DSpace Coleção:
http://repositorioinstitucional.uea.edu.br//handle/riuea/1683
2024-03-21T08:37:18ZA formação da identidade do professor iniciante na educação infantil das escolas públicas do município de Manaus/AM
http://repositorioinstitucional.uea.edu.br//handle/riuea/4752
Título: A formação da identidade do professor iniciante na educação infantil das escolas públicas do município de Manaus/AM
Autor(es): Fernandes, Letícia Rubim
Abstract: This research aims to investigate and analyze the process of forming the professional identity of teachers who enter public early childhood education in the city of Manaus/AM, as well as to identify the profile of beginning teachers in early childhood education and to carry out a documentary study on the formation of identity of teachers entering early childhood education, highlighting their knowledge, advances as a researcher teacher, starting with a discussion based on State of the Art and scientific research catalogs wrapped around the theme, seeking to have a theoretical quality reference, adopting research that aims to understand, to argue and confront the data, based on the experiences of authors/researchers who collected reports from several professors who are completing their graduation, who have just joined and are already thinking about the need to continue their training, whether from the Municipality of Manaus, as well as from other cities, being able to obtain information if they are prepared to work with children, where the contributions and limitations that still exist are emphasized. The research is justified by the importance of the theoretical context that aims to address possible constituent data, passing through the analysis of the importance of initial and continuing education, reinforcing and encouraging constant updating. Being a literature and document review study on the subject, whose data are in a qualitative perspective. KEYWORDS: Teacher training. Initial formation. Childhood education.2022-08-22T00:00:00ZMetodologias ativas em espaços educativos: processos de alfabetização científica em laboratórios móveis do projeto academia stem
http://repositorioinstitucional.uea.edu.br//handle/riuea/4750
Título: Metodologias ativas em espaços educativos: processos de alfabetização científica em laboratórios móveis do projeto academia stem
Autor(es): Silva, Andreza Carvalho da
Abstract: This study addresses issues related to Active Methodologies in Non-Formal Spaces as a progression process of Scientific Literacy of engineering students. Bearing in mind that the world is in a moment of frequent transmutations with fleeting scientific and technological progress, it is essential to promote teaching methodologies that provide the development of skills and competences that make them manage this avalanche that emerges in the professional and social field. , since only specific technical knowledge does not constitute a pleasant engineer for the 21st century, who can visualize global demands. Given the theme, the general objective of the research is to investigate how the development of Active Methodologies in Non-Formal Spaces can contribute to the process of Scientific Literacy of students of the engineering course, scholarship holders in the Academia STEM Project of the State University of Amazonas. The research methodology is based on a qualitative approach, following participant observation techniques, a questionnaire with open questions and dialogue groups. The results allowed us to point out that the active methodology used in the Mobile Laboratories of the Academia STEM Project is Jigsaw, which obtain reading, writing, research, experience, teaching, dialogue, doubt, reflection, problem solving and planning activities that culminate in the development of skills and skills that make up an engineer able to deal with the social and professional field of the 21st century, such as: creativity, proactivity, autonomy, responsibility, cooperation, interaction and versatility. With this, the academics participating in the current study, in the Itinerant Mobile Laboratories of the STEM Academy Project, build their own knowledge, resulting in autonomy and Scientific Literacy, since the students, in addition to using the scientific vocabulary, are able to mobilize the specific technical concepts they have learned to their reality, giving applicability to everyday problems. In this way, we found that the active methodologies developed in the Mobile Laboratories of the Academia STEM Project provide the training of engineers who are more than technical specialists in certain themes, but emancipated citizens who are able to carry out a proper reading of the natural world, based on scientific knowledge in social and professional practices.
