Relatório de estágio pedagógico no âmbito da formação inicial de professores, Escola Básica dos 2º e 3º Ciclos Dr. Eduardo Brazão de Castro

O Estágio Pedagógico (EP) é um dos momentos com mais significado para a formação inicial dos professores. O objetivo deste relatório foi descrever e refletir as estratégias pedagógicas utilizadas nas quatro áreas de intervenção das linhas programáticas do EP: a prática letiva, as atividades de integração no meio, as atividades de intervenção na comunidade escolar e as atividades de natureza científico-pedagógica. O nosso EP foi realizado na Escola Básica dos 2º e 3º Ciclos Dr. Eduardo Brazão de Castro durante o ano letivo de 2014/2015. O núcleo de estágio foi constituído por duas estagiárias. A prática letiva foi realizada em duas turmas da escola, uma do 9º ano do ensino regular e uma do 12º ano do ensino profissional (turma partilhada). Inclui-se ainda neste ponto a conceptualização de um instrumento de observação e a assistência a aulas. As atividades de integração no meio foram compostas pelas atividades de apoio à direção de turma: (1) caraterização da turma, e (2) estudo caso. Um conhecimento aprofundado da turma permite aos professores delinear de uma forma mais adequadas as atividades pedagógicas ao longo do ano letivo. Estas atividades culminaram com a ação de extensão curricular, onde se promoveu a aproximação entre a escola e os encarregados de educação. Relativamente à atividade de intervenção na comunidade escolar, dirigida para toda a comunidade educativa, teve como objetivo a promoção de atividade física na escola. Finalmente, as atividades de natureza científico-pedagógica tiveram como propósito refletir sobre o papel e a importância do Professor de Educação Física na promoção da atividade física utilizando o exemplo do Voleibol e do Atletismo (ação coletiva), e consciencializar os professores sobre as potencialidades e contributos do Voleibol num plano formativo/educativo, facultando ferramentas metodológicas (ação individual). O Estágio Pedagógico veio contribuir para a aquisição de uma nova visão sobre a prática profissional docente em Educação Física e um desenvolvimento da capacidade autocrítica sobre a prática profissional.

Os robots na aprendizagem da trignometria

Este trabalho foi elaborado no âmbito do Mestrado de Ensino de Matemática do 3º Ciclo do Ensino Básico e Secundário da Universidade da Madeira, no ano letivo de 2012/2013. Os grandes objetivos deste estudo são os de analisar qualitativamente uma atividade, para compreender como é que os alunos aprendem trigonometria, utilizando os robots NXT da Lego. De igual modo, se procede também, de forma sucinta, à apresentação do trabalho desenvolvido pelo grupo de estágio, ao longo da Prática de Ensino Supervisionado. Para a realização da investigação, foram recolhidos dados pelo investigador, através de registos audiovisuais do trabalho dos alunos, com câmara e vídeo. Com o fim de melhor estudar o problema aqui apresentado, o mesmo foi dissecado em três questões de investigação: (a) Que aprendizagens os alunos realizam com a montagem, programação e interação com os robots? (b) De que forma é que os alunos aprendem trigonometria, quando utilizam os Robots? (c) Quais as dificuldades manifestadas pelos alunos na resolução de problemas? As questões de investigação iluminaram a análise dos dados. Das conclusões que advêm deste estudo destaca-se o papel essencial da robótica e dos materiais manipuláveis, na construção e concetualização do conhecimento dos alunos.

A motivação dos alunos face à utilização de materiais manipuláveis na aula de matemática: um estudo realizado no 8º ano

O presente trabalho foi elaborado no âmbito do Mestrado em Ensino da Matemática no 3º Ciclo do Ensino Básico e Secundário, da Universidade da Madeira, no ano letivo de 2012/2013. Tem como objetivo analisar e refletir sobre o trabalho implementado nas duas turmas do 8º ano que me foram atribuídas, incidindo sobre a motivação dos alunos face à presença de outros materiais além do típico caderno de exercícios e do manual na aula de matemática. Deste modo, relatarei algumas aulas onde foram propostas atividades com recurso a materiais manipuláveis, jogos e computadores. Esta pesquisa foi realizada com base numa avaliação qualitativa que incidiu sobre a observação direta do trabalho desenvolvido pelos alunos, através dos registos escritos e de gravações de vídeo e áudio de algumas aulas, de forma a poder transmitir com maior exatidão a postura e o empenho dos alunos no decurso destas atividades.

