application of knowledge. In the construction of these activities it is necessary the attention to the taught content, the student’s cognitive characteristics, didactic dimension related to the teaching institution, learning reasons, significance of the knowledge to be taught and planning the activity execution. In this sense, this research aimed to apply and evaluate a DS teaching focused on Science-Technology-Society-Environment (STSE) with a problematizing perspective and contextualized through the electrochemical subject. The results showed that when planning teaching activities in a STSE perspective, it is observed that the students presented a facility for understanding the content.
O lúdico como ferramenta didática para o ensino e aprendizado da língua portuguesa
(2022) Paula, Juvita Tainã Muniz de; Lima, Hérica Karina Cavalcanti de; http://lattes.cnpq.br/7078742576743942
Este artículo pretendía reflexionar sobre la lúdica como herramienta didáctica para enseñar de forma placentera, favoreciendo el proceso de enseñanza-aprendizaje. Se trata de una investigación cualitativa y bibliográfica, cuya pregunta guía fue: ¿Cómo entender el juego como herramienta de aprendizaje en la lengua portuguesa? La idea es mostrar la importancia de lo lúdico en el desarrollo cognitivo del alumno, ya que puede conectar el conocimiento popular y el académico, y destacar que no es sólo jugar por jugar, sino el entretenimiento con un punto de vista pedagógico. El juego es la base del desarrollo infantil y también sirve de soporte para la formación y el aprendizaje de jóvenes y adultos. Aquí, se entiende que el concepto de juego se centra en actividades con música, juegos y lúdicas planificadas por el profesor, que dirigirá estas actividades para que el alumno, divirtiéndose, aprenda. Para ello, la base teórica de este trabajo está formada por autores como Piaget (1996), Vygotsky (1991), Cury (2003), Freire (1996), Almeida (2009) y otros. Presentamos como propuesta de una práctica lúdica para la enseñanza como facilitadora del aprendizaje una secuencia de actividades utilizando la música como base lúdica.
A memória, a história, o ensino: didática da disciplina escolar de história
(Universidade Federal Rural de Pernambuco, 2024) Pacheco, Ricardo de Aguiar; http://lattes.cnpq.br/1888823708270264
O debate sobre as formas de organização didática do Ensino de História tem percorrido trilhas que se cruzam e se afastam em sucessivos pontos. O presente estudo traz uma contribuição a esse amplo debate, apontando a importância de incorporar elementos da epistemologia do conhecimento histórico acadêmico no planejamento do Ensino de História. Revisando a literatura que trata sobre a memória, a história e o ensino, destacamos fundamentos epistêmicos que incitam o estudante da Educação Básica a compreender o tempo histórico: a organização temporal; a memória coletiva; a fonte histórica; a historiografia e a representação narrativa do passado. A partir desses, formalizamos uma proposta de Sequência Didática de História que orienta a sua incorporação no contexto da sala de aula. Com isso, evidenciamos que esses elementos estão presentes em atividades didáticas já conhecidas. Ao final, apresentamos exemplos de planejamentos de ensino que seguem essas orientações, com a intenção de evidenciar a validade prática da proposta.
Percepções acerca das práticas pedagógicas na formação docente : a didática no ensino de línguas em Surubim-PE
(2024-07-30) França, Marcela Cardoso da Mota; Paulino, Suzana Ferreira; http://lattes.cnpq.br/2393224245460974; http://lattes.cnpq.br/1435817306255688
A didática tem grande relevância no processo de ensino-aprendizagem de línguas, auxiliando o docente a desenvolver práticas que favoreçam o desenvolvimento de habilidades e competências de aprendizagem dos indivíduos. Este estudo tem por objetivo geral analisar a percepção docente acerca das práticas pedagógicas na formação para o ensino línguas no município de Surubim-PE. Foram definidos como objetivos específicos: compreender de que forma a didática pode contribuir para o professor promover ações facilitadoras do processo de ensino-aprendizagem; investigar as contribuições do método, do planejamento e da relação teoria-prática à didática para a construção de um processo educativo crítico-reflexivo; e pesquisar o papel das práticas pedagógicas no processo de formação de professores de línguas. Para tanto, realizamos uma investigação bibliográfica, exploratória e quali-quantitativa, baseada nos pressupostos teórico-metodológicos de Freire (1996), Tardif (2002), Marcuschi (2000), Pimenta (1996) e Vygotsky (2000). Com o estudo, observamos que todos os professores colaboradores da pesquisa reconhecem a importância da didática nas práticas pedagógicas no ensino de línguas, assim como a importância da formação docente. Porém, também é evidente que há uma defasagem no preparo de alguns, quando se diz respeito à formação docente, visto que mais de 50% dos entrevistados estão em sala de aula sem essa preparação. Isso demonstra a necessidade de investimento e suporte na formação contínua dos profissionais da educação, visando a aprimorar suas habilidades didáticas e pedagógicas.
