Licenciatura em Química (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/26
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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Resultados da Pesquisa
Item Revisão bibliográfica sobre a implementação da Lei 13.415/17: desafios, mudanças, impactos e dificuldades frente ao novo ensino médio no ensino de química(2023-09-20) Barros, Celmalice Vicente Oliveira; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919The educational system in Brazil has undergone several historical transformations since the arrival of the colonizers. The secondary education reform, promoted by Law nº 13,415 of 2017, sought to face challenges such as school dropout and low results in evaluations. This reform brought significant changes, such as curriculum flexibility and an increase in the annual workload from 800 to 1400 hours. The training itineraries allowed students to choose areas of interest, such as Languages, Mathematics, Nature Sciences, Human Sciences and Technical and Professional Training. However, there were intense debates about the implementation of the reform. In this research, our goal is to analyze the conceptions of some authors about the implementation of Law 13.415/17 and what are the challenges and difficulties facing the New Secondary School in Chemistry Teaching. This monograph is theoretical, a bibliographical research was carried out on the implementation of Law 13.415/17. The results indicated that the Brazilian Society of Chemistry (BSC) expressed concerns, highlighting the possible reduction of specific contents such as Chemistry, as well as the lack of structure in public schools to support the changes. Teachers and specialists also raised concerns about teacher training and inequality between public and private schools. The reform of secondary education reflected the search for adequacy to social demands and the labor market. Despite the modernization intentions, its implementation faced challenges, such as the need for continuous teacher training and the guarantee of equal opportunities for students from different contexts. Such findings show that the reform sought to innovate Brazilian secondary education, but also generated debates about its implications for the quality of education and educational inequalities.Item Analisando como o ensino de química está articulado à educação ambiental sob a perspectiva da Base Nacional Comum Curricular – BNCC(2019-07-11) Barbosa Junior, Juscelino Reis; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/7546622170249353This study is based on the proposition of Common Base for National Curriculum, BNCC (Base Nacional Comum Curricular) as a normative document that defines an essential learning that all students should develop throughout basic education. In this way, the objective of this work was to analyze the forms of articulation between the teaching of Chemistry, in the context of Sciences (Primary and Secondary Schools) and Natural Sciences (High School), and Environmental Education, which are proposed in the new National Curriculum, in Brazil. The objective arose in order to answer two questions that guided this work: How can environmental education be developed from the teaching of Chemistry? And how science teaching can contribute to the participation of the human being in the natural environment? To reach this objective and to give answer to the questions that guided this study, we proceeded readings and discussion about the elaboration process of the BNCC, the emergence of environmental education and the formation of a subject sensitive to the environmental problems. This was useful to build a framework for the investigation which can be characterized as a documental-exploratory study. Next, we analyzed the general competences proposed in the BNCC, as well as the current LDB (constitutional law driving educational system in Brazil), after several recent modifications, and LPNEA - law that regulates environmental education, in Brazil. Among some points, we emphasize the skills proposed for the teaching of science, in elementary school, developed based on the objects of knowledge that involve Chemistry in a concrete and direct way, competencies for science education in secondary schools and, for science studies in High Schools, we considered how the proposed competencies are or not aligned with the perspectives for the environmental education. Finally, it is postulated in this work that the environmental education is linked to Chemistry teaching in a subtle way and the new National Curriculum appears to be presented as a potential tool for formation of young people searching for to supply demands from labor market, offering them a very limited scientific and technological knowledge.