02.2 - Especialização (UAEADTec)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2891
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Resultados da Pesquisa
Item A Tríade Significativa nas aulas de arte como possibilidade de transformação da realidade escolar: o caso da escola cidadã integral prof. Anésio Leão(2019) Melo, Iago José Lima de; Alves, José Fernando da Silva; Silva, Cristiane Barbosa Tosta da; http://lattes.cnpq.br/0195862765669468; http://lattes.cnpq.br/9142049164350284; http://lattes.cnpq.br/4075226809765649This course conclusion paper aims to explain the concept of significant triad, created by the author of this research, as a methodological suggestion to be worked on in art classes, reporting its possible contributions to the transformations of the Integral Citizen School Professor Anésio Leão, in Campina Grande-PB. Initiative motivated by the perception that the three concepts worked, the art, the otherness and the social context, associated, contributed to a significant teaching-learning. The research had as its specific objectives: to describe how we arrived at the concept of significant triad, as well as what the elements that compose it; identify the school under study regarding its location, space, school community and other particularities; show, briefly, artistic-pedagogical practices carried out during the year of two thousand and eighteen, having as a principle of production the significant triad; understand how the significant triad was designed to be worked on in school art classes; conduct a comparative study between the past and the present of the school, taking as an observation factor the artistic-pedagogical practices developed in the year of two thousand and eighteen, as well as the students' response to the applied form; seek to understand, through the analysis of applied forms, how art classes changed the reality and image of the school under study. From this, the investigative concept of (LEITE, 2008) was used as a methodological procedure for the development of this research, as well as the studies of (BARBOSA, 1998) about the triangular approach of learning, which served as a guide for the planning. and for the execution of this research. The understanding of alterity through the anthropological bias of (LAPLANTINE, 2003), proved to be significant for what we intended to exemplify. Finally, studies by (FREIRE, 2011) about contextualization, as well as the understanding of (SANTOS, 1998) about subject-space and space-society contributed to the development of the central idea. Throughout the report, a comparative study was conducted between the past and present of the school. We had as a result of this research the artistic works developed in the school in the year of two thousand and eighteen, those that will be described and studied, retaking the initial hypothesis in the light of the obtained results.Item Oficina de foguetes: investigação científica atrelada ao lançamento oblíquo(2022-06-17) Santos, Melquisedeque Luna dos; Silva, Nêrian Aguiar da; Silva, Ana Paula Teixeira Bruno; http://lattes.cnpq.br/7567099861370352; http://lattes.cnpq.br/2909922763234651Astronomy teaching in most schools appears in a shy way, and usually the themes are approached when they are presented in textbooks. Therefore, this work had as main objective to analyze the contributions of an educational rocket workshop to promote scientific investigation, in the study of oblique launching with 1st year high school students. Thus, awakening the interest of young people in scientific investigation. The methodology used was based on a qualitative approach, using two questionnaires as data collection tools: one to collect the students' previous knowledge, and the other to verify their ideas after the experience of the activities. The procedures included an expository class to discuss the scientific concepts about oblique launching, a workshop to assemble and launch rockets, and a bibliographic research. The results showed that the Rocket Workshop allowed the students to understand the fundamental concepts of the oblique launch and awakened their interest in participating in the Brazilian Olympics of Astronomy and Astronautics (OBA) and the Brazilian Rocketry Show (MOBFOG).Item Análise da abordagem do conteúdo sistema solar no 9º ano do ensino fundamental (anos finais) na fala de professores(2022-07-30) Almeida, Jeferson José dos Santos; Gonçalves, Paula Cristina da Silva; http://lattes.cnpq.br/6221874223227758; http://lattes.cnpq.br/8515312342571982The present work aims to analyze the didactization of the Solar System content approach from the speech of two Science teachers from the 9th year of Elementary School (Final Years). For this, we propose to teachers a form with 8 essay questions, in order to identify the challenges of approaching the Solar System content. After the analysis, it was possible to infer that there are similar and specific challenges faced by both teachers. In this perspective, we seek to reflect on possible didactic proposals and methodologies in order to try to help teachers and reduce the problems experienced by them. The research is anchored in the theoretical assumptions defended by Langhi and Nardi (2005), Lima (2018), Hetem & Pereira (2010) and Gomes (2017), also the BNCC (2017) the PCN Sciences (1997) and the Curriculum of Pernambuco (2019). We still use the intellectual contributions of Cecatto (2011), Picazzio (2014), Borges and Hyoshida (2018) and França et al. (2017). The corpus of the work consists of the speech of a teacher from the private school system and the other from the state public network, both from the municipality of Itaquitinga - PE. From the teachers' speech, it was possible to interpret that both feel methodological difficulties arising from their academic training, because they claim that they were not oriented to teach Solar System and subjects that refer to Astronomy in Basic Education. In addition, one of the teachers declared that his school lacks technological subsidies and this, for him, causes a difficulty in mediation of content. In this light, we seek methodologies and didactic proposals that circumvent the problems presented by the teachers and we realize that among the perspectives investigated, those that offer better applicability in view of the reality faced by the teachers interviewed are those that favor a playful approach to content.