Navegando por Autor "Paes, Lucilene da Silva"

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A alfabetização ecológica na formação do técnico nível médio em edificações
(2019-12-05) Garcês, Lucas Maia; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Cintrão, Núbia Lira
The study presented here arose from the environmental crisis we have been experiencing; we believe that the understanding of this crisis process, as well as the elements that may minimize it, is of fundamental importance for all professionals, but especially for those who work in construction, given the impacts caused by construction of the works. Thus, we seek to answer the following research problem: What elements can be observed in the training process of the building technician that manifest signs of ecological literacy? To this end, we take Capra's precepts on ecological literacy as a reference, having as an institutional context of the research, the integrated high school technical course offered by IFAM. We follow the qualitative research and use questionnaires with open and closed questions, as well as documentary analysis, to identify evidence of ecological literacy among 22 students enrolled in the 3rd year of that course. After analyzing the built data, we found that there are elements that indicate a basic level of ecological literacy among students, however, there is some confusion between basic concepts related to Ecology. It was also possible to verify that, in the legal documents that guide the analyzed course, the formation of the building technician and the Basic Education as a whole, shows the necessity and importance of addressing the environmental issues in the formative process, as a way to life. sustainable. With this research, we hope to enable further discussions and reflections on the importance of ecological literacy for the building technician.
Análise do processo de ensino do reino plantae no ensino médio
(2019-12-06) Souza, Naylana Melo de; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Souza, Heliamara Paixão de; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935
The use of plants has been a common practice for man since the dawn of civilizations. In the Amazon region, this practice occurs empirically, as a tradition of different peoples. Making an analysis of the teaching of Botany, it is noticed that many students feel discouraged in learning due to the scarcity of didactic resources and the use of school books as the only learning tool. The present work arose through a questioning in the supervised internship, where it was observed the way the vegetable content was being approached in the classroom, with this the research seeks to investigate what are the difficulties of teaching the learning of 2nd grade students medium in relation to the content of Plantae Kingdom, a survey questionnaire was applied to 30 students of the 2nd year of high school for the investigation of the problem. It is noted that even today we have few methodologies applied in the classroom for teaching vegetables, it is necessary that researchers and professors in the field of botany develop new methodologies so that this teaching becomes more pleasurable to students.
Aplicativos móveis no ensino de química para alunos surdos
(2022-06-27) Jean, Alice Hedwiges Rodrigues; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Rocha, Andréia Oliveira da; http://lattes.cnpq.br/4751206740233356
With the great technological evolution experienced in contemporary times, one of the challenges facing the teacher is the use of technologies in the classroom. Particularly for the implementation of inclusive education, greater support is needed for teachers and students, given that subjects such as Chemistry are considered complex. The study presented here aimed to answer the following research problem: Which mobile applications for the deaf have been used in the teaching of Chemistry? To answer it, we had, as a general objective: to map the mobile applications aimed at deaf students that have been used in the teaching of Chemistry. The research is exploratory, with a bibliographic review being carried out to search for scientific productions that dealt with the subject in question. The review was carried out on the Google Academic and Capes Periodical platforms, using the following descriptors: “applications” combined with “teaching of Chemistry” and “deaf students”, delimiting the time interval between 2017 and 2022. The results found show that didactic resources are still incipient, especially applications, used in Chemistry Teaching, and most of these do not deal with specific contents of Chemistry, but bring such contents translated into Brazilian Sign Language. In addition, a good part of the studies found dealt with themes directed to High School, with few productions for the teaching of Chemistry in Elementary School. Therefore, for inclusive education to be enhanced, new investments and research are needed on the specificities for the teaching and learning of deaf students, as well as the training of professionals (teachers, interpreters) who work directly with this public, promoting the development of new technologies and studies that can promote the learning of these students.
Aprendendo botânica com plantas medicinais
(2019-04-05) Lima, Henrique Oliveira; Paes, Lucilene da Silva; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Oliveira, Luiz Antonio de; http://lattes.cnpq.br/9931395111001102; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; http://repositorio.ifam.edu.br/jspui/handle/4321/333
As a way to help teachers of science in botanical education, we developed this material that we provide in a simple and practical mode, ways to facilitate the approach of botanical teaching in the classroom. The teaching strategies are presented as a didactic sequence of eight stages, containing the summary of activities, objectives and evaluations used at each stage. Although the material is initially aimed at elementary education, we understand that its applicability also covers the young and adult public.