Criação em processo no espetáculo Ethnotron-Ghetto Experimen

Este trabalho investigou o processo criativo do espetáculo Ethnotron-Ghetto Experiment, do Coletivo paraibano Tribo Éthnos, fundado na década de 1990 e ainda em atividade. A estratégia metodológica se dá através de estudos descritivos, valendo-se da teoria e prática de diversas linguagens artísticas presentes na obra apontada: artes visuais, performance, literatura e histórias em quadrinho; em ações realizadas pelo Coletivo ao longo dos anos, objetivando descrever e analisar o processo de criação do referido espetáculo de dança, através da minuciosa coleta de dados por meio de entrevistas abertas e semiestruturadas, e da pesquisa e captação de materiais audiovisuais. A Tribo Éthnos destaca-se na cena local na cidade de João Pessoa, e estadual, na Paraíba, visto que, nesse longo percurso de existência, além da preocupação em fundir muitas formas artísticas, bem como os artistas da Paraíba, aglutina pessoas que fazem arte em outros países e faz das danças urbanas algo instigante. A Tribo ainda preocupa-se com a troca de saberes através de palestras, oficinas, cursos e intercâmbios. A dissertação investiga o processo de criação dos artistas e, especificamente, dos dançarinos, utilizando-se principalmente do conceito de work in progress, proposto por Renato Cohen, e aplicado ao espetáculo estudado. Apresentam-se descrições dos movimentos coreográficos, do espetáculo de dança paraibano Ethnotron-Ghetto Experiment, de Dança de Rua da Era Funky, especificamente, com estilos como popping, waving, animation, strobing, floatine/ slidini, tiokine, trebing, breaking, waving, sliding, entre outros, visto serem estes parte integrante do processo de criação. Tais estilos remetem ao ilusionismo ou ao mimetismo, sugerindo, em seus movimentos truques, câmeras lentas, flutuações com os pés, entre outros. Segundo Valmir Vaz, o Coletivo, através do espetáculo, busca a integração dos corpos, procura uma libertação individual e sugere uma sensação de querer voar nas coreografias/cenas. Abordam-se os aspectos do processo criativo: o espaço cênico, o trabalho corporal, a sonoplastia e a roupa/indumentária. Trabalha-se o conceito do corpo virtual de José Gil no aspecto do corpo cênico

Dificuldades no processo ensino aprendizagem de trigonometria por meio de atividades

This study analyses the difficulties that teachers of high school face in the process of the teaching of trigonometry through activities in a construtivist focus. It contains a review of some publications and dissertations related with the study of trigonometry elaborated in the last years by several authors. It resorts to the study of teaching engineering as an instrument used in the research. It also presents a set of activities which will serve as sample to other teachers of mathematics; and points ways for the overcome of the difficulties found

