Opiniões sobre estágio curricular e prática de ensino na licenciatura em química: o caso do CEFET-PB

The Brazilian legal documents are directing the reformulation of the courses that prepare students to be teachers. Through out the country many institutions look for to fit themselves in such documents. On the other hand, other IES (Superior Education Institutions), when they are setting up such courses they looked for to be adequate to the new public politics. Based on the National Curricular Norms to form teachers for Basic Education, in tertiary level, in 2004 it was created at the CEFET-PB,the Chemistry Course (Licenciatura) to prepare people to be teachers, whose organization. This work presents the results of a research of phenomenological nature that aimed to comprehend the teachers opinions, in the range of discussions about the current politics of formation, particularly related to the CNE/CP 1 and CNE/CP 2/2002 resolutions. This work based on the curricular proposal for the Chemistry Course (Licenciatura), presents the relationship between the probationary period and the teaching practice at the CEFET-PB, in order to contribute for a reflection about these categories to clarify the teachers of the course. It started from the consideration of all changes operated in contemporary society implies changes on teacher's pedagogical practices. It was used tow instruments for the data collection: a questionnaire with open and closed questions and recordable interviews. Nine teachers form the CEFET-PB took apart and four licensed teachers. It was based in a theoretic frame as a support for discussions about the different models of teachers formation. We concluded that the representations of teachers about probationary period the practice on the activity for the teachers formation was strongly anchored in characteristic elements of the formative tendency of a institution that historically acted on a technician formation, and the results pointed to strong signs of attitudes based on a model of the technical rationality

O espaço formativo na escola: um estudo com professoras dos 4º e 5º anos do ensino fundamental.

Es extensa, de parte de los docentes, la discusión sobre la articulación de actividades y estrategias de enseñanza que vengan a proporcionar una participación más activa del alumnado. Sin embargo tal tarea constituye un desafío para muchos profesores ya que, muchas veces, la formación inicial no siempre los prepara para esta perspectiva. Nosotros entendemos que es necesario desarrollar en los maestros una autonomía crítica, tomando la escuela como espacio formativo. El objetivo de este trabajo fue él de incentivar un espacio de discusión y reflexión para profesores en ejercicio de los 4° y 5° años de la Enseñanza Fundamental I. Ese espacio que era orientado para que ellos estudiasen y articulasen, entre otras cosas, el conocimiento disciplinar de Ciencias y la organización y sistematización de actividades de enseñanza que lleven a una participación más activa de los estudiantes. La investigación se realizó en una escuela privada de Natal/RN, que atiende a estudiantes desde la educación infantil hasta la enseñanza secundaria. Se desarrolló en cuatro fases: la 1ª, de familiarización, cuyo objeto de estudio se dio a través de la observación del salón de clase y del análisis de la planificación anual: la 2ª, de identificación de las dificultades de los maestros, teniendo como instrumentos encuestas con preguntas abiertas y elaboración de textos. La 3ª, en la perspectiva de proporcionar una intervención, se usó como instrumentos de investigación, el diario de clase y otras actividades como talleres, cursos y la elaboración de material didáctico. En la 4ª fase, para reconocer los posibles cambios en la práctica docente, ocurrieron nuevas observaciones en el salón de clase, el análisis de las planificaciones. Los datos obtenidos fueron organizados en tablas y clasificados. Los resultados señalan cambios en la práctica de esos profesionales, la introducción de la disciplina de Ciencias en el espacio formativo y el material didáctico elaborado ha sido un subsidio importante para ayudarlos en las clases

Questões objetivas sobre funções das provas de matemática do vestibular da UFRN dos anos de (2001 a 2008): um diagnóstico sobre os erros que os candidatos cometem

