Navegando por Autor "Silva, Jander Ramires Rodrigues"

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Desenvolvimento sustentável e jardim sensorial por meio da aprendizagem baseada em projetos - ABP
(2023-02-08) Silva, Jander Ramires Rodrigues; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Cabral, Cinara Calvi Anic; http://lattes.cnpq.br/1702387634067240; Lopes, Iarima Naama Ferreira; http://lattes.cnpq.br/5535787963110897
Sustainable Development (SD) is based on three pillars: Environmental, Economic and Social. Nowadays, with technological advances and innovative production processes, how are students learning this concept? For this research, a Sensory Garden (JS) already implemented at the Federal Institute of Education, Science and Technology of Amazonas, Campus Manaus Centro, was used for students of the 1st year of High School in the class of the Technical Course in Chemistry, where it established the following problem question: “How to develop activities for teaching Sustainable Development from a Sensory Garden?”. The general objective was to investigate the contributions of a JS to the understanding of Sustainable Development and its Objectives, to students of the 1st year of high school. And as specific objectives, to propose Project-Based Learning (PBL) as a teaching methodology to approach SD based on the UN's 2030 Agenda, through the JS. And in addition, verify the potential of using JS as a didactic resource and non-formal teaching space, for the promotion of DS and its Objectives. The research approach was qualitative and the teaching method adopted was based on PBL. The insertion of the theme was aligned with the National Common Curricular Base, in the context of competences and abilities to be developed by the students, as well as the Transversal Contemporary Themes. The ABP project was developed in the form of a workshop lasting three hours (3h) presenting the JS as a non-formal teaching space, in order to promote students' awareness of environmental issues. After the methodological process, it was observed that the students were able to relate the SD to the JS, through observation and analysis of the Sustainable Development Goals (SDGs) that are part of the 2030 Agenda, presenting characteristics of the concepts addressed during the Workshop “Looking for Sustainable Development. And in the socialization of the artifacts elaborated by the groups, it was clear that the students were able to answer the driving question worked on in the structure of the PBL Workshop in Table 2.
O estágio supervisionado como espaço de construção da identidade docente: reflexões sobre a organização de uma feira de ciências com a temática da biotecnologia
(2025-12-02) Estevam, Ayane Beatriz da Silva; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Silva, Jander Ramires Rodrigues; http://lattes.cnpq.br/3520072379602017
This study reports and analyzes the supervised internship experience carried out at a full-time state school located in the northern zone of Manaus, focused on the organization and monitoring of the Science Fair themed “Biotechnology and its applications in everyday life.” The investigation is characterized as an experience report with a qualitative approach, using a field diary and participant observation as instruments; data analysis was conducted through content analysis (Bardin). The study seeks to answer the research question regarding how participation in the organization of the Fair contributed to teacher education in Biological Sciences. The results indicate that the investigative activity supported the development of professional and socioemotional competencies — including pedagogical mediation, scientific communication, organization, time management, collaborative work, and argumentative skills — in addition to promoting greater student autonomy and engagement. It is concluded that the experience at the Fair constituted an important formative space, contributing to the consolidation of teaching identity and reinforcing the relevance of investigative practices in the initial training of Biological Sciences teachers.
Oficina para o ensino de educação ambiental: uma proposta para reciclagem de papel no âmbito de uma comunidade escolar da zona oeste de Manaus
(2025-12-02) Brandão, Ellen de Souza; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Silva, Jander Ramires Rodrigues; http://lattes.cnpq.br/3520072379602017
Over the years, environmental education (EE) has gained more space in society, given its contributions to the environment and the formation of conscious citizens. It has been integrated into school curricula in order to stimulate critical thinking and strengthen the relationship between human beings and the environment in a balanced way. The main idea of this research is to develop a proposal for teaching environmental education, so that theory and practice collaborate for the meaningful learning of the participants in their entirety. Its general objective is to propose and evaluate an environmental education workshop focused on paper recycling, analyzing its effects on the knowledge and awareness of the students. To obtain the results of this research, a bibliographic survey and a workshop with students from a state school in the western zone of Manaus were carried out. The activity was carried out by 1st-year high school students; the central ideas obtained from the workshop show their conceptions of what they understand about recycling and Environmental Education, the relevance of the practice, and the encouragement of environmental awareness. Thus, by working with practical situations, the school reinforces its social role, becoming a space for critical, civic, and transformative education, in addition to addressing cross-cutting issues with due attention, such as environmental education.