Cosmoeducação: uma abordagem transdisciplinar no ensino de astronomia

This work proposes a transdisciplinary approach that integrates transpersonal psychology exercises with astronomy teaching, seeking to allow one to reintegrate the sky in his/her daily life, expand his/her environmental awareness and eventually experiment the unity between human and cosmos. This proposal intends to collaborate with the supplying of education, which lacks initiatives of this kind, with the promotion of an integration of the scientific knowledge with the human experience that transcends the materialistic and fragmentary objectives of the current educational system. As a result of that lack, the teachers formation is also poor as for an integral and transdisciplinary approach. Besides, we also approached in this research the necessity to propose alternatives so that the educators may work in a more assertive way with the environmental and anthropological crisis in which we are living. Our working hypothesis is that the contents of astronomy, when they are dealt in a holisticanthropological focus and are related with transpersonal psychology practices, can come to be an efficient cultural-academic vehicle, capable of propitiating an expansion of consciousness and changes in the way one conceives the world. Such changes are necessary so that a more solidary, fair and ecologically balanced life may come to exist and prevail in the planet. Part of the collection of data was done through the ethnographic method, once an anthropological interpretation is inextricably associated with this kind of educational intervention, which will naturally include ethno-visions of the universe as well as specific cultural elements. In the beginning the scope of this research was a group of students attending the Astronomy assignment in an undergraduate Geography course (UFRN), in which we accomplished participant observation, half-open interviews and the first experimental practices mentioned. After the evaluation of the first data collected from that initial group, we elaborated an academic extension course, Laboratory in Cosmoeducation, and we offered it to teachers of the 1st and 2nd cycles of the fundamental level of the Alceu Amoroso Lima State School, located in the North Zone of Natal. We prized self-experimentation in that course, so that the teachers could enrich their repertoire of personal experiences, stimulating meditative reflections and eventual changes in the ways of conceiving the world and in their pedagogical practice. The transdisciplinary attitude permeated all our educational action, because this approach transcends the boundaries of disciplines, seeking essentially the integral development of the human being. The process has made us realize that the practice of looking at the sky , as a way of reintegrating it into daily life, provokes a process of expansion of the consciousness and of reintegration of the self in a wider level of environmental interrelation. According to the results, the occurrence of conceptual and existential changes of the world vision of the participant teachers was evident, reassuring ourselves of the idea that the interface between astronomy teaching and the practices of transpersonal psychology can contribute to the recovery of a holistic relationship between the human being and the cosmos and to inspire the arising of a more wide-ranging ethics, based on universal, impartial and sustainable values

Números complexos: uma proposta de mudança metodológica para uma aprendizagem significativa no ensino médio

This work presents a proposal of a methodological change to the teaching and learning of the complex numbers in the Secondary education. It is based on the inquiries and difficulties of students detected in the classrooms about the teaching of complex numbers and a questioning of the context of the mathematics teaching - that is the reason of the inquiry of this dissertation. In the searching for an efficient learning and placing the work as a research, it is presented a historical reflection of the evolution of the concept of complex numbers pointing out their more relevant focuses, such as: symbolic, numeric, geometrical and algebraic ones. Then, it shows the description of the ways of the research based on the methodology of the didactic engineering. This one is developed from the utilization of its four stages, where in the preliminary analysis stage, two data surveys are presented: the first one is concerning with the way of presenting the contents of the complex numbers in math textbooks, and the second one is concerning to the interview carried out with High school teachers who work with complex numbers in the practice of their professions. At first, in the analysis stage, it is presented the prepared and organized material to be used in the following stage. In the experimentation one, it is presented the carrying out process that was made with the second year High school students in the Centro Federal de Educação tecnológica do Rio Grande do Norte CEFET-RN. At the end, it presents, in the subsequent and validation stages, the revelation of the obtained results from the observations made in classrooms in the carrying out of the didactic sequence, the students talking and the data collection

A química no ensino médio e a contextualização: a fabricação dos sabões e detergentes como tema gerador de ensino aprendizagem