Keywords: Active Methodology. Non-Formal Space. Scientific Literacy. Projeto Academia STEM.2022-08-04T00:00:00ZEducação integral: conversas entre sementes e solo no currículo de ciências
http://repositorioinstitucional.uea.edu.br//handle/riuea/4743
Título: Educação integral: conversas entre sementes e solo no currículo de ciências
Autor(es): Carvalho, Gilberlene Sousa
Abstract: The research had as its object of study the perspective of Integral Education in the municipal network of the City of Manaus, seeking to look at how the component of Natural Sciences in the early years of Elementary School is being approached within this idea of education. Our general objective was to problematize the constitution of the Science curriculum, highlighting the ways of seeing the educational space-time and the teacher, within this perspective of Integral Education at SEMED-Manaus. As specific objectives, we have the process of describing the perspective of integral education in SEMED-Manaus; to map the sayings about educational and teacher time-spaces, within the perspective of SEMED-Manaus integral education and discuss the supposed effects that the sayings about educational and teacher time-spaces within a supposed perspective of integral education produce in the curriculum of sciences at SEMED-Manaus. The study is based on the post-critical theory, in which we invent a new way of doing and saying our research, building the writing of our work within the analogy of cultivation. We approach Foucault's studies to think about how this Integral Education works in Science Teaching in the light of the idea of governability and its knowledge-power relations. So we look at the documents that constituted the formalization of this education in the network and from the statements of Student Protagonist and a more integral and humane Education is that we evidence in these documents its emergence. Aware that this study will not exhaust this discussion, we believe that it was possible to reveal part of this history of retaking this approach to Integral Education within the scope of Science Teaching.
Keywords: curriculum, Science Teaching, Integral Education.2022-05-25T00:00:00ZA formação contínua na promoção das analogias e metáforas em espaços não-formais
http://repositorioinstitucional.uea.edu.br//handle/riuea/4741
Título: A formação contínua na promoção das analogias e metáforas em espaços não-formais
Autor(es): Castro, Natana dos Santos
Abstract: The premise of the research is based on the theoretical foundation of the state of the art on analogies and metaphors, non-formal spaces, and continuous teacher training. From the descriptives, the study took shape, thus allowing the interpretations and perceptions related to the theme. This is a bibliographical study with a qualitative approach. Authors such as Glynn (1994), creator of the TWA (Teaching With Analogies) model, Sperber; Wilson (1995); Lakoff; Johnson (2002), responsible for the categorization of metaphors are listed in our theoretical contribution. Regarding the knowledge about non-formal space, we have the conceptions of Gohn (2006), Seiffert-Santos; Fachín-Terán (2013) and other authors. In the interface of the theme to the teacher's formative process we contemplated what Freire (1987; 1996), Saviani (1987), Libâneo (1992) and Nóvoa (1995) say through their works and findings. The study is divided into 3 chapters. For the first moment there are: Analogies and Metaphors in non-formal spaces: possibilities from continuing education. The second chapter presents the methodological aspects of the study. Chapter 3 closes the dissertation with "Teacher Narratives: Experiences and Experiences in Non-Formal Spaces contribution to the promotion of the use of Analogies and Metaphors in Continuous Training. In outlining the data collection, we can say that the guiding questions were answered according to the narratives obtained from the 05 (five) subjects who shared their life stories narrated through their experiences along their personal and professional trajectory. For the promotion of the use of analogies and metaphors, it was possible to identify that the teachers use these languages to exemplify subjects considered of greater difficulty by the students. In the experience with non-formal spaces it is possible to say that among the teachers some have made and make use of non-formal spaces as diffusion places for the sharing of scientific knowledge to the knowledge of Science Teaching. For other teachers the non-formal spaces present possibilities and difficulties for the execution of such pedagogical activities, one of the factors being the displacement and financial resources in the transfer to these places. Concerning continuing education, it was noticed that during the years that preceded this research, the subjects participating in the study, participated in training courses in their areas of interest, as well as the Secretariat of the State of Amazonas - SEDUC offered a range of courses in order to add to the curriculum of these teachers specialization courses, especially during the time of social isolation caused by Covid-19 in the remote modality. Despite the setback experienced throughout the scientific research it was possible to extract pertinent data regarding the theme suggested to readers. It is hoped that this study will serve as theoretical evidence for the continuity of scientific research in the line of research presented here.
Keywords: analogies and metaphors, non-formal spaces, continuing education.2022-09-08T00:00:00Z