Planejamento de uma sequência didática sobre termoquímica com abordagem sociocientífica baseada no perfil conceitual de energia
(2019) Silva, Leiliane Alves da; Silva, Flávia Cristiane Vieira da; http://lattes.cnpq.br/7354496286889274; http://lattes.cnpq.br/7921207915607413
This monographic research sought to plan a didactic sequence on the content of thermochemistry with an approach in Socio-Scientific Aspects (ASC) based on the conceptual profile of energy. The concept of Energy was chosen for this work because it is a content that is worked in High School, and for presenting different representations and uses, as by the use of the word energy in scientific, school and common sense contexts. We believe it is necessary to consider, in the teaching and learning of the concept of energy, the plurality of ways of thinking, associated with the ways of speaking, attributed to this concept. In this sense, our methodological path was developed in four distinct stages: trend analysis of the last five editions of ENEQ on the content of thermochemistry; structured and unstructured interview with two primary education teachers from Serra Talhada-PE; methodological reference for the elaboration of a Case Study (CE) and methodological reference for proposing a didactic sequence. Regarding the trend analysis, we observed that research in this area is quite diverse and has contributed much to the teaching of chemistry, even though most present discussions about Science - Technology - Society (CTS). The second stage was carried out in two moments: the first one made it possible to identify in the first question the modes of thinking associated with the interviewees' speeches, showing the zones of the conceptual profile of energy, while the second stage included the other questions in a descriptive way, the different teaching techniques and the difficulties associated with understanding the concept of energy, as well as identifying the different ways of thinking about this concept. In the third step, we seek to structure, in a case study, situations and examples mentioned by one of the teachers interviewed, as well as to relate with the ASC. And, finally, for the proposition of the didactic sequence, we take into account the proposed zones of the conceptual energy profile, which were important during the elaboration of the stages of our sequence. As well as the difficulties encountered in the work related to the execution or preposition of sequences and / or didactic instrument on the concept of energy in the teaching and learning of the thermochemistry content, as well as works focused on the conceptual profile, use of EC in the event investigated and the difficulties mentioned by teachers regarding the teaching and learning process of this concept. Throughout the activities, we seek the use of approaches that we consider important for the teaching and learning process and which go beyond the conceptual approach, which is normally used. The use of ASC, the different ways of thinking about the conceptual profile of energy, the difficulties related to the work that dealt with this type of approach and mainly difficulties encountered by the teachers of basic education made possible the construction of a case study. Based on the great researchers in these approaches and the desire to cover important issues for the development of more critical citizens, such as social, environmental and technological issues, and during the course and development of this work, we made some considerations.