La dificultad que los alumnos encuentran en el aprendizaje de matemática viene siendo objeto de investigación por estudiosos en educación matemática, tanto en Brasil como en el exterior. El objetivo de este estudio consiste em investigar las dificuldades en el aprendizado sobre funciones matemáticas y la influencia de las concepciones alternativas a partir de los errores que los candidatos acerca de las cuestiones sobre funciones en la prueba objetiva de matemática del acceso a la universidad de los años de 2001 a 2008. Teniendo como cuestiones de estudio para alcanzar el objetivo propuesto: identificar la relevancia del tema funciones que son contemplados en las pruebas de acceso a la Universidad; asi como cuáles han sido los tipos de funciones más privilegiados y menos privilegiados; analizar si la contextualización de la pregunta y la presencia de elementos no textuales han influenciado en el aumento de tal dificultad; analizar si la representación semiótica agrega mayor exigencia a la pregunta; analizar respecto a la exigencia matemática de la pregunta; analizar lo que se refiere al desempeño de los candidatos para verificar cuál pregunta tuvo mejor desempeño y cuál el peor e identificar los errores más frecuentemente cometidos por los candidatos en esas pruebas. Las reflexiones de los estudiosos como: Radatz (1980), Cury (1994), Socas (1997), Borasi (1997), Franchi e Rincón (2004), Pochulu (2004) presentan las dificultades en el aprendizaje matemático, que aparecen a partir de los errores cometidos por los alumnos, quando estos errores reciben la influencia de las concepciones alternativas. El estudio que se presenta en esta disertación configura un análisis de los errores que los candidatos han cometido en las preguntas objetivas sobre el tema funciones de las pruebas de acceso a la Universidad de los años de 2001 a 2008, a partir de los relatorios de la Comissão Permanente do Vestibular COMPERVE/UFRN. Con la intención de alcanzar los objetivos propuestos para este estudio, fueran sido construidas categorías de análisis. Los resultados encontrados han sido: El tema funciones es el más frecuente entre los demás con (28,1%); el tipo de función priorizada durante esos años ha sido la función logarítmica con (24%); la contextualización de las preguntas exige una mayor comprensión por parte del candidato de lo que las situaciones directas; la caracterización semiótica posee elementos que estructuran esas preguntas que el educando debe saber asociar al texto; la exigencia matemática posibilitó analizar que el procedimiento medio ha sido el más requisitado; el desempeño de los candidatos ha sido en la mayoría bajo (50%); y los principales errores que ellos han cometido han sido de realizar traducciones incorrectas de las expresiones que aparecen en las situaciones-problema; utilizar todos los datos que aparezcan en el problema sin tomar en cuenta si el cálculo realizado responde a la pregunta solicitada; no interpretar coherentemente las informaciones del gráfico; decodificar incorrectamente los valores representados por literales en una recta numérica. Los resultados señalizan la necesidad de una revisión didáctico-metodológicas de la enseñanza de funciones a raíz de las cuales las dificultades en el aprendizaje se han presentado

Uma abordagem histórica para o ensino do princípio da inércia

Placed in the field of Didactic of Science, this paper proposes an approach to the introduction of the History of Science in science education, at high school level. It was designed and implemented a series of activities regarding the history of the Principle of Inertia. The aim of this approach was to give more meaning to scientific education, while opening new avenues for a better understanding of the processes of construction of scientific knowledge. The preparation of the activities involved a study of the historical development of the concept of motion, from the Aristotelian physics through physical movement concepts at medieval period, from Galileo, Gassendi, Descartes, until the first law of Newton. The strategy of teaching was applied to three classes of high school (night period) of a state public school at the city of Natal (RN). The results indicated the difficulty of overcoming alternative conceptions about movement by students. Nevertheless, we consider that the implementation of this strategy of teaching both represented gains for the learning of students, and contributed to the resizing of pedagogical practices of the teacher-researcher

Opiniões de professores do ensino médio: refletindo sobre os projetos escolares e a interdisciplinaridade

