Navegando por Autor "Costa, Kátia Maria Guimarães"

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Audiodescrição como ferramenta inclusiva no ensino de química
(2018-12-05) Pimentel , Silvia Janaína de Oliveira; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco , Maria Lucia Tinoco; http://lattes.cnpq.br/8566103887875970; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Lira, Wallace; http://lattes.cnpq.br/7834505234728150
Avaliação e ensino de química no contexto do ensino médio: o que nos dizem os ENPEC’s?
(2021-04-06) Lima, Edilane Barboza; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Silva, Rilda Simone Maia da; http://lattes.cnpq.br/9226835468850893
This monograph addresses the theme of assessment in the teaching of chemistry. It started from the following problematization: how is the evaluation of the teaching of Chemistry disseminated and communicated at the National Research Meetings in Science Education (ENPEC) in the period from 2011 to 2017 ?. Theoretical discussions and dialogues on learning assessment subsidized by Luckesi (1998), Libâneo (1990) and Hoffmann (2005) were incorporated in this study. The general objective was to analyze the studies referring to the evaluation and teaching of chemistry in the context of high school. To achieve this general objective, the evaluation of learning in the teaching of Chemistry in the context of high school was discussed and the conceptions of the works presented in the thematic axis Assessment and Education in Sciences of the ENPEC's were identified in the period from 2011 to 2017. This study is justified primarily by the Brazilian educational policy that still spreads the classificatory and meritocratic model. At the same time, it was found, through a survey at the Brazilian Digital Library of Theses and Dissertations (BDTD), a minor number of works published with the theme of Assessment of Learning in Chemistry Teaching in the context of high school, both in BDTD and in the ENPEC's Minutes. Therefore, it is a theme that lacks theoretical and methodological densification and deepening. The study's corpus was made up of the ENPEC’s minutes as documents forged by researchers, teachers and scholars in the area of science education. In the analysis it was found that of the 108 works selected within the theme of Evaluation and Education in Science, only four (4) were aimed at Learning Assessment in the Teaching of Chemistry. We verified the approach of different conceptions of evaluation, showing the predominance of a discourse in defense of overcoming the traditional evaluation model. The study requires further investigation of the evaluation of science education in the context of high school.
Contribuições da abordagem CTS no ensino de química: uma possibilidade para a educação de jovens e adultos
(2023-12-06) França Júnior, Antônio de Andrade; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Oliveira, Lyege Magalhães; http://lattes.cnpq.br/6690728944762905
This course conclusion work is the result of an exploratory bibliographical research that analyzes the contributions of the Science, Technology and Society (CTS) approach to chemistry teaching, especially in Youth and Adult Education (EJA). Seeking to answer how the CTS approach can contribute to teaching and learning in chemistry. The research uses a qualitative approach. The content analysis was developed according to Bardin (2016). To this end, this study verified the need and possibilities of the CTS approach in teaching chemistry for the formation of critical and reflective citizens. Therefore, the results show that the use of the CTS movement as a teaching resource in chemistry classes contributes significantly for a better understanding of chemistry concepts.
Dossiê Discente Individual -DDI: os desafios da efetivação da inclusão na sala de aula na perspectiva do profissional de apoio escolar
(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-30) Lima, Maria José Nice Paiva; Costa, Kátia Maria Guimarães
O ensino de Química através da metodologia dos temas geradores e o uso de recursos didáticos: uma abordagem sobre drogas
(2021-02-26) Pelheta, Cássio Daniel Medeiros; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Mendonça, Rogete Batista e Silva; http://lattes.cnpq.br/5623350701700106; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046
The present work uses the methodology of the generating themes and a proposal to use some didactic resources to work on a generating theme that emerged through a thematic investigation. According to one of the greatest educators in history, Paulo Freire had the vision of an education that frees individuals through “critical, transformative and differential awareness, which emerges from education as a practice of freedom, the construction of the meaning of education for Paulo Freire it is based on dialogicity and problematization of the reality experienced and the social contradictions experienced by the students and these are portrayed through the generative themes. If you get a generating theme, according to him, it occurs through a thematic investigation. Delizoicov (1990) systematized thematic investigation in five stages: 1st - preliminary reality survey, 2nd - analysis of situations and choice of codifications, 3rd - thematic investigation circle, 4th - Thematic reduction and 5th - development of the program in the classroom . In this perspective, the focus of this work was to evaluate how the use of generating themes could contribute to the teaching-learning process of students in high school. The construction of the data had been obtained through interviews and questionnaires applied to the classes. The results of the first two stages proposed by Freire (2020) and systematized by Delizoicov (1990) emerged on the following themes: drugs, health, work and education. In the 3rd stage, these issues were discussed with students in order to choose the most significant one, which was "Drugs". From this generative theme, it was selected how such contents of the “drugs” theme would be worked on (4th stage, thematic reduction). Based on the steps, the generator theme emerged through presentations by the group of participating students, through several different didactic resources between two high school classes in a public school in the city of Manaus, AM, Brazil. The data of this research were collected through the initial questionnaires and a report of final experience, proposed to the groups and analyzed through the content analysis of Bardin (1994). The results generated from this work show that the use of the methodology of the generating themes, favors the teaching of Chemistry, as well as a more critical and citizen education of students.