Atitudes para ingestão de água: um estudo com alunos do ensino fundamental de uma escola pública de Manaus
(2016-07-01) Santos, Joedh dos; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Silva, Fernanda Rebeca Araújo da; http://lattes.cnpq.br/3930005419908476
This work was developed in a public school elementary in Manaus with 40 students in a class of sixth year, morning shift. The main objective was to develop the students of these class modes of care for water intake at their school through a didactic sequence. There were few outbreaks of diarrhea in high school and commented a lot of unhygienic way of some students to drink water, so the interest came on the possible cause and the relationship between this school and the students. They collected data to see if the water would was responsible for the outbreak of the health problems mentioned or neglect of students. For this, it observed the behavior of the students the ways to ingest water in schoolyards through unsystematic analysis. We carried out a microbiological analysis of three school aquifer samples and a simple questionnaire to ascertain the students prior knowledge. As an intervention to the problem through education, classes were based on one of the didactic sequences proposed by Zabala (1998), specifically, three number sequences, and finally an evaluative activity in which was made the development portfolio. The systematic observation pointed out that many students drank water incorrectly, because most, shared personal items and approach lips in water fountain taps. Microbiological analysis confirmed that the school water for consumption had no pathogenic microorganisms such as coliform bacteria, is there was no contamination of this type. Until then, the results showed the water are not responsible for pathological cases among students. The questionnaire showed that students had little knowledge of the correct and incorrect way as the water intake at school, making it possible to reflect on the water issue. The developed didactic sequence enabled the interaction of prior knowledge and the inclusion of new knowledge to enable new student learning about the topic. It was noticed in the portfolio activities no impairment of students to study the topic or research regarding any content worked in room. A positive point in the correction of portfolios was the opinion of the students claim that touching lips on tap for drinking fountains, share personal use cups or bottles or take trimming water with hands were incorrect attitudes. The results show that the work led students realize that drinking water requires hygiene, it is necessary to seek to apply over the correct forms intake to not endanger the health.
Atividades práticas ressaltando aspectos químicos estruturais por meio do uso das plantas alimentícias não convencionais (PANC)
(2021-04-06) Ribeiro Neto, Flávio de Mattos; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935; Peixoto, Elisabet Afonso
The school's search to promote meaningful teaching processes increasingly requires didactic resources that promote the relationship between theory and practice associated with the student's daily life. One way to motivate such processes is to use Non Conventional Food Plants (PANC) in the classroom. Given the above, the objective of this work is to build a proposal for teaching chemistry to students of Youth and Adult Education (EJA), in order to highlight the relationship between the composition of the material and the PANC. This study had a qualitative approach, being applied through action research with an EJA high school class at a State School in Manaus. The instruments for collecting and verifying learning occurred through diagnostic questionnaires and the intervention took place in four stages. The results showed that the students were unaware of the PANC and consequently did not know that they are excellent sources of nutrients and that they can be used in food. It has also been proven that it is possible to use PANC in chemistry classes, contextualizing the relationship between nutrients and the composition of matter. The integration of this knowledge associated with the “atomAR” software was significant for the students, as it helped in the understanding of the chemical elements, represented by the Rutherford-Bohr atomic model.
Audiodescrição: Ad como recurso didático no ensino da química
(2023-02-28) Pimentel, Silvia Janaina de Oliveira; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Lemos, Cátia
The master's research, proposed here, is part of the Graduate Program in Technological Education of the Federal Institute of Education, Science and Technology of Amazonas-PPGET/IFAM/CMC and is aimed at visually impaired students inserted in inclusive teaching classes medium, without, however, being restricted to this public. Audiodescription is a communication accessibility resource for people with visual impairments that aims to describe image information in words, based mainly on Mota (2012, 2016), Mianes (2016), Lima (2010, 2013) Perdigão (2017) and Vergara Nunes (2016). It has already established parameters, based on the contexts in which it was used, and these have served as guidelines for its use in other spaces, Filho, Machado, Nunes (2017) and Ribeiro (2020), among them, teaching, Nunes (2016). To be adapted to teaching, it is understood that there is a need to think about other parameters for this area, since those that exist do not dialogue directly with didactic pedagogical issues, bringing implications for student learning. Therefore, the research problem consists, based on what has already been established about Audiodescription of static images, to look into the possibility of developing and proposing specific parameters for teaching, taking chemistry as the space for their construction. . Thus, the main point of the study is to develop guiding parameters for the use of Audiodescription as a didactic resource for accessibility in science teaching, with a focus on chemistry teaching. It should be noted that the choice of this subject was due, above all, to the difficulty that students in general have in this field, claiming that they cannot understand chemistry nor understand the importance of their learning for life. In this context, the proposal brings the Pedagogical Didactic Audiodescription, which has the transversal characteristics necessary for the teaching/learning of visually impaired students in inclusive classrooms. The research methodology will be qualitative, Chizzotti (2000), using action research, Thiollent (2005), for data collection and design thinking, Ferreira (2020), to treat the data through its stages: understanding the problem, design solutions, prototype and implementation to generate an educational product. Audiodescription mini-courses and workshops were held in order to identify points relevant to the construction of the educational product.