El conocimiento químico es muy importante a la comprensión de procesos físicos y químicos que nos acercan, por una opción de una vida mejor con calidad, fomentando y acompañando el desarrollo tecnológico. Sin embargo, la formación de un pensamiento químico fruto de un aprendizaje significativo es hoy, en todo el país, un reto paro los educadores de química. Estúdios señalan la contextualización de los contenidos químicos como recurso para promover una interrelación entre conocimientos escolares y hechos/situaciones presentes en el cotidaiano de los alumnos, añadiendo significado a los contenidos escolares, proporcionando a los alumnos un aprendizaje significativo. Con tal objetivo, la siguiente pesquisa se realizó con la intención de contribuir con la enseñanza de química y con el propósito general de proponer un materila didáctico que presentase una forma contextualizada de trabajar algunos conceptos y contenidos fundamentales a la química, con tema generador de la enseãnaza y aprendizaje a la fabricación de jabones y detergentes. Con objetivo de justificar la elección del planteamiento de la contextualización y la elaboración del material didáctico, se hizo una pesquisa acerca de la enseãnaza de química en al red pública de educación y la relación de ésta con los contextos pertenecentes a la realidad de los alumnos. Se observó que la enseñanza de química actual en la red pública de educación es tradicional y descontextualizada. Los resultados de esta pesquisa muestran la necesidad de cámbios la forma de como se enseñan los contenidos químicos. En la segunda parte de la pesquisa, se produjo la elaboración de la unidad didáctica de enseñanza, con el objetivo de promover el aprendizaje significativo de conocimientos químicos a partir del tema de la fabricación de jabones y detergentes. Se observó que el trabajo alcanzó los objetivos propuestos. Una evaluación cualitativa mostró que los alumnos estuvieron más participativos e interesados al estudiar química de esta forma. Relatos y decalraciones de los alumnos también indicaron que hubo un aprendizaje significativo de los contenidos trabajados y que los alumnos son capaces de transferirlos para la comprensión de situaciones reales. Y una evaluación cuantitativa del material nos reveló que 87,09% de los alumnos obtuvieron apuntes iguales o superiores a la media necesaria para la aprobación. Esperamos que hayamos contribuído para mejorar la calidad de la enseñanaza de química y que este trabajo sea solamente un comienzo de una gran jornada

Reflexões e contribuições para o ensino de gravitação clássica no nível médio

The subject of Classic Gravitation is part of the actual curriculum for High School in Brazil, and it is taught in the first year of that education level. This master thesis presents a research regarding the subject Classic Gravitation in High School. This research was based in two complementary guidelines of research and action. The first guideline was the analysis of 21 didactic books of physics which are the more frequently used in High School, in the city of Natal/RN. The second guideline, worked after being verified the most common deficiencies presents in the didactic books, was the elaboration, followed by a practical application, of a course suggesting how to approach that subject in the classroom. The Parâmetros Curriculares Nacionais para o Ensino Médio (National Curricular Parameters for High School PCNEM) defend that Classic Gravitation is very important in the student s formation and that its study helps the comprehension of many nature s phenomena. Because of this vision of that subject by the PCNEM, the 21 analyzed books were separated in two groups: the first one, containing 10 books, was edited before the spreading of PCNEM, and the second, with 11 books, after that spreading. Whatever the group to which the didactic books belonged, the great majority of them let that subject in a second plan; two of them even suggesting, in the teacher s orientations, that the subject Gravitation can be suppressed in case of insufficient time . These analyses points that the PCNEM had produced no changes in the conception of the authors that wrote books regarding that subject. To analyze the didactic books, we elaborated a script which was used as an analysis tool, in which we put in evidence the relative importance of the historic and philosophic contextualization of the subject, the quotidian experience of the students and the interdisciplinary approach, among other aspects. It became evident that the didactic books give very little emphasis to historic aspects of the knowledge construction, to the relations with the day-by-day questions and to the interdisciplinary character of the subject Gravitation. It calls attention the non concordance among the authors opinions regarding the necessary previous knowledge or prerequisites the students should fulfill in order to begin to study Gravitation. The course we elaborated was given to a group of teachers as well as to students. In those courses we treated theoretical and practical aspects and emphasized historical questions and the ones which are related to people s daily life. The course for teachers was realized as an extra-mural activity of the UFRN and was given by the author of this thesis at the Escola Estadual Francisco Ivo Cavalcanti (a state public school in Natal/RN). There were 23 teachers present, from several public schools and several fields of knowledge. The thesis supervisor and the master degree s colleagues of the author acted as collaborators , reporting the participants opinions and speeches. The course to the students, on the other hand, had the participation of 300 regular students who belonged to 6 different 1st year classes of the High School Escola Marista de Natal (RN), in which the author acts as a physics teacher. The student s course was realized as part of the regular curriculum activities, in which three classes stood under the responsibility of the author and other three classes in charge of another Marista s teacher, who participated as a collaborator . The teacher s course as well as the students one were given in two stages, with five hours each. The first stage was divided in two moments, the first one focused on the survey of the spontaneous conceptions about gravitation, in which we worked basically with experiments of free throwing and pendulum, and the second one focused in theoretical presentations and quarrels about universe s models. In the second stage of the course we improved the study of Kepler s laws and the Newton s Universal Gravitation law, and we used as motivating tools some practices involving the construction of the solar system in scale. As instruments for evaluating both courses we used questionnaires and reported the speeches with participants opinions, beyond usual written evaluations in the course for the students. The teachers who participated in the course showed very good wills in realizing interdisciplinary practices; nevertheless, according their own speeches, they frequently came across the difficulty of how to do . From the experience we had in both courses, we conclude that the approach we propose hear to the teaching of the subject Classic Gravitation , supported on the tripod theory, practice and historical and philosophical aspects, is viable and effective. One hopes that this research may contribute in the formation of a opinion, among the teachers, concerning how to approach the subject of Classic Gravitation, and may offer suggestions in order those who want to apply that approach may develop classroom practices aiming to improve the teaching of that subject, which has a singular importance in the formation of High School students