Potencialização da astronomia com uso de uma sequência didática numa perspectiva do ciclo da experiência de Kelly
(2022-06-07) Tavares, Carla Valéria Ferreira; Lima, Gilmax José de; Silva, Ana Paula Teixeira Bruno; http://lattes.cnpq.br/7567099861370352; http://lattes.cnpq.br/2563053441602249; http://lattes.cnpq.br/1647626024327576
The main objective of this work is to analyze a didactic sequence with the use of digital tools, having as a reference George Kelly's Theory of Personal Constructs, together with the Kellyan Experience Cycle (CEK). The methodological structure used the CEK, with its five phases: Anticipation, Investment, Meeting, Confirmation or Disconfirmation and Constructive Review. In the Anticipation phase, students were invited to answer a questionnaire about celestial bodies. In the Investment phase, the second stage of CEK, the students engaged in the search for information on the topic under study, conducting research and sharing it, through collaborative murals, using the Padlet digital tool. The Encounter phase, the third stage of the sequence, provided the encounter with the event, through theoretical and practical activities, covering concepts about the phases of the Moon, the construction of the Lunar Goniometer and use of the Stellarium application. The Confirmation or Disconfirmation phase happened through the cognitive conflict generated at the time of the event, students were invited to answer a questionnaire about celestial bodies to reflect on their previous conceptions, and to test their hypotheses, confirming them or not. In the last phase of the CEK, the Constructive Review, the students reviewed their knowledge, considering the activities they had experienced and the production of Podcasts. The results revealed that the students had intuitive concepts, as well as presented some difficulties in understanding certain concepts related to celestial bodies. Overcoming the difficulties, we realized that the intervention activities aroused the students' attention, directing them to raise hypotheses, reflect and establish relationships between the situations experienced and the topic studied, providing a significant contribution to the evolution of their concepts.
Uma proposta de sequência didática sobre o ensino de Planetas do sistema solar usando o jogo de trilha como Ferramenta educacional
(2022-06-17) Silva, Cláudio Roberto Barrozo da; Lima, Márcio Antonio de; Santos, Larissa Carlos de Oliveira; http://lattes.cnpq.br/9071559983694986; http://lattes.cnpq.br/3797629213095919; http://lattes.cnpq.br/4874234219166591
The objective of this work is to present a proposal for a didactic sequence of studies on the planets and dwarf planets of our Solar System. Highlighting the concepts and characteristics of each star and exploring the different contexts in Basic Education based on official documents, such as the Science curriculum of the state network of Pernambuco. The approach to these themes will be supported by David Ausubel's theory of meaningful learning, and we will use several previous organizers as resources to promote interaction between the topics covered. And we present as an educational product a board game, precisely, a track game, and thus exploring the potential that educational games make possible in the development of the teaching and learning process. The game, Pé na Trilha da Astronomia, allows the study of the topics addressed by managing the playful and pedagogical moment that occurs in the application of an educational game.
Uma proposta pedagógica interdisciplinar de turismo astronômico em Recife e Olinda: contribuições para o ensino de astronomia e atividade turística local
(2022-06-20) Santos, Anderson Henrique dos; Galindo, Ester da Silva Ramos; Silva, Ana Paula Teixeira Bruno; Miranda, Antonio Carlos da Silva; http://lattes.cnpq.br/3236324734090101; http://lattes.cnpq.br/7567099861370352; http://lattes.cnpq.br/5272993729119101
This work deals with an interdisciplinary pedagogical proposal whose main objective is to identify the contributions of astronomical tourism to the teaching of Astronomy and local tourist activity, considering the historical, scientific and pedagogical aspects. The methods used include a qualitative approach, of the bibliographic type. The data collection instruments were books, newspapers, scientific articles and internet sites, as well as field visits to record local, photographic and audiovisual information about historical monuments, such as: Observatório das Américas (Observatory of the Americas), the residence of George Marcgrave; the Malakoff Tower, in Recife; Observatory of Alto da Sé, in Olinda and Obelisk of the Transit of Venus. It was verified that the tourism practiced in the cities of Recife and Olinda is aimed at the areas of cultural and artistic manifestations, historical buildings and natural beauties. However, it was observed that scientific tourism, more specifically astronomical, has always been left aside, causing visitors and tourists to not have the opportunity to comprehend the potential of local scientific production. To meet the pre-established objectives, two educational products were built, a didactic sequence to be experienced with basic and/or higher education students, as well as the general public, and a booklet of astronomy tourist attractions in Recife and Olinda.
Propostas didáticas na abordagem Ciência-Tecnologia-Sociedade (CTS) para o ensino de Química a partir de tecnologias sociais
(2021-03-08) Silva, Paula Priscila Monteiro da; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/1991208361955032
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 estágio curricular obrigatório
(2018) Araujo, Surana Maria Silva de; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919