Avaliação sobre o lixo: alternativas para compreensão do uso e desuso
(2019-12-06) Pinto, Sofia Simões; Paes, Lucilene da Silva; Paes, Lucilene da Silva; Farias, Maristela Lima de; Oliveira, Adriano Teixeira de
This work aimed to understand the conceptions of the students of the Federal Institute of Education Science and Technology (IFAM) regarding the destination of waste, in order to provide actions that raise awareness of the preservation and protection of natural resources in society. To this end, questionnaires were applied in a collection action at Ponta Negra beach and an online questionnaire with IFAM students. The results showed that although they are aware of the impacts caused by improper waste disposal, students also discard some materials incorrectly, such as electronic waste. Thus environmental education is the way for each individual to change habits by assuming new attitudes that lead to the reduction of environmental degradation and promote the conservation and improvement of quality of life in harmony with natural resources.
Caminhada verde: guia didático de atividades interdisciplinares no Instituto SOKA Amazônia
(2020-12-10) Ribeiro, Cilene Maria Melado Alvim; Paes, Lucilene da Silva; Castelo Branco, Anny Karynne Almeida; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Liberato, Maria Astrid Rocha; http://lattes.cnpq.br/3718324408807560; http://repositorio.ifam.edu.br/jspui/handle/4321/564
The Amazon comprises the largest biome in the world, encompassing several South American countries. It is a world heritage site due to its high biodiversity and natural resources. The approximation of basic education students to essential knowledge about environmental preservation and conservation and the discussion about questions about Amazonian ecosystems has been one of the important potentials for learning the individual who lives in this region.
Como me tornei professora de física
(2019-12-15) Almeida Filha, Agostinha Reis de; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744
This work brings in its textual composition my life story through an autobiographical narrative with the purpose of promoting a reflective analysis of the lived and learned from childhood to academic formation, so that this experience becomes a research tool. In the pursuit of growth as a future professional education. The paper first discusses my career in childhood, bringing the difficulties of economic nature, but mainly the challenges faced in the schooling process. The search for a better life made me leave home as a child looking for better conditions of study in order to improve my basic knowledge that allowed me to get to my background as a Physics teacher. I also bring in this work all my experience during the internships in schools as my first contact with the reality of the public schools and classrooms where I performed my activities. Finally I list the main challenges and possibilities that permeated my whole process of formation mainly during the internship practices and that by observation, based on my own school trajectory, the theorists presented here and the classroom experiences with internships will accompany me throughout from the teaching walk.
Conhecendo a fauna aquática e semi-aquática da Amazônia
(2023-11-29) Silva, Adriana Marisa Brandão da; Paes, Lucilene da Silva; Oliveira, Adriano Teixeira de
This educational product aims to assist Biology teachers in the approach the content of Zoology in High School. Considering that in the textbooks of Nature Sciences in the discipline of Biology, the fauna Amazonian is rarely highlighted, with no contextualization of animals in the region. The pedagogical resources on the animals of the Amazon fauna are scarce and this didactic guide entitled "Knowing the aquatic and semiaquatic fauna of the Amazon" sought to bring in a didactic and playful way the aquatic and semiaquatic animals that are present in the in the non-formal environment Botanical Garden Amazon Museum (MUSA). This proposal can be used by teachers and students, because it suggests that the pedagogical practices being planned and encouraged in the educational contexto, the perception of the subject about the environment in which it is inserted, when it recognizes animals seen on the spot in a non-formal space. This educational product aims to provide Biology teachers with a perspective on the Teaching of Zoology in Basic Education providing students with the perception of the environment in the region in which they live.
