01.1 - Graduação (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2
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Item Concepções construtivistas e suas influências nas práticas pedagógicas de professoras dos anos iniciais do Ensino Fundamental em uma escola da rede municipal de Camaragibe - PE(2023-09-05) Silva, Lilian Kelly Batista da; Gama, Ywanoska Maria Santos da; http://lattes.cnpq.br/1398858336713229; http://lattes.cnpq.br/0190339222776366The purpose of this research is to analyze the teaching practices, in light of the contributions of constructivism to planning and development, of teachers in the early years of elementary school. More specifically, we seek to analyze how teachers relate their planning to the theoretical foundations that support their practices; identify aspects in the classroom routine and the dynamics of the activities carried out that are close to the constructivist perspective and identify teachers' conceptions about learning. Qualitative research was carried out in a municipal school in the city of Camaragibe, with two teachers from the 1st year of elementary school, using observation of their classes and semi-structured interviews as an instrument to access data. The analysis of the data obtained was carried out using content analysis as a parameter. We observed that a theoretical influence is not a direct application, but takes place between the lines of choices and positions in relation to teaching processes, based on conceptions built along the trajectory of each teacher. Although the teachers do not directly associate their practices with theory, we see that an influence of constructivism, the result of Piagetian theories, is consolidated in literacy practices in an indirect way, most of the time not even perceived by them. We noticed that the teachers seek coherence in understanding the students' individuality, in the levels of learning, with the pedagogical proposals they carry out in the classroom. Another obvious issue is the way in which teachers position themselves in the face of error, in a problematizing way, which makes students rethink their hypotheses and formulate a new one until they find the correct one. The appreciation of students' autonomy also appears evidently, students can express themselves, organize themselves, receive instructions to help other colleagues. Bringing the idea of building not only school knowledge, but that goes beyond that, they build affectivity, empathy and autonomy to think and resolve conflict situations. The subjects appropriate theories in a different way, and this we could verify with the teachers who participated in the research, with different ways of applying the understanding that they build from the theories in their practice, even if indirectly and re-signified in the daily life of the classroom.Item O gênero “projeto de pesquisa” em feiras de Ciências: uma perspectiva construtivista(2020) Conceição, Genilda Rosa da; Gomes, Valéria Severina; http://lattes.cnpq.br/8893406062883304Faced with the deep crisis experienced by Brazilian science, fostering interest in the scientific universe in educational contexts seems increasingly urgent. In this article we will present a reflection on the gender research project and significant learning, from the proposal of science fairs in school contexts and the perception of scientific literacy as a way for the emancipation of the subjects, a possibility to make individuals independent in the search for solutions to problematizations of individual and social interest. We answered the following question "how to promote meaningful learning through the gender research project in basic education taking into account the students' previous knowledge and their citizen formation", through the methodological analysis of questionnaires applied with 10 teachers and 10 students who participated in scientific events in their school environments, based on the bibliographic review of authors such as BEHRENS (2000), MORAES (2002 and 2004), TFOUNI (2002). As a result, we realized that the practice of research in everyday school and participation in science fairs encourage students to be a producer of knowledge, making the environment more dynamic and attractive. Likewise, students, when starting a project construction process, use scientific research, establish dynamic relationships between areas of knowledge, ask questions and seek solutions to social, cultural, economic and environmental problems of a local, national and / or global and produce genres of the most diverse.