Official documents indicate to a curriculum organization that promotes the dialogue in different areas of knowledge. Among the proposals strategies are the "School Projects". This research appears from the staff need evidenced in the development of practice of the researcher in recent years as Pedagogical Advisor in high school. The comments made in the daily work on the kinds of projects and how they were developed in the school, generated concerns. They aroused the interest in further the discussion, aiming to reflect with teachers about the implementation of a pedagogic action on the use of educational projects in the classroom, as a didactic strategy which promotes the learning of students. In this sense, it seeks to develop studies and discussions by the application of questionnaires and the holding of a workshop with teachers in the area of Science of Nature and Mathematics in private high school institutions from Natal, searching opinions of them as the preparation and development of school projects. As general purpose, it aims to contribute with elements to the reflection of the teachers on the use of this strategy of education. For both, we propose: the knowledge of ideas/opinions of teachers on planning, development and evaluation of projects, both disciplinary and interdisciplinary, identifying the main difficulties of these teachers about the work with projects at school; reviewing projects developed at school after the press conference in a meeting with teachers, incorporating the identified aspects as weak points. In the course of the methodology research, questionnaires were used with open and closed questions for the lifting of preliminary ideas for teachers in order to subsidize the planning of a developed meeting later in the school itself on the subject in question. 10 teachers took part of the first step and 17 in the second one (pressconference). In the third stage, an individual interview was carried out and analysis of projects already developed. It is observed that, as the main difficulty for the development of projects in school, pointed to the time factor in the planning team, followed by excessive working hours for teachers that, generally, also work in other schools. Some teachers say they do not develop projects for not having knowledge of how to develop school projects, neither disciplinary, nor interdisciplinary

Uma proposta para o ensino de eletromagnetismo no nível médio

This paper aims at building a proposal for teaching of electromagnetism in the secondary level in the state public school in Natal, RN, encompassing at the most possible comprehensive manner the fundamental aspects of electromagnetism. The methodology employed here is prioritize physical concepts rather than instruments (such as the mathematics), which should have the connotation of just tools, or of aids in the context of physics teaching in the referred teaching level. The proposal is to give teachers a consultation resource, from differentiated lesson plans, which have as main focus activities based primarily in texts and active participation of students in the teaching- learning process and the implementation of the PCN+ proposals (BRAZIL, 2000), which suggest alternative ways to make the practice in the classroom more exciting, targeting a significant teaching-learning process for both the teacher and the student. This material was applied during the 3rd and 4th term (i.e., bimester) throughout the school year of 2007, in the State School Teacher Varela Barca in two classes (3V1 and 3V2) of 3rd grade of secondary level. As evaluation of the implementation of this proposal one can cite that students were more secure when to apply the concepts, when conducting the experiments, and less anxious when formal evaluation of the evidence, showing greater motivation when presented to electromagnetism contextualized in their everyday situations. The product of this educational work includes, besides the dissertation, the lesson plans, itineraries and experimental assessment of the instruments used (Annex E to I)

As Ciências Espaciais, o saber e o fazer docente no ensino fundamental

This study aims to include topics related to Space Science in elementary education from an experiment that aims to rescue the science teachers in public schools of São Tomé, RN, a taste for experimentation and exploration of advanced technologies. During this research with teachers found that they knew enough about the subject, but this knowledge was restricted to the events disclosed by the media. Regarding scientific knowledge, that same surface, they had many conceptual difficulties which hindered the approach of these topics in their classes. To overcome this difficulty, a workshop was held where teachers had the opportunity to discuss the historical aspect of Space Science, some physical concepts related to it, and the conduct of experiments with PET bottle rockets that recover from the curiosity typical of how the science. The results were outlined in the form of Planning Didactic built by teachers and using themes related to space science, from there, discussing content already provided in the composition of the schools curriculum. Therefore, this work allowed the teachers a minimum training required for them to not only reproduce, but readjusted and build, from this, their own paths in the classroom at the fundamental level

Abordando as relações ctsa no ensino da química a partir das crenças e atitudes de licenciandos: uma experiência ormativa no Sertão Nordestino

