Literatura de monteiro lobato no ensino de ciências

Advocating education as a humanizing task, the humanizing function of literature and the importance of scientific education, this paper proposes linking Science and Literature in Science Teaching using two specific books of Monteiro Lobato in the final series of elementary school level. Adopting the action research methodology, an interdisciplinary approach, we used the books A Reforma da Natureza and Serões de Dona Benta in two classes (8th and 9th) at Escola Estadual Professor José Mamede, located in the town of Tibau do Sul, Rio Grande do Norte. The readings were performed in Portuguese Language s course and the scientific content were discussed in Science´s classrooms. The book A Reforma da Natureza permitted to approach issues related to the environment, while the use of Serões de Dona Benta showed particularly its effectiveness in questioning the concepts of matter, mass, weight and some questions about the Nature of Science (NOS). In general, the analysis of results shows that the readings of these two books permitted interaction and dialogicity in the classroom, as well as indicates the potential of these books in contextualing and questioning the scientific content contained in it. We advise, however, the need for the science teacher be aware of the conceptual mistakes present in literary works, avoiding erroneous learning and reinforcement of alternative conceptions

Concepções de licenciandas em pedagogia sobre o ensino de ciências nos ciclos I e II da educação básica

O conteúdo de ciências no Ensino Fundamental dos ciclos I e II é ministrado por um professor polivalente com formação em Pedagogia. Sua formação deve possibilitar uma visão global do fenômeno educativo, o que implica a construção de conhecimentos múltiplos e contextualizados, porém com pouco aprofundamento. Este trabalho objetiva identificar as opiniões e dificuldades de licenciandos de Pedagogia a respeito dos conteúdos de Ciências nos dois primeiros ciclos do Ensino Fundamental, mediado por dois questionamentos: Com relação aos conteúdos de ciências ministrados no I e II ciclos, você os considera fácil ou difícil? Sendo solicitado que justificasse sua resposta; De acordo com seus conhecimentos sobre ciências, cite as principais dificuldades que você teria (tem/teve) em ensinar ciências nos ciclos I e II. Participaram do estudo 29 licenciandas da turma de Ensino das Ciências Naturais II do Curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Com relação ao questionamento referente à consideração dos conteúdos de ciências, 52% das licenciandas consideraram fácil, 31% difícil e 17% não responderam a questão. Foram identificadas três categorias de respostas: processo de elaboração do planejamento (20,5% fácil e 20,5% difícil), nível de conhecimento dos alunos (7% fácil e 0% difícil) e natureza dos conteúdos abordados (14% fácil e 10,5% difícil). Foram classificadas três categorias distintas em relação às dificuldades em ensinar ciências: natureza dos conteúdos abordados (50%), aspectos metodológicos (25%), e conhecimento básico (25%). A análise dos resultados revelou que a principal dificuldade das licenciandas em Pedagogia quanto à aplicabilidade do ensino de ciências nos primeiros ciclos do Ensino Fundamental esta diretamente relacionada à falta de conhecimento básico destes conteúdos, que somente foram estudados por elas no Ensino Básico, indicando a necessidade de incorporação de abordagens de conteúdos de ciências no currículo do curso de Pedagogia.

A formação pós-graduada em ensino de ciências naturais e matemática de docentes do IFRN: implicações na atuação docente

