01.1 - Graduação (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2
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Resultados da Pesquisa
Item Educação sexual em livros didáticos de ciências utilizados na rede pública estadual de Pernambuco(2024-03-07) Valentim, Niķson Nathan Lopes; Araújo, Monica Lopes Folena; http://lattes.cnpq.br/7902118982606429Currently, with the advancement of technology and access to digital resources, the number of useful tools for teaching science has diversified and grown. However, teaching resources such as the textbook (LD) remain one of the most important and accessible for teachers. Therefore, it is worth highlighting that the quality of the content present in the textbook is an essential factor for the quality of teaching practice. In this sense, sexuality is an essential topic in anyone’s life. From an early age, individuals are exposed to questions and discoveries about their own sexual identity. Therefore, it is extremely important that this subject is addressed appropriately in textbooks, which are one of the main sources of knowledge for teenagers in their final years of elementary school. Therefore, the main objective of this study is to present research developed through the analysis of three textbooks used by public elementary schools in the state of Pernambuco. The research aimed to analyze how the theme “sexuality” is referred to in elementary school textbooks (LD) for the 8th year, adopted by a public school in the state of Pernambuco. Given the findings, it was evident that textbooks initially focus on exposing content that predominantly values the biological aspects of human beings. By focusing exclusively on the biological aspects of sexuality, textbooks reinforce gender stereotypes, norms and traditional patterns of behavior, contributing to the maintenance of a conservative and limited view on the subject. However, LDs were found that included content related to sexuality within social and psychological aspects.Item O uso dos aplicativos Whatsapp e Telegram no ensino das Ciências da Natureza: uma revisão sistemática da literatura(2021-07-15) Queiroz, Antônio Victtor Alves de; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/1840464693617513In the current information society, digital technologies have also caused significant changes in education, promoting new forms of communication and social interaction. Thus, the use of digital technologies, especially the use of mobile devices, has enabled greater access to information, which in turn can be transformed into knowledge. Some of the resources most used by individuals, through digital technologies, are applications for mobile devices. Among the numerous applications available, the messages are the most used by society, which once had the function of communication between people and now have an important role in the teaching and learning process, thus knowing their real contribution in the process of building the knowledge proves important. In this sense, this research aimed to investigate how the messaging apps WhatsApp and Telegram are being used in teaching Nature Sciences (Biology, Physics and Chemistry). For this, we carried out a systematic literature review in some databases (Google Academic, CAPES Journal Portal, Brazilian Digital Library of Theses and Dissertations), having as reference the work of Gonçalves, Nascimento e Nascimento. As a result, we found a total of 9 works in the investigated databases. In addition, we found that there were no works using Telegram as a pedagogical resource. Through the description and analysis of the studies, we observed that the WhatsApp application has been used in the educational environment, in which a good part of its resources are exploited. However, the low number of studies found using WhatsApp in the classroom and the lack of work with Telegram® in teaching Nature Sciences point to the need for more research on these applications in the teaching of Biology, Physics and Chemistry, so that we can know what is the real impact of using messaging applications in the knowledge construction process.Item Concepções de licenciandos em química da UFRPE–Sede sobre o uso de analogias e suas influências no processo de ensino-aprendizagem de ciências(2018-08-01) Oliveira, José Elivelton Gomes de; Souza, Sandra Rodrigues de; Lima, Analice de Almeida; http://lattes.cnpq.br/2273105974559580; http://lattes.cnpq.br/4678692939311710; http://lattes.cnpq.br/8408629611124567The analogical reasoning is present in scientific theories, textbooks and researches based on the use of analogies as a teaching resource for the teaching of chemistry and for this reason, it is essential to analyze the conceptions of chemistry undergraduate of UFRPE-SEDE "future teachers" on the use of analogies and their influences in the teaching-learning process of the sciences. The instruments for data collection were two questionnaires, group resolution and discussion about an ENADE 2017 issue, observation and audio recording. The subjects of the research were composed of fifteen undergraduates who studied the subject of Compulsory Supervised Internship I in the 7th night of chemistry degree at the Federal Rural University of Pernambuco - UFRPE unit SEDE in Dois Irmãos. The results show that only six undergraduates defined the analogies using the terms comparison and association, but also two undergraduates confuse this concept with an example. Furthermore, during questionnaire II, it is perceived that they recognize the analogies as facilitator of the teaching-learning process, but they believe that there are limitations in their use. Therefore, they think that it is very important the initial training for the teacher preparation in the use of this didactic resource, and for them the use of analogies in their classes would be pertinent, however, they would be planned and could be done also spontaneously to answer some questioning of the students. When questioned the presence of the study of analogies during the graduation, it is noticed that the majority considered that the time dedicated to the subject was not enough, and this result together with the research studied, warn that, during their initial formation, there is a need for a more specific preparation in relation to analogue resources. For, the undergraduates did not recognize any methodology for the use of analogies as a didactic resource, even in the final phase of the graduation course, and when participating in this research they were able to revise their conceptions regarding teaching practices with analogies, starting with the resolution of questionnaire II and of the question of ENADE, in which they established pedagogical justifications for the use or not of analogies.