TCC - Licenciatura em Ciências Biológicas (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/445
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8 resultados
Resultados da Pesquisa
Item O uso de metodologias ativas no ensino de Biologia: um relato de experiência do Programa de Residência Pedagógica(2024-03-11) Silva, Julyana dos Anjos; Araújo, Elian Sandra Alves de; Rodrigues, Cynthia Waleria de Melo Silva; http://lattes.cnpq.br/6630201128820151; http://lattes.cnpq.br/8362137509119353; http://lattes.cnpq.br/3920612274214876Este trabalho explora a aplicação de metodologias ativas no ensino de Biologia através das experiências em turmas do ensino médio de uma escola de referência em Pernambuco, sob a perspectiva de uma residente do Programa de Residência Pedagógica, destacando o papel crucial do programa na formação profissional de educadores. Ao abordar as implicações sobre a implementação das metodologias ativas, o estudo reflete sobre o desafio de integrar essas práticas em um sistema educacional no qual ainda prevalece a adoção dos métodos tradicionais de ensino, especialmente no contexto brasileiro. O trabalho destaca a importância da diversificação da prática pedagógica tanto para o entendimento de conceitos biológicos, mais especificamente dentro das áreas de estudo da Ecologia e da Botânica quanto para a promoção de um aprendizado mais significativo e centrado no estudante, visando a promoção de uma formação crítica e reflexiva destes sujeitos.Item Promovendo a alfabetização científica e tecnológica através do ensino de Citologia no ensino médio: relatos de uma professora em formação(2024-10-01) Pereira, Maria Isabel de Oliveira Mendes; Araújo, Elian Sandra Alves de; Conceição, Emanuella Maria da; http://lattes.cnpq.br/0829667458659173; http://lattes.cnpq.br/8362137509119353; http://lattes.cnpq.br/3096551749857151This report describes the process of designing, organizing and developing a pedagogical workshop using didactic models for teaching Cytology, from the perspective of a resident of the Pedagogical Residency Program, with the aim of promoting Scientific and Technological Literacy in High School. The combination of practical activities with concrete visual resources, such as biscuit dough, paints, canvases and brushes, helped to assimilate cellular concepts, promoting deeper and more meaningful learning, as well as increasing student involvement and enabling greater interaction between them. The Cell Biology Workshop contributed to the development of fundamental skills, such as observation, description and interpretation of cytological concepts and phenomena. However, some challenges were identified, such as the need to adjust the time and space allocated to the activities and the diversification of materials due to the lack of financial resources. In the end, it was concluded that this approach helps to promote students' scientific literacy by bringing them closer to scientific elements and language, and can therefore be considered an effective strategy for improving the teaching and learning processes in Biology.Item Um processo inovador na formação continuada de professores: um olhar para a profissionalidade e os quefazeres de professores e professoras da educação básica(2023-04-26) Oliveira Neto, Aristides José de; Oliveira, Gilvaneide Ferreira de; http://lattes.cnpq.br/1867136982092239; http://lattes.cnpq.br/2104049718849692Item Relato de experiência das ações desenvolvidas pelo Núcleo de Biologia do PIBID no período de 2020.2 a 2022.1(2023-05-04) Barbosa, Maria Salete; Guilherme, Betânia Cristina; http://lattes.cnpq.br/3131730022364100; http://lattes.cnpq.br/7521462239704079The strategies used to teach biology to the current generation are becoming more and more specific, because through not only human evolution, but also technological and digital, students are increasingly inserted in this informational currentness and with that comes the challenge for professors of produce more interactive, dynamic and interesting classes. With this, it is necessary that teachers and future graduates are always prepared and have mastery in the use of different didactic strategies. Therefore, the main objective of this study is to present the Experience Report of the Actions Developed in CODAI by the Biology Center of PIBID in the period from 2020.2 to 2022.1. The research was of a quali-quantitative nature with the detailing of a documental analysis of the portfolios and Google forms, based on the actions developed by the scholarship holders of the Institutional Program of Scholarships for Teaching Initiation (PIBID). And, from conducting the research process, it was possible to analyze that within the categories of the Coordination for the Improvement of Higher Education Personnel (CAPES), the ones that stood out the most and were worked on during the period of validity of the project were the pedagogical didactic productions , bibliographic productions and artistic-cultural productions. Within the indicators stipulated by CAPES, those that were most worked on and used were the didactic sequences constructed and applied by the scholarship holders, the preparation of the environment week, which was an event that resulted in a lot of engagement from all disciplinary areas and the interconnection of several nuclei of PIBID and also the combination of active methodologies with social networks with the creation of a profile for the project on the Instagram platform to encourage students to engage more with the contents on a daily basis. Given the findings, and considering the importance and need for teaching strategies at all levels of society, especially in the school environment, it is considered extremely important to invest in training teachers to use teaching tools.Item O estado da arte na formação continuada de professores de Biologia: uma análise de periódicos(2022-10-06) Goes, Matheus Soares; Araújo, Monica Lopes Folena; http://lattes.cnpq.br/7902118982606429; http://lattes.cnpq.br/0508345986344463Item A residência pedagógica na formação de professores de Biologia: relato de experiência(2021-03-03) Silva, Mirelle Pereira da; Silva, Flávia Carolina Lins da; Silva, Marliete Maria