This research part of the educational context of the Federal Rio Grande do Norte, through the resumption of legal frameworks that characterize it as an institution belonging to the Federal Network of Professional Education and Technology Brazilian, with a focus on continued education policies for the servers who work there specifically teachers, especially those who have their work in the Teaching of Natural Science and Mathematics. To do this the cut in an agreement between the IFRN and UFRN PPGECNM through the professional master's degree Teaching of Natural Sciences and Mathematics. This agreement as we have research collaborators 08 master teachers who graduated in the period 2004 to 2010, so we undertook a qualitative and quantitative research aimed to conduct the study in general terms of description and analysis of the impacts caused by the formation of masters IFRN in PPGECNM UFRN, taking into account the production of the same academic (dissertation), his performance in the context of the institution and the historical, social, economic and political aspects involved, and also meet the guidelines of the project at the Observatory in 2008 - MEC / CAPES / BSD-P. We used the theoretical options methodological elements of Comprehensive Interview and multireferentiality, our data collection instrument was the main interview, we also performed the analysis of dissertations by lecturers and teachers featured, from the specific descriptors used in catalogs USP / IFUSP (1992, 1996) and UNICAMP / FE / CEDOC (1998) and by other researchers. In analyzing and understanding the speech of the interviewees were able to identify the implications of teacher education in the school context, the motivation to seek the Master; how was the construction of the object of study of the educational product and its use in teaching practice and intervention, the question of the role of master teachers in the school environment to the post master taking into account changes in professional performance and influence in the working groups, how does the use of research and investigation in the classroom after training and between training and educational quality in the context of IFRN. In reading and analysis of the dissertations were able to identify the main focus and under-explored thematic focus as well as the theoretical methodological references. At the end of the research developed a product that could be used for technical analysis studies and assessment in quantitative terms the results achieved by the master teachers IFRN through his training in PPGECNM UFRN

Produção do mestrado profissional em ensino de ciências naturais e matemática da UFRN (física e química/2005-2012): papel dos documentos oficiais e características dos produtos educacionais

The importance of the Professionals Master in the field of science education is revealed by the recognition that they provide, to practicing teachers, in particular, training spaces for reflection and application of knowledge. This work appears in the context of the project "Research and training in teaching science and mathematics: a cutout of academic production in the northeast and overview of formative action in basic education" on the Centre for Education program, which main objective was to conduct studies description, analysis and evaluation of the academic production of Postgraduate Programs in Science Teaching of UFRPE, UFRN and UEPB and investigate the contribution of continuing education in stricto sensu level, of graduated teachers to improve the quality of basic education . We sought to examine a cut of academic production PPGECNM / UFRN, taking as reference dissertations of Natural Sciences, finished between the years 2005 and 2012, which have developed and applied educational products for high school students. More specifically we sought to conduct a general characterization of the dissertations analyzed for basic descriptors, to understand if and how the official documents governing the Brazilian education, especially science education, subsidized development of dissertations and identify current trends for science teaching are addressed and which ones are used in preparing the product of dissertations. The survey was based on documentary analysis, a type of qualitative approach in which the documents are objects of study in themselves. The results revealed that most of the work was developed in public schools, on subjects of physics and chemistry. During analytical reading of the text of the dissertations was observed that, in its construction, most of them addressed somehow, official documents governing the Brazilian educational system, that the products are basically teaching units and teaching approaches that are more focused on Experimentation and History and Philosophy of Science

Concepções de licenciandas em pedagogia sobre o ensino de ciências nos ciclos I e II da educação básica

O conteúdo de ciências no Ensino Fundamental dos ciclos I e II é ministrado por um professor polivalente com formação em Pedagogia. Sua formação deve possibilitar uma visão global do fenômeno educativo, o que implica a construção de conhecimentos múltiplos e contextualizados, porém com pouco aprofundamento. Este trabalho objetiva identificar as opiniões e dificuldades de licenciandos de Pedagogia a respeito dos conteúdos de Ciências nos dois primeiros ciclos do Ensino Fundamental, mediado por dois questionamentos: Com relação aos conteúdos de ciências ministrados no I e II ciclos, você os considera fácil ou difícil? Sendo solicitado que justificasse sua resposta; De acordo com seus conhecimentos sobre ciências, cite as principais dificuldades que você teria (tem/teve) em ensinar ciências nos ciclos I e II. Participaram do estudo 29 licenciandas da turma de Ensino das Ciências Naturais II do Curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Com relação ao questionamento referente à consideração dos conteúdos de ciências, 52% das licenciandas consideraram fácil, 31% difícil e 17% não responderam a questão. Foram identificadas três categorias de respostas: processo de elaboração do planejamento (20,5% fácil e 20,5% difícil), nível de conhecimento dos alunos (7% fácil e 0% difícil) e natureza dos conteúdos abordados (14% fácil e 10,5% difícil). Foram classificadas três categorias distintas em relação às dificuldades em ensinar ciências: natureza dos conteúdos abordados (50%), aspectos metodológicos (25%), e conhecimento básico (25%). A análise dos resultados revelou que a principal dificuldade das licenciandas em Pedagogia quanto à aplicabilidade do ensino de ciências nos primeiros ciclos do Ensino Fundamental esta diretamente relacionada à falta de conhecimento básico destes conteúdos, que somente foram estudados por elas no Ensino Básico, indicando a necessidade de incorporação de abordagens de conteúdos de ciências no currículo do curso de Pedagogia.

