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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3 resultados
Resultados da Pesquisa
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 A Química no SSA/UPE: análise das questões sob um olhar de documentos oficiais brasileiros(2023-09-21) Santos, Mechele da Silva; Simões Neto, José Euzébio; Cruz, Maria Eduarda de Brito; http://lattes.cnpq.br/0040724703642654; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/0778447069651912The University of Pernambuco's Serial Assessment System (UPE) has become one of the main assessment processes for admission to higher education in Pernambuco. We understand that the evaluation process is inseparable from pedagogical practice, due to this relevance this research has the general objective of analyzing the Chemistry issues of UPE's SSA, observing probable curricular and structural approximations of the event along with official documents and the methodological aspects of chemical knowledge , in the range of years 2013 to 2024. Having broad relevance as the number of registrants only grows annually and presented, in the year 2023, its first change to the SSA 1 test, where now the questions must directly encompass the guidelines on knowledge scientific linked to specific competencies and skills, as guided by the National Common Curricular Base (BNCC). The methodology for this research focused on analyzing the I. chemical knowledge present in the questions and in the candidate manual; II. The amount and main content charged; III. Analyze the structural aspects and the presence of mass culture in the issues; IV. Aspects about chemical knowledge are related to the contextual and conceptual form through Jonstone's levels of chemical knowledge, which are symbolic, microscopic and macroscopic; V. Analyzing the conceptual aspects of chemistry. The document research carried out covers the quantitative and qualitative form of analysis and considering all phases of selection following careful reading and categorization, we can verify the levels of chemical knowledge, according to Johnstone's triplet, the structural aspects, focused on the use of mass culture , the conceptual aspects, observing whether the questions establish relationships between chemical and social knowledge, based on the prevalence or homogeneous division of content, as well as the levels of chemical knowledge and conceptualization, according to the skills and abilities suggested by the BNCC. Thus, we realized that some contents stood out in frequency over others, and that unfortunately mass culture is still little addressed in the issues and its low frequency covers the SSA1 questions. From the data analyzed, the questions according to the triplet, we observed that the level of symbolic knowledge encompassed eighty-one questions, we believe because it focused on symbols, chemical equations and formulas. We also note that the conceptualization related to chemistry in the industry included eighty of the questions. We also observed that several specific skills can be easily identified in the 2023 SSA1 questions. Thus, we can observe that the preparation of chemistry questions in the Serial Assessment System has been undergoing variations conforms not only to official documents, but also to the direct influence of society and its needs.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.