TCC - Licenciatura em Química (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/472
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Item Formação de professoras e professores e conteúdos cordiais: a educação em Direitos Humanos é uma necessidade formativa na Licenciatura em Química?(2023-09-18) Santos, Ismael Lucas dos; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/7423784204105582Este trabajo se desarrolló como parte de un proyecto más amplio, denominado “Movimientos formativos para la enseñanza de la Química”, que tiene como objetivo reflexionar sobre el papel que juegan las carreras de Licenciatura en Química en la formación de profesores en relación con temas y tendencias actuales Del conocimiento de la Enseñanza de la Química. Así, con el enfoque desarrollado em este trabajo, buscamos agregar a los resultados del proyecto en pantalla una mirada a una de las dos carreras de Licenciatura en Química de la UFRPE, ubicada en la ciudad de Recife, para comprender cómo los documentos institucionales básicos, la representación docente y la representación de egresados entienden la relación entre la Enseñanza de la Química y la Educación en Derechos Humanos como uma necesidad de formación docente, con enfoque en el enfoque de Contenidos Cordiales. Para ello, nos anclamos en un sesgo de investigación cualitativa, con uma metodología dividida en dos grandes momentos, a saber: investigación documental y entrevistas narrativas. En la primera parte, a partir del análisis de contenido de Bardin, realizamos un estudio comparativo entre los dos principales documentos oficiales vigentes en la Licenciatura en Química, el PPC iniciado en 2010, en fase de finalización, y el más reciente, 2020, con el propósito de reconocer cómo la Educación en Derechos Humanos encuentra institucionalmente un lugar en la estructura formativa, considerando el diálogo con la Enseñanza de la Química. Luego, en la segunda parte, desarrollamos dos instrumentos de entrevista narrativa, uno centrado en docentes y el otro en estudiantes graduados. Luego invitamos a tres representantes de cada clase, quienes respondieron al instrumento, con el objetivo de comprender cómo las personas que crearon el curso perciben y organizan sus experiencias y si la Educación en Derechos Humanos fue abordada como una necesidad de manera efectiva dentro del curso.Item Cientistas negras e negros e suas contribuições: a valorização da ciência na escola para além do eurocentrismo(2021-12-07) Monjòlo, Márcio; Simões Neto, José Euzébio; Alves, Cláudia Thamires da Silva; http://lattes.cnpq.br/1831217277642775; http://lattes.cnpq.br/0233240998196750; http://lattes.cnpq.br/0233240998196750We live in societies that have racism as a structuring element, which determines the way in which people are arranged in power relations, leading black men, black women, indigenous peoples and their descendants to hierarchically inferior positions. These non-horizontal relationships enter the educational environments and cause white people to be protagonists of historical achievements, scientific discoveries and intellectuality model to be followed. Therefore, the objective of this work was to build didactic strategies in Science Teaching (especially chemistry) to reduce, minimize the invisibility of black bodies in education, as well as contribute to the development of a positive self-esteem in black men and black women and black students, from the effectiveness and application, in practice, of Law 10.639/03 and representativeness focused on the protagonism of black men and black women scientists, presenting their images, origin, academic background and research developed. The discovery and familiarization of these men students and women students with these and these black men and black women scientists is of fundamental importance for us to reduce or extinguish the invisibility of black protagonism and pseudoneutrality of the Sciences and to encourage this public to research academic spaces, having as references these and these scientists and other black personalities, from a decolonial perspective. The methodology presented in this work is qualitative in nature and consists in the application of a didactic-pedagogical intervention where two booklets were made in which the students chose 12 black men and black women scientists, according to the relevance for their community and for the most needy people, for each booklet, among the 34 presented with their respective biographies. We worked with Guide questions and open questionnaires for the development of activities and data collection. The results indicated that the students had little previous knowledge about the proposed theme and were unaware, until then, the work and research of these black scientists, as well as, remained immersed in teaching based on the Eurocentric model that infantilizes and dehumanizes black people, besides offering a certain resistance in realizing that science is not done only by the Eurocentered pattern, where the male, white and European figure leads all actions. The reflections made possible by the application of didactic-pedagogical intervention suggest the continuity of its application in other classes of the research field school, as well as in other public schools, aiming at expanding the scope of this methodology and improving the proposal.Item Modelos, modelagens e analogias: uma revisão da literatura em cinco periódicos no período de 2007 a 2020(2021-12-09) Porto, Shyrlana Souza; Lima, Analice de Almeida; http://lattes.cnpq.br/2273105974559580; http://lattes.cnpq.br/0949749320823271Models, models and analogies: a literature review in five journals from 2007 to 2020 aims to provide a bibliographic survey in important Brazilian journals in this time frame. They are: Science and Education (Bauru), Experiences in Science Teaching, Investigations in Science Teaching, Brazilian Journal of Education and Magazine Debates in Chemistry Teaching, all classified as Qualis CAPES A or B, in order to analyze trends , in the literature, related to models, models and analogies in Science teaching. To achieve the objectives, the research field of each journal was searched and articles that addressed the themes of the work presented here were selected. The reading of the texts and screening of the subjects that were in the perspective of this research were carried out, and in the end there were 70 articles that were in line with