Saberes ambientais e estações do ano

La enseñanza de las estaciones es fundamental para la comprensión de muchos ciclos naturales de la Tierra y, por consiguiente, debe integrar una educación en astronomía comprometidos con una educación ambiental más amplio. Sin embargo, la literatura en la educación científica ha puesto de manifiesto durante mucho tiempo la existencia de asociaciones erróneas de las estaciones astronómicas con características contradictorias de los ambientes que experimentamos en nuestro país. Los estudios de los autores de la historia de la astronomía y la astronomía cultural sugieren que la corrección de este error requiere la sistematización de los conocimientos sobre el comportamiento anual del medio ambiente local y, al mismo tiempo, la comprensión de los diferentes puntos de vista en el que las estaciones estaban y se cree por diferentes culturas, en particular, pero sin limitarse, a la perspectiva que utiliza como referencia el movimiento anual del Sol como base para la división del año en cuatro estaciones. Agregado a la reflexión sobre el enfoque humanista a la enseñanza de la astronomía, estos estudios sirvieron de base para la realización de investigaciones con los pescadores de la playa de Ponta Negra, durante los meses de mayo, junio y julio de 2012 y mayo-agosto en 2013; con el fin de conocer sus percepciones sobre el ambiente de la playa e investigar las posibles referencias que tienen del cielo durante el año. Más allá de la contextualización y reflexiones desarrolladas en la tesis, se presentan como un producto de la investigación el material educativo que consiste en el video "Las estaciones del mar de Ponta Negra" para ser utilizado como apoyo en talleres o cursos para estudiantes universitarios y profesores, que implica el tema de las estaciones . El material se utiliza la percepción de los pescadores en la playa dirigidas a contribuir así al diálogo entre la ciencia y el conocimiento cotidiano, y para reducir la brecha del conocimiento sistematizado sobre las características y los cambios anuales en el entorno de Natal / RN, en particular en el contexto de la enseñanza de las Ciencias. Al mismo tiempo, se espera favorecer la mirada del los profesores y futuros profesores para el medio ambiente local y la variedad que las diferentes culturas perciben los ciclos anuales y sus entornos

Entre salinas e maledicências: uma leitura do romance Macau e sua aplicabilidade ao ensino de literatura

The objective of this research is to present a reading of the novel Macau (1934), authoring of Aurélio Pinheiro, situated in the context of Brazilian literature produced in the 30s of the last century and analyze the settings of language that reveal individual and social conflicts related to tensions arising of the modernization of a city in the interior of Rio Grande do Norte, in view of the applicability of this knowledge in the educational context. The discussions on the teaching of literature led to an internship experience in the higher education, with the guiding literary reading of the novel Macau. In this sense, this research, bibliographic, analytical and empirical, is in discussions between literature and education that allow us, in addition to a critical reading about Macau romance, a look both in basic education and in teacher training, which justifies linking this thesis in the research line “Reading of the literary text and teaching”. The objectives were met from literary readings of the text, brief study of the author, analysis of the tensions expressed by language, literature defense as a universal right, panoramic review of research on the teaching of literature, reading official documents governing the Brazilian education, discussion of teacher training, training in higher education with application of a didactic sequence, receipt of that novel by teachers in training directed to the applicability in basic education. For this, the research was the theoretical framework primarily the studies of Antonio Candido (1976; 1995), Luís Bueno (2006), Walter Benjamin (1985), Mikhail Bakhtin (2010), Hans Robert Jauss (1994), Theodor Adorno (2006), Antoine Compagnon (2009), and Rildo Cosson (2009).

