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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Resultados da Pesquisa
Item Contribuições e limitações para a ACT de licenciandos em Química: uma análise a partir das percepções deles(2025-03-18) Barros, José Felipe de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/0424122111591768A Alfabetização Científica e Tecnológica (ACT) é uma condição para a formação cidadã, pelo desenvolvimento de habilidades de domínio, autonomia e comunicação. Portanto, nesta pesquisa tivemos o objetivo de analisar contribuições e limitações para a ACT de licenciandos em Química a partir das percepções deles. Por meio dela, buscamos responder a seguinte questão de pesquisa: quais aspectos, a partir das percepções de licenciandos em Química, podem indicar contribuições e/ou limitações para a ACT deles? A pesquisa desenvolvida foi de natureza mista, com abordagem quantitativa e qualitativa, contou com a participação de 22 licenciandos em Química distribuídos em licenciandos do primeiro período denominados ingressantes (LQI) e licenciandos do décimo ou último período do curso denominados concluintes (LQC), e foi desenvolvida em três etapas: adaptação do questionário (Etapa 1); aplicação do questionário (Etapa 2); e organização e análise dos dados produzidos (Etapa 3). Um questionário baseado na Escala Likert foi o único instrumento de pesquisa. A partir das análises, podemos dizer de modo geral, que: 1. quanto às percepções dos licenciandos de Química acerca da ciência, da tecnologia e das relações entre elas, os licenciandos dos dois grupos concordam totalmente que devemos questionar a Ciência e Tecnologia, que o trabalho da Ciência é buscar verdades que precisam ser comprovadas, e que a Tecnologia é aplicação da Ciência; 2. em relação às percepções dos licenciandos de Química acerca da ciência, da tecnologia e suas relações com a sociedade, os LQI e LQC concordam parcialmente que a Ciência e a Tecnologia não devem ser influenciadas por fatores sociais, políticos, religiosos, econômicos e éticos (fatores externos) e que quanto mais tecnologia mais bem-estar; 3. quanto às contribuições e limitações para a ACT dos licenciandos em Química, algumas percepções podem se constituir como contribuições para a ACT deles, como, por exemplo, os LQI e os LQC concordarem totalmente que devemos questionar aItem Questões de gênero e sexualidade nas experiências de discentes do curso de Licenciatura em Química: uma análise de suas narrativas (auto)biográficas(2024-09-19) Silva, David Filipe Nascimento da; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019Issues of gender and sexuality are generally not recurring topics in Chemistry education and the initial training of Chemistry teachers. However, there is a recognized need for future Chemistry teachers to be prepared to address the diversity present in classrooms. In this con-text, the aim of this research was to understand, through the (auto)biographical narratives of undergraduate Chemistry students, their experiences regarding gender and sexuality in the school/academic context. The research was qualitative and involved the participation of seven undergraduate students enrolled in the Mandatory Supervised Internship III and Mandatory Supervised Internship IV at a federal public university. The research instrument was the (au-to)biographical narratives written by the students, obtained through a single-question questio-nnaire created on the Google Forms platform. For the analysis of the (auto)biographical narra-tives, analytical categories were considered a posteriori. The results of the analyses concer-ning the students' experiences with gender and sexuality issues in the school/academic con-text, as reported in their (auto)biographical narratives, indicated: the absence of discussion on gender and sexuality issues within the school and/or academic environment; uncertainty on how to act, intolerance, and/or prejudice by students/teachers regarding gender and sexuality issues in the school and/or academic setting; disrespect and bullying related to gender and sexuality issues in the school and/or academic environment; respect for gender and sexuality issues within the academic context; contributions of courses/programs regarding gender and sexuality issues in the school and/or academic environment; knowledge of how to act on gen-der and sexuality issues in my teaching practice; and ways to integrate gender and sexuality issues into Chemistry education. Therefore, this research can contribute to discussions about gender and sexuality issues in the initial training of Chemistry teachers, as it presents the ex-periences of students and highlights how the absence of these issues in professional training can hinder inclusive education.Item Impressões de um grupo de licenciandos em Química da UFRPE sobre a sua formação inicial(2024-10-01) Cesário, Lucas da Silva; Lima, Analice de Almeida; http://lattes.cnpq.br/2273105974559580; http://lattes.cnpq.br/9217362239710121The present research aimed to analyze the impressions of students of the Chemistry Degree course at the Federal Rural University of Pernambuco (UFRPE) about their initial training. For this, a qualitative study was carried out with ten undergraduate students in chemistry of this Institution who were in the final periods of the course. The research instrument was a narrative interview in which the exmanents (research questions or questions of interest to