A modelagem matemática como alternativa de ensino e aprendizagem da geometria na educação de jovens e adultos

This is work itself insert in the mathematics education field of the youth and adult education to aim to practitioners of the educational action into the mathematics area performing to with this is teaching kind, adopting to as parameter the Mathematics Molding approach. The motive of the research is to draw up a application proposal of the molding mathematics as teaching and learning geometry alternative in the youth and adult education. The research it develops in three class of the third level (series 5th and 6th) of he youth and adults education in the one school municipal from the Natal outskirts. Its have qualitative nature with participating observation approach, once performing to directly in to research environment as a mathematics teacher of those same classes. We are used questionnaires, lesson notes and analyses of the officials documents as an basis of claim instruments. The results indicates that activity used the mathematic moldings were appreciated the savoir-faire of the student in to knowledge construction process, when search develop to significant learning methods, helping to student build has mathematics connections with other knowledge areas and inside mathematics himself, so much that enlarges your understanding and assist has in your participation in the other socials place, over there propitiate to change in student and teacher posture with relation to mathematic classroom dynamics

O Ensino de medidas e grandezas através de uma abordagem investigatória

This work relates our experience in an investigative practice in the classroom, carried out in State School Jorge Fernandes , located in Natal - RN, having as objective to validate the applying of a education module about Measures and Largenesses in Primary Teaching. We used the constructivist approach; using to Richard s Skemp (1980) theory in order to explicit the students learning according to their comprehension levels. Initially, we carry out an exploratory research to check the participant s previous knowledge. Then, we developed an intervention to validate an education module, structured from needs pointed out from results of the initial research, analyzing the students advances through the final evaluation, displaying growth stages of group front to the knowledge about the matter approached. Finally, we presented our reflections about our experience; putting forward suggestions of the teachers activities, aiming at contributing to the improvement of their practices in classroom during the approach of subject for us investigated

Desenvolvimento de um programa de ensino de Física Térmica para o nível médio

Neste trabalho de mestrado, detemos nossa pesquisa na elaboração e implementação de planos de aula, que pudessem contribuir para estimular a participação e o interesse dos alunos nas aulas de física. Utilizamos como principal recurso didático, textos provenientes da Internet, que proporcionasse aos estudantes acesso a leitura envolvendo conteúdos científicos, tentando amenizar a falta de qualquer forma de material didático de ciências para os alunos. Pudemos constatar também, deficiências por parte dos educandos, em atividades que envolviam leitura e interpretação de textos, o que nos preocupou bastante enquanto educador e nos motivou a provocar mudanças neste quadro. As atividades aqui propostas foram elaboradas e aplicadas numa turma do segundo ano do nível médio, atendendo conteúdos de física térmica mas com um enfoque interdisciplinar. Cada plano de aula proporcionou participação ativa de cada estudante, seja na realização de tarefas solicitadas ou na participação de discussões em sala de aula. Os resultados mais expressivos desta pesquisa foram aumento na participação dos alunos nas atividades fora e dentro da classe e uma mudança na forma de pensar e elaborar soluções para determinados problemas