Soares da; http://lattes.cnpq.br/6064066939275575; http://lattes.cnpq.br/7547725170997480; http://lattes.cnpq.br/1088480075725469The Pedagogical Residency Program (PRP) was created to improve the teaching practices of graduates and consequently improve the construction process in teaching. Residents through the program had contact with basic education while undergraduate, from the second half of the course, providing teaching experiences through school life and collaborating with their professional development. The present work aimed to describe the experiences of a student of the Degree Course in Biological Sciences at the Federal Rural University of Pernambuco (UFRPE), during the participation’s period in the Pedagogical Residence Program, working at the Antônio Correia de Araújo School, in the city from Camaragibe (PE). In this way, the experience report covered the experiences of a resident, from the introduction to the program until the period of immersion in school, describing the activities carried out and their perceptions from the first contact in basic education, in addition to portraying the importance of PRP for teacher training. The program collaborated to strengthen some aspects of teaching, as well as the association of practice and theory, development of a dynamic learning format, provided knowledge about the pedagogical processes and a deeper experience, in addition to the mandatory internships. In view of the situations experienced by the resident, the program added significantly to her training, as it made it possible to know and experience the daily life of the wanted profession before the beginning of her career.Item O impacto do Programa Residência Pedagógica na formação inicial dos licenciandos em Ciências Biológicas(2019-12-03) Oliveira, Keila Pessoa de; Silva, Flávia Carolina Lins da; http://lattes.cnpq.br/7547725170997480; http://lattes.cnpq.br/4134052613145535The initial and continuing formation of teachers in basic education has been the target of political agendas in different administrative spheres throughout the country. The Pedagogical Residence (P.R.) consists in a program for teaching initiation for students of teaching degree, enabling the partnership between higher education institutions and public education networks. Its purpose is to reduce the disarticulation between theory and school practice. This study is characterized as a descriptive-exploratory research with qualitative-quantitative approach, applying the mixed method. It was performed with the teaching students of biological sciences from the P.R. of the Pernambuco Rural Federal University. The present work had as objective to analyze this program contribution in the residence student’s perspective. Analyzing if in fact in their perspectives, this strategy contributed in their formation of being a teacher.Item PIBID e modalidades didáticas: contribuições na formação inicial de professores de Biologia(2021-03-04) Melo, Dayanne Lima de; Guilherme, Betânia Cristina; http://lattes.cnpq.br/3131730022364100; http://lattes.cnpq.br/7662933214092475The educational process involves a set of several factors, with regard to the teaching of Science, some teaching practices have discouraged students such as excessive use of textbooks and lectures, lack of visual information, difficult nomenclatures and little contextualization, this shows the need for new teaching alternatives. In this research, we cover the scenario of initial teacher education, encouraging a rethink about this process. For this, we explore the context of initial training associated with the Institutional Scholarship Program for Initiation to Teaching (PIBID) as an opportunity to experience the school environment in the formative period and the theme of didactic modalities as a facilitator of the teaching-learning process. PIBID is a program offered by the Coordination for the Improvement of Higher Education Personnel (CAPES), which seeks to intensify the training process for undergraduates, integrating the university and the school. Thus, we were guided by the following question: How does PIBID contribute to the initial training of students in the area of Biological Sciences through its actions and experiences in the school locus? Based on this question, our general objective was: to understand how the actions of PIBID contribute to the initial training of future biology teachers. For this, we had as specific objectives: to report pedagogical practices experienced in the school environment and to raise secondary data on PIBID in the initial teacher training process. This research was carried out based on the nature of descriptive research with a qualitative and quantitative approach. With this, we performed the description of 16 didactic modalities developed during the period of work at PIBID by the author of the research, bringing her conclusions about this experience. In addition, we quantitatively analyzed the presence of dissertations and theses with themes related to PIBID in the teaching of biology in eighteen universities in the northeast region of Brazil. The didactic modalities described in this research were practical classes, simulations, demonstrations, discussions and excursions carried out during the actions at PIBID/Núcleo Biologia at school. In the universities used as a research source, we recorded that only 07 (seven) had data. Therefore, this result demonstrates the need for research in the area to highlight the importance of the program for teacher education. Finally, we consider that PIBID and didactic modalities are factors that contribute to initial teacher education, allowing for autonomy, criticality and the (re)construction of the teaching identity, as it allows for the testing and critical analysis of teaching practice and modalities. didactics. Furthermore, the use of didactic modalities allows for greater familiarity between undergraduates and students, facilitating the teaching-learning process and making the rehearsal of the teaching practice pleasurable. Thus, we conclude that PIBID promotes the union of the learning acquired at the university by the licensor with the experimentation of these in a school environment.