Navegando por Autor "Silva, Fernanda Rebeca Araújo da"

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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.
Educação Profissional Técnica de Nível Médio: reflexão e proposta formativa para cursos de licenciatura
(2016-05-16) Silva, Fernanda Rebeca Araújo da; Azevedo, Rosa Oliveira Marins; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; http://repositorio.ifam.edu.br/jspui/handle/4321/55
O ensino de biologia no contexto da educação profissional técnica de nível médio: análises e proposições
(2016-12-19) Pereira, Késede da Silva; Aguiar, Madalena Otaviano; http://lattes.cnpq.br/8123789811990668; Aguiar, Madalena Otaviano; http://lattes.cnpq.br/8123789811990668; Marcomini, Poliana Roversi Genovese; http://lattes.cnpq.br/7675459760244648; Silva, Fernanda Rebeca Araújo da; http://lattes.cnpq.br/3930005419908476
The teaching of biology in the sphere of basic education is considered a challenge. It is thought the possibility of insertion of knowledge of the Amazon region to a context in the education of the north of the country. It is believed that mid-level technical education should present an approach that understands the regular high school curriculum, but that correlates with the specificity of technical education. The line of research addressed is: Vocational and Technological Education, aiming, however, the Medium Level. The discourse was based on the following problem: how biology teaching could be approached in the integrated secondary education courses of the Federal Institute of Education Science and Technology, Campus Manaus Center, taking as reference the specificities of the Technical Professional Education of Medium Level? For this, project questions include thinking about which educational approaches are to be discussed in the context of IFAM's integrated middle school? How has Biology teaching been planned and planned in these courses? What methodological procedures can be inserted in this teaching reality? And in this way, to understand the EPTNM presenting a dialogue between the discipline of Biology and the technical teaching of each course integrated with the topics addressed in the classroom. In the course of the research two activities were carried out in classes with different themes: Botany with Plant Anatomy practices of medicinal plants and Vertebrates with emphasis on Electric Fish of the Amazon. With this, it was possible to dialogue teaching of vegetables and animals in the discipline of Biology, with the use of differentiated resources and made available by the educational institution, seeking to attend the classes of technical level in Buildings, Mechanics and Informatics. The classes were developed following Significant Learning Theory, Firstly a questionnaire was used to understand the students' understanding of the training they are receiving, then the application of the classes in the defined classes, ending with the discussion in the classroom, Regarding the posture of the technical professional and the knowledge of Biology and the observed peculiarities. For the classes too, a discussion was held on the use of sustainable resources and importance of knowledge on fish from the Amazon.
Reflexão de professores da educação básica acerca da avaliação da aprendizagem
(2017-12-11) Oliveira, Thamela Mariza Menezes; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Souza, Tania Midian Freitas de; http://lattes.cnpq.br/7277332092251794; Silva, Fernanda Rebeca Araújo da; http://lattes.cnpq.br/3930005419908476
Assessment of learning plays an essential role in the classroom. It is from their results that the teachers are aware of the strengths and weaknesses of the students and can thus promote actions to overcome the difficulties faced by them. Therefore, it is fundamental that teachers have in mind the real function of evaluation in their pedagogical process. This work aimed to understand the conceptions of teachers of basic education regarding the evaluation of learning. The theme arose from the participant observation carried out in supervised stage III, during the 7th period of the Biological Sciences course of the Federal Institute of Education, Science and Technology of Amazonas (IFAM), where the evaluative practices of the teachers called attention to us, making us how they understood the evaluation process. To do so, as instruments of data collection, an interview was used, carried out with 6 elementary school teachers from 4 public schools in Manaus, as well as participant observation. The results showed that the view of the research collaborators on the evaluation of learning is heterogeneous, where different conceptions, instruments used to evaluate the students, and even some difficulties faced in the day-to-day life in the classroom are identified, which make it difficult and impose different characteristics on the evaluation process of each collaborator, which makes each speech unique. In this way, understanding teachers' conception about assessment is fundamental so that we can understand their practices, their training processes and know a little about their experiences with evaluation, as well as enable teachers from their speeches to reflect on practices.
Saberes docentes na formação inicial de professores para a educação profissional técnica de nível médio
(Instituto Federal do Amazonas, 2016-03-18) Silva, Fernanda Rebeca Araújo da; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Peixoto, Marco Aurélio Nicolato; http://lattes.cnpq.br/2168810836048100
Understanding that Knowledge Teachers are important in the profession and are over the training process, we developed an investigative journey whose main objective was to understand in what ways the actions developed in undergraduate courses allow the construction of Knowledge Teachers for Vocational Education Level Technical medium (EPTNM). The locus of the research was the Federal Institute of Education, Science and Technology Amazon - Manaus Campus Center, and had as subjects the students of Degree courses in Biology, Chemistry, Physics and Mathematics of the institution. In view of the active participation of individuals, elected as a theoretical and methodological support action research, a process made possible the development of the discipline "Professional Education High School Technical", to degree courses. For us to reach this product initially seek to know the knowledge that proved necessary for teacher education to EPTNM along the historical trajectory of this education, with the epistemological positioning the design of Knowledge Teachers proposed by Tardif (2014), the same time contextualize this discussion establishing dialogues with Manfredi (2002), Kuenzer (2007), among others. Later in the meeting with the students, proceeded to listen to the experiences of the students of degrees in the EPTNM classrooms, and this took place in two main phases: 1) at the stage of diagnosis, with activities developed in Stage Seminar discipline and the meetings of the Fellowship Program Introduction to Teaching; 2) the development and implementation of a Short Course. The survey data, interpreted based on the Text Analysis and Discourse evidenced Knowledge Teachers for EPTNM: knowledge about this type of education and its characteristics; understanding of the integral formation of EPTNM of students in the social context in which they live; the construction of disciplinary joints within the curriculum, based on the work, science and technology. Resulting from the analysis of this knowledge, we understand that training activities should contemplate the epistemological, ontological and methodological aspects. The survey also shows as a result, the urgent need for discussions on the training processes for EPTNM the Federal Institutes such as identity element of their degree courses.