Formação continuada de professores de ciências para o ensino de astronomia nos anos iniciais do ensino fundamental

Situated at the intersection of Continuing Formation, Science Teaching and content of astronomy, the research aims to discuss this problematic : What are the challenges encountered in a continuous formation in service of science teachers of the early years of elementary school with contents of astronomy? Aiming to answer this question, we carried out a collaborative action research in a school of Natal / RN, with 6 teachers who teach or lectured Natural Sciences in the early years of elementary school. The study involved 14 encounters of continuos formation in service, to enable a better understanding criticism and propositive concerning the teaching science, especially some content of astronomy for the initial years, through a shared discussion. To this end, we consider that more profound understanding of astronomical knowledge allows the establishment of relationships and connections between theoretical knowledge and the daily teaching practice. All discussions were recorded on audio and transcripts. This research was realized using questionnaires and diary, however, the audio recording was its principal working instrument. About the data collected, several issues emerged as the little field of conceptual content, several misconceptions among teachers about the content of astronomy, lack of adequate space in the school environment to study and the need for collective reflection on the practice. Finally, is indicated that the contents of astronomy should be used in classrooms of Sciences, provided that teaching plan of action consider the existence of diverse alternative conceptions about the subject, among both teachers and students, and the need of permanente continuing education in the teaching

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

Caracterização da área de Ensino de Biologia e Ciências no mestrado profissional da UFRN a partir das dissertações

The deployment of master professionals in Mathematics and Science Teaching by CAPES provided an interesting perspective, involving institutional incentive to upgrade teacher training in this modality. In this sense, the objective was to map the profile of the candidates in the Graduate School of Natural Sciences and Mathematics UFRN (PPGECNM), develop a database with specific descriptors for dissertations and research the group creation biology research and dissertations produced by graduate students in the Master course. This thesis has three threads, where the first is entitled: "The teaching of science as part of research: emergency, improvement and current reflections", giving a brief description of the creation of graduate studies and the emergence of Brazil in Science education. The second topic: "Professional Masters in Teaching of Natural Sciences and Mathematics-UFRN: candidate profile the biological ', shows the general characteristics of PPGECNM-UFRN and who are the candidates seeking the biological area of the Graduate Program. The third topic. "The construction and consolidation of the research group in biology education in PPGECNM-UFRN", a survey was made of data on the creation of the research group in biology education from the analysis of academic productions of teachers and masters graduates this Masters course, for those involved, some additional interviews about the experience in training in biology education. Data used in these investigations related to these students correspond to the technical product to be used in other studies profile teachers /dissertations from the PPGECNM / UFRN. Research shows that: the existence of a larger number of postgraduate courses in the field of Science Education provides greater productivity in academic research on the subject, the emergence of a research group on education in biology, tied to a post degree in education, is an attraction to strengthen lines of research in science education by teachers researchers in other disciplines, the candidates seeking permanent area for research in biology education signals the importance of this investment because if shows the need to search for the continuing education of practicing teachers, demands with interests in investigations from real problems from school

Ensino por investigação: contribuições de um curso de formação continuada para a prática de professores de ciências naturais e biologia

Normally initial teacher training has not been sufficient to provide all the tools for an updated and efficient teaching practice. It is presented here one of the ways of working the completion of the initial training through a course of continuing education. This course is based on inquiry teaching which is considered an important teaching strategy for science education. This kind of teaching enables improvement of students reasoning and cognitive skills, the cooperation among them, the understanding of the nature of scientific work, and the motivation to think about the relationship between science, technology, society and environment. For this dissertation a course of continuing education based on this approach was followed in order to evaluate which contributions it can bring to the teaching practice. The course was followed based on three stages: on the first there was a questionnaire and an informal interview; next it happened through participant observation with audio and visual aid; the third stage happened through semi structured interview. The collected information was analyzed based on Content Analysis. An inquiry teaching pedagogical material was produced for the course including some examples and applications of this approach. The aim of the material is that it can be a support for the teachers after de course. The results allowed seeing that the course was very useful, different from the traditional and the teachers that put the approach to use found it to be very positive. Thus it can be said that some of the teachers who participated will try again to apply it, try to contextualize more the teaching situations with the students day to day life, as well make them more active and critic. We can also gather from the study, that the inquiry teaching is a very different tool from what the teacher was taught and is accustomed to use and the theoretical comprehension, acceptance and practice change is a complicated process and demands time