Este estudio investigó las actitudes y creencias de los estudiantes universitarios en Ciencias Químicas por la Universidad de Río Grande do Norte (UERN) como un paso hacia la elaboración de una propuesta de material didáctico para el estudio de las relaciones CTSA en la licenciatura en química. Para el conocimiento de las actitudes y creencias fue utilizado dos instrumentos (Escala Likert y un cuestionario), que proporcionó un análisis dentro del nuevo paradigma de investigación (cuantitativa y cualitativa) en la Enseñanza de la Ciencia y Matemáticas. Los resultados mostraron que los estudiantes de licenciatura en química tienen creencias positivistas y que suelen son considerados por algunos como ingenuas, como la creencia en el modelo de decisión tecnocrática, la linealidad del desarrollo científico y tecnológico que lleva a el bienestar social y neutralidad de los conocimientos científicotecnológico. Basándose en estos datos y la literatura sobre el tema se elaboraron tres módulos de aprendizaje: a) Cuestionando la hegemonía del conocimiento técnico y científico, b) Las relaciones entre ciencia, tecnología, sociedad y medio ambiente - las relaciones CTSA c) Propuesta de temática para la enseñanza de la química en una perspectiva de CTSA: El Río Mossoró. Por último, el material producido se utilizó en dos cursos ocurridos en el Campus Central en el Centro de Educación Superior en São Miguel, ambos de UERN. Los participantes expresaron su aprobación al enfoque trajo de el experimento propuesto y de el caso de simulación contenidos en la propuesta de

Objetivos e conteúdos no ensino de física para adultos: um estudo de caso

The dissertation presents the learning, production and results of a study with a group of adult students of a high school level class in a night time public school at the Zona Oeste district of Natal-RN. As a teacher of Physics of these adult students, whose age is between 17 and 65 years, we felt the need to deepen our knowledge about the specifics of these students and build ways of teaching which would lead to a more significant educational process beside them. Among these ways of teaching, we emphasize, first, the performance of an extra-class activity that triggered the students' oral narratives about their life stories. Such narratives have led us to prioritize, as goals of teaching: socialization and the rescue of the search for a permanent learning, self-esteem and skills development to promote the exercise of autonomy. The students' previous contacts with the country life showed to be extremely significant for their memories and motives, suggesting the theme "Nature" to be adopted as a matrix for generative themes to be adopted during the teaching and learning moments with them. Considering these results, we construct a teaching proposal for continued work with the class, with which we chose the "Climate" as a guiding theme of this proposal, here presented and analyzed. In addition to a movement between problematizations developed in a thematic framework - through the initial questions of the students -, and those in a more conceptual approach - that we induced -, we have adopted as central methodological aspect the use of oral and written language, both as an exercise of dialogue, Freire's perspective, such as a structural element of cognitive processes, the perspectives of Vygotsky and Bakhtin. The development of the proposal was registered by audio and teacher and students´ regular written records, for 1 month and a half. As positive outcomes of the proposal, we emphasize the changing attitudes of students, showing a significant increase of their initiative in participating of the classes, besides a creative and critical use of arguments during the situations studied

Atribuição de significado ao conceito de proporcionalidade: contribuições da história da matemática

This study is the result of a work which approaches the Mathematics History how source of the meaning s attribution in the proportionality concept. We adopt the methodology of the source qualitative and we work with a group of teachers from instruction s public system of the fundamental and medium level from Pocinhos City Paraíba. For the data collection, we use the field notes, the questionnaire, a sequence of activities and the interview semistructured like instruments. The study had how objective to know the significates attributeds to proportionality concept through of the activity mediate from Mathematics History, besides to investigate if a approach of the nature enables modification according to this sense. The results obtaineds though the data analysis indicate that the activities bring contributions which refer to achieve objectives. On the other hand they also showed that we have a long trajectory to be trailed in the meaning of to turn the Mathematics History a subsidy effective in the teachers practice, in view of the formation absence in the knowledge area, besides the necessity of the approach adequated of the Mathematics History in the didatics books of Mathematic

Despertando responsabilidade social no ensino médio por meio de temáticas associadas à física nuclear

