Licenciatura em Química (Sede)

URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/26

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APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso

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Análise das relações entre Ciência-Tecnologia-Sociedade (CTS) nas questões de química do Exame Nacional do Ensino Médio edição 2021
(2022-05-31) Oliveira, Brenda Silva; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/8709791672347257
The National High School Exam (Enem) is a national assessment created in 1998 with the objective of evaluating students' performance at the end of basic education. In 2009, it was reformulated and started to be used as an instrument for entering higher education with the aim of democratizing opportunities for access to higher education. The exam aims to assess the quality of basic education and encourage the restructuring of the school curriculum. In this research, the Enem is also conceived as an indicator of the presence of the science-technology-society (CTS) approach in high school. Therefore, the objective of this work is to analyze the CTS relationships established in the questions related to the chemical contents of the Natural Sciences notebook and its technologies of the Enem in the 2021 edition. we carried out a documentary research with a qualitative approach to the data, which considered quantitative data. For the analysis, assumptions of the Discursive Textual Analysis were considered. Based on the results of the analysis, it can be said that: most of the questions covered different themes, with a predominance of the theme of environmental pollution; most questions explored scientific and technological aspects; and Science-Technology, Science-Society, Technology-Society and Science-Technology-Society relationships were identified, with a predominance of the former. In this sense, considering that in the CTS approach the three dimensions are articulated, it is concluded that this type of approach seems to be still incipient in the teaching of Chemistry in Brazilian High Schools.
A bioquímica dos hormônios em uma intervenção pedagógica interdisciplinar entre química, arte e educação física a partir da temática frevo
(2023-09-11) Nascimento, Marília Macário Simões do; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/2036102562810888
The aim of this research was to analyze students' understanding of the relationship between frevo dancing and the biochemistry of hormones in the context of an interdisciplinary pedagogical intervention between Chemistry, Art and Physical Education based on the frevo theme. We conducted a qualitative study of the pedagogical intervention type. The pedagogical intervention was carried out in a private school in the municipality of Olinda - PE. The research subjects were 26 students from the 3rd grade of secondary school. The intervention was applied in two stages, subdivided into three classes: one class in stage 1 and two classes in stage 2. The methodological stages for the development of the research were: intervention method (stage 1); intervention evaluation method (stage 2). From the analysis we can say that: the students expressed different perceptions of frevo, focused on frevo as a dance, culture and expression; the majority of students, in their previous conceptions, understood that dancing favors the release of hormones, such as dopamine, serotonin, oxytocin, endorphin and adrenaline, however, they did not know how to chemically explain the relationship between frevo dancing and the biochemistry of hormones; no progress was made in the students' understanding of the relationship between frevo dancing and the biochemistry of hormones when they produced parodies as an assessment activity.
A interdisciplinaridade nos trabalhos de educação química e ensino de ciências apresentados nos Anais do Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) no período de 2007 a 2017
(2019-02-18) Silva Filho, José Roberto de Sousa; Almeida, Maria Ângela Vasconcelos de; http://lattes.cnpq.br/7841487134333019; http://lattes.cnpq.br/9060519064280273
This paper presents an analysis of the productions of the National Meeting of Research in Science Education (ENPEC), from 2007 to 2017, focused on interdisciplinarity in the areas of Chemistry Teaching and Science Teaching about propositions or descriptions of activities. carried out in order to characterize the constructions in the methodological and pedagogical scope. With the main objective of characterizing the methods approached according to the works of Olga Pombo (2003) and Yves Lenoir (1998), thus describing the typology of interdisciplinary proposals. As much as Brazilian official documents point to the need for a contextualized and interdisciplinary approach to address the deficiencies caused by the fragmentation of knowledge, in order to better educate students in the light of contemporary civilization, which needs more comprehensive solutions to respond to problems. modern, we observed that few articles have characteristics pointed as important by researchers dealing with interdisciplinarity. Many of the published articles aim to help in the choice of themes, methodologies and the importance of this approach, but the number of contributions from didactic sequences, projects, and activities is low, which shows that most of the works are related to the intellectual production of these procedures. It emphasizes action, as well as a large number of papers that discuss and help teachers to include interdisciplinarity in undergraduate courses. The results indicate that there is an evolution in relation to the works produced in the interdisciplinary area, and that the questions about the quality of these productions help in the future proposals.
Percepções de professores de Química em formação inicial acerca de uma intervenção didática com abordagem CTSA planejada para promover a alfabetização científica
(2025-03-17) Silva, Sergiany Sandrelli Santos da; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/6898348167448044
Nesta pesquisa temos o objetivo de analisar percepções de professores de Química em formação inicial acerca de uma intervenção didática com abordagem CTSA planejada, a partir do tema Microplásticos, para promover a Alfabetização Científica. A pesquisa foi qualitativa; contou com a participação de dez licenciandos em Química que cursaram pelo menos uma das disciplinas do curso cujas ementas são voltadas para a abordagem CTS; e foi desenvolvida em quatro etapas metodológicas: planejamento de uma intervenção didática fundamentada na abordagem CTSA e estruturada a partir dos eixos da AC propostos por Sasseron (2008) e da espiral de responsabilidade de Waks (1992) com o tema Microplásticos (1ª etapa); elaboração do questionário (2ª etapa); contato, convite e envio do questionário e do Termo de Consentimento Livre e Esclarecido (TCLE) para os participantes da pesquisa (3ª etapa); e análise dos dados (4ª etapa). Como resultado da pesquisa, podemos destacar que, com base na análise das respostas dos licenciandos ao questionário, a intervenção didática apresenta potencial para promover a AC, ao contemplar os três eixos estruturantes propostos por Sasseron (2008). Além disso, contribuições e limitações da intervenção didática foram apontadas pelos licenciandos. Como contribuições, eles mencionaram, por exemplo, consciência ética sobre o uso e descarte do plástico e a aplicação prática do conhecimento e a formação de cidadãos responsáveis. E como limitações, os licenciandos apontaram, dentre outras, a limitação de tempo para explorar as relações CTSA e a formação docente adequada. Portanto, para pesquisas futuras sobre a AC no ensino de Química, sugerimos a implementação da intervenção didática em tela em contextos reais de ensino para investigar a promoção da AC dos estudantes nesses contextos.