the researcher) were thought out and defined. These questions were aimed at guiding the conversation between the interviewee and the interviewer in order to address the themes addressed in the research and thus meet the established objectives. The results show a diversity of impressions about the teaching career, including positive and critical views about initial training. The undergraduates highlight the need for greater integration between theoretical content and practical experiences and point out that the experience of institutional programs related to teaching and supervised internships are essential for this integration. However, the students' criticisms of the disconnection between theory and school reality suggest the need for curricular adaptations and longitudinal studies that accompany their trajectories, aiming to improve training and better prepare future teachers for the challenges of their careers.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 Experimentação investigativa em eletroquímica: análise das contribuições para a formação de licenciandos em Química(2022-09-28) Santos, Jeibson Joaquim dos; Freitas, Kátia Cristina Silva de; http://lattes.cnpq.br/5859266863241551; http://lattes.cnpq.br/3779449247384247Item Impactos de um processo de formação docente, fundamentado na racionalidade prática, na alfabetização científica e tecnológica de licenciandos em Química: um estudo de caso(2019-12-12) Miranda, Raphaela Dantas; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/7681050703890574It is in the context of the applications and implications of science and technology in society that the need for citizens' Scientific and Technological Literacy (STL) was highlighted. In this perspective, the objective of this research was to analyze the impacts of a teacher training process, based on practical rationality in the STL of Chemistry degree students. It was assumed that the process of initial formation of Chemistry teachers, based on practical rationality, can contribute to the STL of these future teachers, since this type of rationality considers practice as a place of reflection for the production of knowledge, as, knowledge related to the Nature of Science and Technology, an essential component of STL. For this purpose, this research: 1) had the participation of eight undergraduate students in Chemistry who were taking the Instrumentation for Teaching Chemistry II (ITC II) discipline, curricular component of the 7th period of the course's curriculum matrix; 2) followed as methodological steps: presentation of the research objectives to the undergraduate students followed by reading and signing of the informed agreement term; application of the COCTS with Chemistry degree students enrolled in the discipline of ITC II in the second semester of 2018 - before the development of the training process; reapplication of COCTS with graduates in Chemistry after the referred process and data analysis; 3) adopted qualitative and quantitative data approaches. From the analyzes carried out, evidence was found that the training process contributed to the undergraduate students’ STL, however, it did not guarantee the development of adequate conceptions of Science, Science-Technology relationship, Technology-Society relationship and Science Epistemology. Therefore, these results corroborate the need to return of the attention to teacher training, more specifically, to the initial training of Chemistry teachers, when we assume STL as a cultural need for citizens of contemporary society and as one of the objectives of teaching sciences, and more particularly, the teaching of Chemistry.Item Contribuições e dificuldades do estágio supervisionado obrigatório na Licenciatura em Química da UFRPE: um olhar dos licenciandos ao longo do processo formativo(2020-10-19) Morais, Rafaela Sales; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/7067572650938131In undergraduate courses, supervised internships are mandatory curricular components that aim at teaching-learning related to didactics-pedagogical, providing the graduate with participation in real life and work situations, for this reason it is essential to evaluate what contributions and difficulties the students of the Chemistry Degree course of the Universidad Federal Rural de Pernambuco (Federal Rural University of Pernambuco) face, during the period designated for their mandatory supervised internship. Among the main aspects that were evaluated, we mention the school (internship field) and the educational institution. To achieve this objective, a qualitative research was conducted for data collection, in which questionnaires were used, these being the main information for data collection for this study. In addition, research aimed at theoretical contribution was carried out in order to improve the understanding of the conception of supervised internship and its contributions to students over the years. Thus, the present study had as object of study, the graduates enrolled in the discipline that corresponds to the last supervised internship of the curriculum and/or students who finished this curricular component. This criterion, in relation to the choice of this group was due to the accumulation of experiences obtained in the interval of two years taking into account that in total there are four internships, being one subject (internship) per period (semiannual), for this reason their opinion about the experiences lived would be more