Estratégias didáticas para o ensino dos elementos químicos e suas propriedades
(2019-12-06) Paiva, Antônia Jaqueline Vitor de; Costa, Katia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Santos, Ana Lúcia Mendes dos; http://lattes.cnpq.br/4731643147452069
Periodic table has long been taught in such a way that students are forced to memorize the symbols of chemical elements, names and numbers, without due consideration of the usefulness of these elements in the students experience. Thus, the need arises to propose methodologies that surpass the plaster teaching memorization of the periodic table. This work aimed to develop a learning project using didactic strategies for teaching the chemical elements in the classroom, encouraging students creativity and contributing to the teaching of chemistry. The didactic strategies used were comics and a didactic game. The projet was developed at School Maria da Luz Calderaro, in a class of the first year of high school, totaling 37 students. Initially, a previous questionnaire was applied, followed by the interventions that took place through lectures and dynamic exercises, elaboration of comics with the chemical elements as illustrative characters and the didactic game entitled "Path of the chemical puzzle". To verify the didactic resource employed, a post-intervention questionnaire was applied with the same questions as the previous questionnaire. In the comics it was found that they were very interesting in which each demonstrated a different plot, and can classify this stage of the project as fruitful, productive and creative. The game was the form of assessment, which assessed student participation and commitment to help win the game, the moment provided a more pleasurable assessment for students, as well as remembering everything they learned about content what is important for meaningful learning. Results demonstrate significant evolution in the students conceptions about the chemical elements and their properties after the application of the didactic strategy. The answers of some students were concrete and the ideas more structured compared to the answers that were given in the previous knowledge stage showing that the interventions made with the students helped to clarify doubts expressed by them. It is hoped that this study can contribute to the teaching of chemical elements and their properties in teaching, participating in the training of students and helping teachers to streamline their teaching activity.
Experiência formadora no PIBID/IFAM: uma autobiografia
(2018-12-28) Barros, Thalita Maciel Melero; Costa, Katia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Bezerra, Jaqueline de Araújo; http://lattes.cnpq.br/4616893220707322; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909
The Institutional Program for Teaching Incentives (PIBID) aims to value and encourage teaching, contributing to the search for quality teacher education through contact with the reality of the school that helps you think and solve challenges. Activities were carried out during the academic year 2015 through PIBID at the Ruy Araújo State School through the subproject of the Chemistry area. The present work aims to analyze the training experiences experienced in the initial formative process of a undergraduate student in PIBID / IFAM. The research developed in a qualitative and autobiographical approach, reflecting on relevant aspects of the formative experience within PIBID. The activities carried out were through participation in weekly meetings, planning and production of an intervention project based on observations made at the school. PIBID / IFAM contributed to professional development for a chemistry teacher to reflect, research and learn about their future teaching practice.
Sentidos atribuídos aos saberes pedagógicos na prática docente e formação de professores de ciências em Manaus
(2017-02-14) Lopes, Rodrigo Rodrigues de Figueiredo; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251
The present study aims to understand the perceptions of Basic Education teachers regarding the importance of the pedagogical knowledge necessary for the teaching activity. We understand that the teacher as a professional has a set of heterogeneous, temporal, situational teacher knowledge and marked by interaction with other human beings, such as pedagogical, disciplinary, curricular and experiential knowledge. The methodological trajectory occurred through qualitative research, since it was the most appropriate approach to work with data that are not easily quantified, such as values, beliefs, experiences and conceptions of teachers. The methodological tool for data collection was the semi-structured interview, since this type allows a freer dialogue with the collaborators, enabling the capture of more information riches. The research collaborators were 5 Basic Education teachers. Three professors taught in the same school, professors of Biology, Physics and a professor of Chemistry, while the other teachers are from two different schools and both teach Biology. The teachers' reports were collected through a voice recorder in order to preserve their speeches as much as possible, then we transcribed the reports and submitted them to the analysis based on the data analysis spiral and the interpretative- Comprehensive. At the end of the research, we understand that although for some teachers it is a difficult task to articulate certain teaching knowledge, such as pedagogical and disciplinary, for other teachers the influence of knowledge was crucial for the development of practices and conceptions differentiated in the classroom.
Uma sequência de ensino-aprendizagem aplicada ao estudo dos polímeros
(2023-12-06) Cavalcante, Débora Nogueira; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Pereira, Zilanir Carvalho; http://lattes.cnpq.br/0153883512211178
In this study, we address the application of the Didactic Sequence (SEA) to the study of polymers. We highlight its effectiveness in enhancing students' understanding and promoting active learning. This approach involves students in practical experiences that integrate theory with practice. Furthermore, it encourages the application of knowledge in real-world situations, preparing students to tackle complex challenges in the field of science and technology related to polymers. SEA proves to be a valuable tool for improving the understanding and application of complex concepts in the field of polymers, preparing students for a challenging scientific and technological future.