A contextualização do ensino de ciências na Amazônia
(2022-09-12) Nascimento, Rebeca Brandão; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Oliveira, Irlane Maia; http://lattes.cnpq.br/3156688483798707
The present work is an action research with a qualitative approach with the objective of evaluating the potential of approaching the electric fish associated with didactic strategies as a way of contemplating the Teaching of Natural Sciences in Elementary School Final Years in the themes and contents correlated. The methodology used was action research and 5 stages were organized: The first stage consists of collecting information about the place where the research was carried out and selecting the participants. The second step was the application of a questionnaire to collect the students' previous knowledge about the Amazon, the electric fish and the Sciences of Nature. The third stage was the construction of the educational product: a didactic guide for the dissemination of the importance of activities developing Amazonian themes for the development of meaningful learning. In the fourth step, the didactic sequence was applied. In the fifth stage, data analysis was performed using criteria to verify significant learning through scripts and analysis of the didactic sequence, which made it possible to create tables, charts and graphs. The results found show that the use of a didactic sequence can point out that the intention to teach concepts of Natural Sciences from something so regional brought clear results in the responses of the activities proposed in the scripts, presenting sentences, reports with a great connection to the Amazon. , anchored to previous experiences and knowledge, and may consider that the main objective was achieved, showing that the didactic sequence was of great relevance for the meaningful learning of the contents of Natural Sciences
A dinâmica solo-planta em ecossistemas amazônicos
(2021-12-17) Soares, Anderson Colares; Paes, Lucilene da Silva; Paes, Lucilene da Silva; Anic, Cinara Calvi; Liebl, Ariany Rabello da Silva
This product originated from the dissertation developed in the Postgraduate Program in Technological Teaching (PPGET) of the Federal Institute of Education, Science and Technology of Amazonas - IFAM, Campus Manaus Centro, with the purpose of helping teachers and students of Science in Nature in the approach of Soil-Plant Dynamics in Amazonian Ecosystems. This interaction is essential for the ecosystem, as the soil is one of the main sites of interaction where there is a diversity of contributions to the improvement of plants and sustainability of the system and this interaction goes through several stages, namely: transport of water and nutrients, plant metabolism and the carbon and nitrogen cycle. So, this didactic guide can help teachers and students, facilitating the teaching process, contextualizing this knowledge in the Amazon and providing new knowledge to better understand this biome.
Educação ambiental e saúde baseada em ABP
(2021-11-05) Lopes, Iarima Naama Ferreira; Lucena, Juliana Mesquita Vidal Martinez de; Paes, Lucilene da Silva; Lucena, Juliana Mesquita Vidal Martinez de; Paes, Lucilene da Silva; Lucena, Juliana Mesquita Vidal Martinez de; c, João dos Santos; Anjos, Maeda Batista dos
The purpose of this product is to serve as a guide for the implementation and didactic use of a Sensory Garden (JS), demonstrating how its elements can be used to achieve meaningful learning through investigation, creativity, sharing and contextualization of new knowledge. The presented proposals are guided by assumptions of Project-Based Learning and can help teachers and students to achieve a transformative and reflective Environmental Education, thus, we include in this material suggestions for activities and educational itineraries that can be carried out both in the sensory garden and in other environments teaching, and that relate the contents of Biology and Health, Agroecology, Chemistry and related areas. The material discusses relevant issues such as the importance of flexibility of activities suited to the teaching context, the enhancement of individuality and the construction process (not only the results), the contributions of group work, the importance of the teacher/teacher as a mediator of the process and the possibility of exploring new ways of working Environmental Education.