this proposal. Regarding the first objective, categories were established in order to carry out the analysis and discussion. For the second objective, the articles were read and grouped according to the similarity of the topics covered. From the results obtained, it was possible to assess that in these 13 years analyzed there is a considerable number of articles in the chosen magazines, which shows that research in the line of models, models and analogies is being developed, with a small peak in 2011 and intensifying more from the year 2016. When compiling the analyzed articles, it was observed that they presented trends for the theme models, with 65.3%, followed by the theme analogies with 20% and modeling, with 14.7% of the works evaluated. A great emphasis was observed in the field research approach, carried out in schools and universities, for example, in research from the student's perspective and in relation to the chemistry contents covered, Atomic Models, Molecular Geometry, Chemical Kinetics, Isomerism and Solubility. Modeling-related research needs to reach the classroom, as well as studies aimed at other didactic teaching strategies as well. There are many works by researchers who were willing, studied, applied and published, but somehow this knowledge faces obstacles to reaching the students' reality.Item Abordagem cordial de conceitos químicos: razão e emoção para construção de um ensino de Química mais humanizado(2022-06-01) Santana, Islley Kauana Marques de; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196In the 21st century, Teaching and Learning methodologies used in Science classes are still predominantly traditional, with students being placed as passive subjects and not reflective about the process. With the intention of overcoming these characteristics of uncritical teaching, content and disseminator of prejudices, we defend a school model that seeks to value Education in Human Rights. However, for that, it is necessary to have the formation, initial and continuous, of teachers of Science who are concerned with the formation of people beyond the scientific contents, seeking to stimulate critical reflection and the discomfort with social injustices. One of the possibilities we see for this is the elaboration of Didactic Strategies based on Cordial Content, that is, science content pedagogized from Human Rights Education that seek to merge reason and emotion. In view of the above, the present text seeks to work with the relationship between Chemistry Teaching and Human Rights Education, within the scope of initial and continuing education, considering the elaboration of didactic strategies based on cordial contents. For this, we set the objective of analyzing the understanding of Chemistry teachers, in initial and continuing education, about the work with the relationship between the teaching of scientific content and Education in Human Rights. Initially, we developed and applied a training mini-course for students of the Programa de Residência Pedagógica of the Degree in Chemistry and, at another time, for students of the Programa de Pós-Graduação em Ensino das Ciências (PPGEC), both from the Universidade Federal Rural de Pernambuco, approaching the cordial contents and ways of working with them in the classroom, with emphasis on didactic sequences, STS-art didactic sequences and pedagogical workshops. The participants produced proposals at the end of each action, which were analyzed using an instrument containing the following criteria: 1) Structure and Organization; 2) Theme, Context and Content; 3) Methodology. For each criterion, we classified the proposals as Sufficient, Little Sufficient and More than Sufficient. It was possible to observe, during the process of analyzing the proposals, that the students had a good involvement with the cordial contents. However, we understand that we still have a long way to go when it comes to training teachers and teachers who approach Human Rights Education and Science Teaching.Item 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/0816099485845957The 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.Item Energia, substância e vida: como os jogadores de videogame (gamers) entendem esses conceitos?(2022-05-30) Barbosa, Leandro José; Simões Neto, José Euzébio; Silva, Flávia Cristiane Vieira da; http://lattes.cnpq.br/7354496286889274; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/3815549830656148Conceptual Profiles were thought of by Mortimer as a way to model the heterogeneity of thinking in Science classrooms and, over the decades, came to rely on a theoretical and methodological framework that allows thinking of the proposal as a theory of learning, the Theory of the Conceptual Profiles. The proposition of conceptual profiles, theoretical and methodological reflections and applications in the classroom configure the most usual paths of investigations in this research program, however, more recently, some works focus attention on ways of thinking and ways of speaking related to communities of practice, groups that share the same interests. Thus, we situate the present work in this perspective, presenting the general objective, to analyze the emergence of the zones of the conceptual profiles of Energy, Substance and Life in images and in videos of classic video games, which were presented to three gamers, with different relationships with the Natural Sciences, which work in different institutions, but which are part of the same community of practice. Based on a semi-structured interview with the participants, we sought to analyze the emergence of ways of thinking about such concepts, based on their ways of speaking, when placed in specific situations of the games, based on the situations presented, images and short excerpts from games, displayed on video. In the analyses, we seek to associate the ways of speaking with the ways of thinking that are characteristic of the zones of each of the conceptual profiles considered. We perceive the emergence of several areas of the highlighted conceptual profiles, associated with each of the presented contexts, in game situations, taking into account the pragmatic value of each way of thinking. Still, we consider the proposal as a possibility to broaden the understanding of fundamental concepts in Science, in situations outside the classroom, expanding the directions for the research program in conceptual profiles.