Elaboração e aplicação de uma estratégia de ensino sobre os conceitos de calor e de temperatura

This piece of work has investigated the alternative conceptions shown by students of secondary school, concerned to the concepts of warmth and temperature, aiming the elaboration and application of a learning strategy as of the diagnose risen from the conceptions present in students. The learning strategy was built up by a sequence of activities that involve History of Science and experiments, put in a course that had as a base the proposal of the Group of Redevelopment of Physics Teaching (GREF). We have used as the conductor wire of our research the development of thermo dynamics since the development of the first thermo machines, passing by the Industrial Revolution and the evolution of concepts of warmth and temperature. The learning strategy was applied to a group of second grade of secondary school in a public school in Mossoró (RN). By doing these activities we tried to become the concepts, which are part of thermo dynamics, more meaningful to the students. We have estimated that the application of the strategy has represented some profits to the students of the group, concerning to learning of laws and concepts of thermo dynamics (specifically the concepts of warmth and temperature), as well as what it is referred to the overcoming of its initial conceptions

A Informática como recurso didático para a aprendizagem de Física no ensino médio

The accomplishment of this work was motivated by our concerns, while teacher of Physics discipline, in the medium teaching and in the higher education, where we have been observing a lot of difficulties in the students' acting, to the they try to give pursuit out to their studies of the classroom, because of the lack of appropriate equipments, or even, of a laboratory where they can put in practice the studied contents. The work aims at to build and to test an educational software that it serves as tool auxiliadora in Physics learning in the Medium Teaching, in the area of electricity, with emphasis in the study of the electrodynamic in resistors. The developed software comes as an alternative to the learning problems, putting the computer science as auxiliary tool, because, besides being an alternative in the middle of the technological expansion, endowed with several resources, it stimulates the significant learning, according to David Ausubel's perspective. A software containing a program destined to the applicability of physics contents in the branch of the electricity is presented as an auxiliary tool, where the student can, not just, to review the contents presented at room, as well as for in practice, through a virtual laboratory, some of these contents, besides testing their knowledge through a bank of discursive subjects. The evaluation of the developed software was made submitting him/it to the professionals' of physics area appreciation. Equally, through continuous evaluations, they were made comparisons among the students' of five different groups acting, in the same school, that you/they were used of the program as tool of his auxiliary learning, and the acting of those that didn't use it

A formação inicial do professor de química e o uso das novas tecnologias para o ensino: um olhar através de suas necessidades formativas

La disertación, desarrollada en el Programa de PostGraduación en Enseñanza de las Ciencias Naturales y de la Matemática de la UFRN, estudia las necesidades formativas de licenciandos en Química sobre el uso de las nuevas tecnologías de la información y de las comunicaciones (NTIC), en especial, las relacionadas con la utilización de programas computacionales para la enseñanza de la química. En la actual sociedad del conocimiento, se torna imperativo la eclosión de nuevas formas de aprender y de enseñar, que requieren de nuevas concepciones del trabajo pedagógico. En ese sentido, se exige de los profesores el desarrollo de nuevas habilidades y competencias. El presente trabajo está comprometido con la búsqueda de elementos que puedan nortear los procesos formativos de profesores de química con el objetivo de contribuir con una mejor preparación de la formación inicial, tomando en cuenta sus necesidades de formación. Fue utilizado el cuestionario como instrumento de investigación para diagnosticar y caracterizar las necesidades fomativas, buscando establecer correlaciones entre diferentes variables que cacarterizan el estudio, con el fin de establecer semenazas y discrepancias entre las habilidades docentes en estudio y las necesidades formativas. Los analises de los datos tomo elementos de la estadistica descriptivo e inferencial, con analises multivariados, lo que posibilitó identificar las necesidades formativas. Los resultados muestran ue de forma general los licenciandos evaluan como de bajo, el grado de desarrollo de las habilidades para enseñar usando las NTIC, así como manifiestan sentir necesidades formativas en todas las habilidades referentes a esa esfera del trabajo docente