Dificuldades de aprendizagem em estequiometria: uma proposta de ensino apoiada na modelagem

In order to learn/teach chemistry some themes are relevant, like the stoichiometry, which consists in the study of the weight ratios in the combination of elements and compounds between themselves. This is an underlying subject in the understanding/representation/forethought of chemical reactions. Considering these aspects, our study presents a modeling-based proposal to develop the content of stoichiometry with prospective chemistry teachers. With this aim, we have made a review of literature, which we considered when tried to identify the learning difficulties using both quizzes and pedagogical tests, and then, from those difficulties we could propose a teaching unit for this concept and, consequently the evaluation of our proposal. The participants were chemistry undergraduates at the Universidade Federal do Rio Grande do Norte (UFRN) from assorted levels. As a methodological framework, we rely on the discursive textual analysis to characterize the speech of participants. As main results we observed ideas of appearance or disappearance of matter during chemical transformations, disregard of stoichiometric proportions when using drawings to represent the microscopic level of a reaction and confusion between the magnitude amount of matter and other magnitudes such as mass and volume. The final product is a sequence of instruction, based on the modeling previous research literature , with the goal of improving students ability to articulate the macroscopic and submicroscopic levels of representation of the matter

Fontes primárias da história do vácuo e da pressão atmosférica na sala de aula: cartas e jornais históricos em articulação com o livro-texto do ensino médio

The use of the History and the Philosophy of Science (HPS) for the teaching of science and scientific subjects has been advocated in recent decades. It has been pointed out that the History of Science could make for a deeper learning of scientific concepts, since it would promote a contact with the problems which that knowledge has set out to solve. Furthermore, historical episodes would serve to put the discussions about the nature of scientific knowledge into context. With a view to explore those potentialities, the literature in the field has sought to identify the challenges and obstacles for the didactic transposition of subjects from the History of Science. Amongst many aspects, the deficiencies in the training of teachers, so that they can work with the insertion of HPS in the classroom have been highlighted. Another aspect that has been mentioned to be a challenge has to do with the didactic transposition of the Primary Sources, that is, of the original texts on the History of Science. The Primary Sources have significant potentialities: making a connection possible between scientists and concepts, showing the difficulties faced during scientific endeavors, perceiving the role of mistakes as obstacles to be surpassed, not as defeat, etc. On the other hand, there has been little exploration of these concepts in an educational context, due to their own peculiarities. The original texts are often hard to understand and their interpretation demands knowledge of the historical and scientific context in which they were written, as well as skills pertaining to the conduction of research in the field of the History of Science. With this scenario in mind, the research towards this Professional MSc degree starts from the challenge of elaborating and discussing proposals which could enable the didactical transposition of the Primary Sources. We have worked specifically with Primary Sources on the History of the Vacuum and of the Atmospheric Pressure, because of the insertion of these subjects in the Brazilian High School curriculum, in connection with the didactical textbooks. "Historic Journals" were made up from clippings of the original historical texts, as was a Didactical Unit, which takes the usual textbooks as a basis and contemplates using the Journals and the entire Primary Sources in High School. At last, we have elaborated and implemented a course designed for the preparation of teachers and for being an opportunity for the discussion of the feasibility of putting these kinds of proposal into practice

Utilizando as ciências espaciais e a astronáutica na construção de atividades práticas em ensino de física

In this work we consider the use of new technologies fron the Space Science and Astronautical, in the learning process, incorporating technical and conceptions of physics Spatial what can take on the response of some problems what there are a lot insistent in populate the mind of professors and followers regarding agreement of these conceptions into the level Average. Intending to bring another contribution to Physics teaching practice, especially Classical Mechanics, but introducing many introductory concepts from Modern Physics, since this topic is considered of great interest for teachers and students, for it involves high technology. It s advanced manufacturing demand certain processes that make possible the application of those concepts