Educação ambiental na Amazônia: uma experiência interdisciplinar
(2020-12-10) Ribeiro, Cilene Maria Melado Alvim; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Liberato, Maria Astrid Rocha; http://lattes.cnpq.br/3718324408807560
This research provided, through an extension project, interdisciplinary activities involving Environmental Education and Physical Education in non-formal Amazonian spaces. 45 high school students from two schools in the city of Manaus participated, one state public and the other federal, with all participants in the project entitled "Environmental Education: awareness through physical activity practices" at IFAM - Campus Manaus Centro. The action research was divided into three stages: 1) a) selection of research participants and collection of information about the places where the research was carried out; b) diagnostic application to collect the students' initial knowledge through the questionnaire in a formal space; c) expository dialogue, planned based on the initial knowledge verified through the diagnostic questionnaire; d) visit in a non-formal Amazonian Soka Amazon space, and e) the environmental projects workshop to verify the students' final learning. 2) a) Analysis of the data collected: field diary, questionnaires, drawings, projects elaborated in the workshop; were explored by means of analysis criteria (categorical analysis) and by rubrics, in the sequence, we treat the results obtained that allowed the creation of tables, charts, graphs. 3) a) Elaboration of the educational product: a didactic guide accompanied by a video highlighting the reserve environments where teaching activities can be developed in the context of the Amazon, serving as a subsidy for students and teachers. The non-formal spaces used in the perspective of teaching expand the regional Amazonian knowledge offered by direct contact with these ecosystems and physical activities when carried out in natural environments, arouse benefits in the physiological, cognitive, learning and integral training of students.
Educação em saúde a partir da produção de histórias em quadrinhos: guia didático
(2023-11-27) Belém, Josiana Ferreira; Paes, Lucilene da Silva; Oliveira, Adriano Teixeira de
This product originates from the dissertation entitled "Comic stories: a didactic alternative for teaching and learning about diseases caused by helminths", developed in the Postgraduate Program in Technological Education - PPGET, of the Federal Institute of Education, Science and Technology of Amazonas, with the aim of assisting and encouraging health education in the classroom through the use and production of comic books, as a didactic alternative in the process of teaching and learning content related to diseases caused by helminths. In this proposal, the contents refer to three diseases caused by helminths, ascariasis, hookworm and enterobiasis.
Ensinando parasitoses com uso de fábulas
(2017-12-14) Gomes, Eline Souza; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456
The present research has as objective to verify the contributions brought by the use of fables in the teaching of parasitic diseases, investigating their use as alternative didactic material to favor the contextualization of the studied contents. Thus, the process involved the construction of a didactic sequence involving the use of fables addressing the three different types of educational content, conceptual, procedural and attitudinal, in addition, it is articulated in the fundamentals of Constructive Alignment and SOLO Taxonomy. The didactic sequence including the use of fables was constructed due to the observation of the lack of contextualization of the contents of sciences and Biology in Basic Education, constituting, as an alternative didactic tool to approach the theme "parasitic diseases". The study was carried out in a public school in the Center-West Region of Manaus, in a high school night class. The didactic sequence was developed in five moments, using didactic scripts, didactic texts and videos, so that it was possible to understand the main characteristics of the diseases addressed, integrating the learning objectives, the activities developed and the evaluation, in an aligned way. The sequence proved to be effective for the teaching of parasitic diseases, in order to present conceptual changes in both the quantitative and qualitative aspects of the responses, according to the SOLO Taxonomy, verified at the end of the activities. In addition to positive changes in relation to contents of an attitudinal nature, in relation to greater health care reported after the construction of knowledge about parasitic diseases. Therefore, the use of fables proved to be assertive regarding the contextualization of the studied subjects, providing an alternative way for the students to relate the contents to the narrative and thus build the knowledge from a perspective differentiated from that linked only to the language of didactic texts.