Many discussions about the role of the school are on the agenda, in an increasingly complex society. Sociologists, educators, anthropologists, researchers of different areas seek that role. The objective of this dissertation is to contribute what we can consider the central role for the physics teaching, citizenship training. We have elaborated a didactic proposal to increase the interest of high school students on issues of social relevance and, throughout it, to promote the formation of attitudes of social responsibility, enhancing the formation of a more politically and socially active citizen. For the preparation of the proposal, studies were made on education for citizenship and on attitudes change, using as its main theoretical foundation the researches on the Science, Technology and Society curricular emphasis. The teaching of Nuclear Physics was integrated to our proposal, due to its pedagogical potential for the discussion of social, political and economic subjects related to scientific concepts and associated technologies. The educational proposal we have produced was applied on a high school class of a private school at Natal-RN. It was composed from the controversial issue involving the installation of nuclear power plants in Brazilian northeast. The methodology of role playing, in which students assumed social roles and produced specific subsidies for a public hearing and a later referendum, both simulated. In the analysis of the implementation of the proposal, we highlighted the difficulties but also the possibilities and the relevance of exercising skills such as reasoning, finding information, and arguing about of social problems. The results of the research showed the possibility of meaningful learning on Nuclear Physics contents, through this social, political, economic, scientific and technological contextualization using a controversial and real issue together with mechanisms that trigger for greater popular participation, as public hearing. It has also been identified changes in attitude by some students about issues related to Nuclear Physics. We hope, through this dissertation, to contribute to the formation of future citizens as well as to the initiative of teachers-researchers with pedagogical aims similar to those in the present work

Atividades experimentais no ensino de biologia em escolas públicas do estado do Rio Grande do Norte, Brasil: caracterização geral e concepção de professores

Recent research has revealed that the majority of Biology teachers believe the practice of experimental activities as a didactical means would be the solution for the improvement of the Biology teaching-learning process. There are, however, studies which signal the lack of efficiency in such practice lessons as far as building scientific knowledge is concerned. It is also said that despite the enthusiasm on the teachers‟ part, such classes are rarely taught in high school. Several studies point pedagogical difficulties as well as nonexistence of a minimal infrastructure needed in laboratories as cause of low frequency in experimental activities. The poor teacher performance in terms of planning and development of classes; the large number of students per class; lack of financial stimulus for teachers are other reasons to be taken into account among others, in which can also be included difficulties of epistemological nature. That means an unfavorable eye of the teacher towards experimental activities. Our study aimed to clarify if such scenario is generalized in high schools throughout the state of Rio Grande do Norte Brazil. During our investigation a sample of twenty teaching institutions were used. They were divided in two groups: in the first group, five IFRN- Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte schools. Two of those in Natal, and the other three from the country side. The second group is represented by fifteen state schools belonging to the Natal metropolitan area. The objectives of the research were to label schools concerning laboratory facilities; to identify difficulties pointed by teachers when performing experiment classes, and to become familiar with the conceptions of the teachers in regarding biology experiment classes. To perform such task, a questionnaire was used as instrument of data collecting. It contained multiple choice, essay questions and a semi-structured interview with the assistance of a voice recorder. The data analysis and the in loco observation allowed the conclusion that the federal schools do present better facilities for the practice of experimental activities when compared to state schools. Another aspect pointed is the fact that teachers of federal schools have more time available for planning the experiments; they are also better paid and are given access a career development, which leads to better salaries. All those advantages however, do not show a significantly higher frequency regarding the development of experiments when compared to state school teachers. Both teachers of federal and state schools pointed infra-structure problems such as the availability of reactants, equipments and consumption supplies as main obstacle to the practice of experiments in biology classes. Such fact leads us to conclude that maybe there are other problems not covered by the questionnaire such as poor ability to plan and execute experimental activities. As far as conceptions about experimental activities, it was verified in the majority of the interviewees a inductive-empiric point of view of science possibly inherited during their academic formation and such point of view reflected on the way they plan and execute experiments with students

Construção e aplicação de uma sequência didática para o ensino de trigonometria usando software geogebra

The present study aims to analyze the potentialities and limitations of GeoGebra software on what concerns trigonometry s teaching and learning processes. Taking the present resources of public school from the state of Rio Grande do Norte, the research intends to answer the following question: Could we use the current conditions of public school and the Geogebra software to optimize the trigonometry s learning and teaching processes situation? . To make it a possible to answer the question above, a module of investigative activities was created and applied. The methodological intervention was made among second year High School students from a public school in Natal, RN. The theoretical reference of Mathematics Didactics was taken was a base, adopting the conceptions of Borba and Penteado (2001), Valente (1999) and Zulatto (2002, 2007) about the use of Information Technology (IT) on Mathematics classrooms. In order to create the investigative activities helped us to understand how the students make their constructions and their visual perception through the process of dragging images on the computer screen. Furthermore, the activities done with the GeoGebra software s resources facilitate the resolution of trigonometry situations