complete, since they have already gone through all the internships provided in the curricular matrix for the undergraduate course. Therefore, the chosen group would bring the contributions and difficulties experienced in a longer time interval in a more consolidated way. Through the data analysis it was possible to observe the importance of supervised internship for undergraduate students and the hard work of the teaching practice. Moreover, it is worth mentioning the change in the view of graduates in relation to internships, in the present times, they occupy a fundamental part of their teacher education. The greatest relevance of this was due to the very change of conception of undergraduate students, since for them, today internships are extremely necessary, quite different from years ago when theory and practice were separated and practice was done only to respond to legal requirements.Item Análise de crenças e atitudes de estudantes do curso de Licenciatura em Química sobre natureza da tecnologia como indicadores da alfabetização científica e tecnológica(2022-05-27) Régis Júnior, José Josiel; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/2879033758134136Technology is part of several contexts in today's world, a fact that corroborates the need for Scientific and Technological Literacy (STL) on the part of citizens. The STL includes, in addition to scientific concepts and procedures, the understanding of the Nature of Science and Technology. In this research, we direct our study to the Nature of Technology (NoT) as a component of the STL, and more specifically, to the initial training of Chemistry teachers, considering that research of NoT and Chemistry teachers in training are still incipient in Brazil. Therefore, in this research we aim to analyze the beliefs and attitudes of students in graduation in Chemistry about the Nature of Technology (NoT), considering them as indicators of their STL. We count on the participation of students who attended the last period of the course. For data analysis, we adopted qualitative and quantitative approaches and the following methodological steps: 1) selection of COCTS questions that involve aspects of NoT; 2) Application of the selected questions with students of a degree course in Chemistry of the last period; and 3) qualitative and quantitative analysis of student responses to COCTS questions. From the analysis of the research carried out, as main results we highlight those students expressed plausible beliefs and attitudes for seven of the eight COCTS questions related to NoT, such as technology and the interdependence between science and technology, and appropriate beliefs and attitudes about STS relationships. Additionally, it is worth mentioning that students were expected to express partial agreement with the plausible phrases of the questions and not to strongly agree or disagree with them, as observed. Therefore, the results obtained in this research point to evidence of the need to discuss NoT within the scope of the initial training of Chemistry teachers, from the perspective of their STL.Item Saberes da formação específica e atuação no contexto escolar: desafios no ensino e aprendizagem de Química(2021-03-02) Araújo, Flávio Ribeiro; Lima, Analice de Almeida; http://lattes.cnpq.br/2273105974559580; http://lattes.cnpq.br/0819343533418318Item Análise de crenças e atitudes de estudantes do curso de Licenciatura em Química sobre temas ciência-tecnologia-sociedade como indicadores da compreensão da natureza da ciência e da tecnologia(2020-10-28) Silva, Carina Fernandes Bezerra da; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/3349978068322310This work aims to analyze the beliefs and attitudes of students in the Chemistry Degree course on science-technology-society (CTS) as indicators of understanding the Nature of Science and Technology (NdCeT) from the perspective of Scientific and Technological Literacy (ACT). To this end, some questions were applied in the Brazilian version of the Cuestionario de Opiniones on Science, Technology and Society (COCTS) with students of the Chemistry Degree course of a Brazilian federal public university. This study involves a quantitative and qualitative approach, following the ethical aspects that the information obtained in this research is confidential, with no identification of the participants. The methodological procedures adopted were: 1) Selection of COCTS questions; 2) Application of COCTS to students in the Chemistry degree course; 3) Data analysis. For the data analysis, we calculated the Attitudinal Indexes (AI) of the students participating in the research for each of the COCTS questions, considering the categories: adequate, plausible and naive, and the score given by the licensee of the questions by the degree of agreement that varies within scale from 1 to 9 points. In general, students in the Chemistry degree course have plausible, naive and adequate beliefs and attitudes about different CTS themes, the results show that the majority of students who participated in this research have naive beliefs and attitudes about the Epistemology of Science. Considering that NdCeT is one of the essential components for ACT (BENNÁSSAR, et al., 2010) and that NdCeT focuses on the epistemology of science and technology (ALONSO, 2010), students point out weaknesses on CTS themes. These weaknesses reflect the students' understanding of the NdCeT, compromising the ACT of the undergraduate students.