Ensino de biocombustíveis e combustíveis fósseis na educação básica
(2022-06-27) Silva, Ivaldo Santos da; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Rocha, Andréia Oliveira da; http://lattes.cnpq.br/4751206740233356
The present study has as its theme the use of didactic resources in the teaching of biofuels and fossil fuels in basic education, where it sought to answer the following problem: What didactic resources have been used in basic education to teach the topic Biofuels? It started from the assumption that, given the environmental and energy crisis that we are experiencing, the discussion on how these themes have been addressed in basic education becomes of paramount importance. And, considering what the legal documents for teaching and the pertinent literature recommend, it is essential that such teaching be organized so that didactic resources and differentiated teaching methodologies can support it. As a general objective, we sought to verify in the literature the didactic resources that have been used in basic education for teaching the topic of biofuels as components of the teaching of Natural Sciences. And, as specific objectives, there are: 1. Discuss about the importance of teaching biofuels and fossil fuels in basic education, in the context of science teaching; 2. Check how the topic of biofuels is addressed in the legal documents that guide the teaching of Natural Sciences; 3 Present the didactic resources observed in the selected scientific productions on the teaching of biofuels in basic education. This is an exploratory research of a bibliographic nature, carried out in searches of scientific databases. The results indicate a lack of academic publications relevant to the subject, especially those directed to the teaching of Natural Sciences in Elementary School. Furthermore, it was found that the research carried out with high school students made use of various didactic resources inserted in didactic sequences, such as videos, models, prototypes, in addition to other strategies such as experimental activities. It is hoped that this research can raise new reflections about the importance of discussing the topic of biofuels in basic education, as well as the importance of teacher planning in their teaching practice, so that resources and didactic strategies can be included that can enhance learning
Ensino de Biologia: proposta didática para o estudo da fauna aquática e semi-aquática amazônica em um espaço não formal
(2023-11-29) Silva, Adriana Marisa Brandão da; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Oliveira, Adriano Teixeira; http://lattes.cnpq.br/9164471794674935; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456
Environmental conservation is one of the topics addressed in basic education and involves questions about the environment and the living beings that inhabit it. In the formal classes of the discipline of Biology, the curricular contents proposed in textbooks rarely highlight the species of the Amazon fauna. The questions that guided this research corroborate the knowledge of the animals of the Amazon and the aquatic environments of our region. The objective of this research was to apply the didactic sequence in the teaching of biology in the study of aquatic and semiaquatic fauna of a non-formal space, contributing to the learning process and evaluation of the educational product related to the master’s research. Emphasizing the species of the Amazon region, a non-formal space, the botanical garden Museu da Amazônia (MUSA). The participants were 30 students from a class of the 3rd grade of high school in a public school in the city of Manaus, Amazonas. The methodological approach used was the qualitative approach in which the data were obtained with the application of questionnaires for data collection. The adopted method was the action research allied to the resource of the didactic sequence applied in six moments. In the first moment, the orientation goes up the planning of teaching and application of the previous questionnaire to the students. In the second moment occurred the application of lectures and theoretical dialogues with the presentation of the content of Zoology focused on Amazonian animals. In the third moment the orientation given to the students was about how the visit to the Musa would happen. In the fourth moment took place the field class in the Botanical Garden Museum of the Amazon with the realization of recognition, observation, collection of images and data of aquatic and semiaquatic species native to this space. In the fifth moment there was the participation of the students in the pedagogical workshop with the ludic activities carried out by the teacher. In the sixth moment, the closure of the data collection was finalized. The results showed that the students did not know some Amazonian animals and that after the implementation of the Didactic Sequence, in the pedagogical workshop, improved the scientific knowledge of the Amazon biota, valued teamwork, developed socialization, were motivated to awaken environmental awareness and conservation of the environment. The detailing of the didactic sequence in this research aims to serve as a support to Biology teachers in the study of Zoology.
Ensino de botânica e meio ambiente: um guia didático para aulas em espaços não formais amazônicos
(2015-12-03) Vilas Boas, Terezinha de Jesus Reis; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Liberato, Maria Astrid Rocha; http://lattes.cnpq.br/3718324408807560; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; http://repositorio.ifam.edu.br/jspui/handle/4321/62
In this respect, it is recognized that education for science is not only a function of the school, but its role in educating the relevance in teaching-learning. Non-formal spaces (ENFs) appear as environments used for dissemination of local specificities necessary for scientific and environmental training. Thus, it was tried to construct this Didactic Guide organized in forest environments of the Amazon Region around questions about: The importance of the vegetables to the Amazonian environment for the acquisition of a consistent environmental conception in its practice. In this guide we highlight the importance of the regional flora for botanical studies in a perspective of building associated botanical knowledge environmental issues with the use of the following spaces: Biological Reserve of Campina / Campinarana, Suframa Waterfall, Cachoeira Santa Cláudia, Municipal Park Cachoeira das Orquídeas. Through this Pedagogical Guide there are information on how a teacher can use these spaces to highlight the richness of natural resources in the Amazon, carrying out teaching-learning processes with regional examples, valuing and allowing the individual to understand the importance of living beings for the maintenance of the environment. The approach also allows the correlation between the knowledge described during a theoretical class and the examples shown in the textbooks.