Formação continuada de professores que ensinam matemática: o papel do ábaco na ressignificação da prática pedagógica

The present dissertation performs a study about abacus part on the continuous education of Elementary School s Mathematic teachers on what concerns the basic operations of addition and subtraction with (re)unification by using the manipulative and/or informatical abacus. Therefore, the research intends to answer the following question: How does a teacher reframe the pedagogical practice while teaching the Decimal Numeral System and the conventional operations of addition and subtraction with (re)unification through manipulative and informatical abacus? In order to do so, we rely ourselves on the Guy Brousseau s Theory of Didactic Situations (TDS) from 1996 that affirms the necessity to trace a way in accordance with the teaching situations that lead the student s learning; and on the work of Pierre Lévy (1993), in which the poles of communication oral, written and virtual create three ways of communication through which the learning process happens. The methodology of this paper was based on the Strategic Research-Action of Franco (2005). The didactic sequence was elaborated in accordance with TDS and used the manipulative and informatical abacus as didactic resource. With the application of the didactic sequence, it was verified that the continued formation of Elementary School s teachers concerning the operations of addition and subtraction on the initial years/levels is pertinent once it has been observed some difficulties of the teachers concerning this mathematical subject. Besides, the analysis of the didactic sequence has allowed one to realize that teachers had some difficulties concerning the numeric representation with order zero, the resolution of operations of addition and subtraction using the manipulative and informatical abacus and the realization of (re)unification on the subtraction with meaning. These observations has been discussed with the teachers and, after that, it has been done some didactic-methodological routings of the operations of addition and subtraction with re(unification) that contributes with the teaching and learning process.

Um hipermídia sobre fases da lua para o ensino de astronomia a distância

The interdisciplinary nature of Astronomy makes it a field of great potential to explore various scientific concepts. However, studies show a great lack of understanding of fundamental subjects, including models that explain phenomena that mark everyday life, like the phases of the moon. Particularly in the context of distance education, learning of such models can be favored by the use of technologies of information and communication. Among other possibilities, we highlight the importance of digital materials that motivate and expand the forms of representation available about phenomena and models. It is also important, however, that these materials promote the explicitation of student's conceptions, as well as interaction with the most central aspects of the astronomical model for the phenomenon. In this dissertation we present a hypermedia module aimed at learning about the phases of the moon, drawn from an investigation on the difficulties with the subject during an Astronomy course for teaching training at undergraduate level at UFRN. The tests of three semesters of course were analyzed, taking into account also the alternative conceptions reported in the literature in astronomy education. The product makes use of small texts, questions, images and interactive animations. Emphasizes questions about the illumination of the Moon and other bodies, and their relationship to the sun, the perception from different angles of objects illuminated by a single source, the cause of the alternation between day and night, the identification of Moon's orbit around the Earth and the occurrence of the phases as a result of the position of observing it, and the perception of time involved in the phenomenon. The module incorporated considerations obtained from interviews with students in two poles where its given presential support for students of the course, and subjects from different pedagogical contexts. The final form of the material was used in a real situation of learning, as supplementary material for the final test of the discipline. The material was analyzed by 7 students and 4 tutors, among 56 users, in the period in question. Most students considered that the so called "Lunar Module" made a difference in their learning, the animations were considered the most prominent aspect, the images were indicated as stimulating and enlightening, and the text informative and enjoyable. The analysis of learning of these students, observing their responses to issues raised at the last evaluation, suggested gains in key aspects relating to the understanding of the phases, but also indicates more persistent difficulties. The work leads us to conclude that it is important to seek contributions for the training of science teachers making use of new technologies, with attention to the treatment of computer as a complementary resource. The interviews that preceded the use of the module, and the way student has sought the module if with questions and/or previous conflicts - established great difference in the effective contribution of the material, indicating that it should be used with the mediation of teacher or tutor, or via strategies that cause interactions between students. It is desirable that these interactions are associated with the recovery of memories of the subjects about previous observations and models, as well as the stimulus to new observations of phenomena