Navegando por Autor "Silva, Rilda Simone Maia da"

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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.
Estágio curricular e sua contribuição na construção da identidade profissional dos estudantes da Educação Técnica de Nível Médio
(2019-06-06) Silva, Rilda Simone Maia da; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Falcão, Nádia Maciel; http://lattes.cnpq.br/5182856984673000
The supervised curriculum internship constitutes one of the elements of educative and formative process in the technical training college courses, because it allows students to integrate the work, the science and culture knowledge. The study, like proposition of Management and Organization of Pedagogical Spaces of Technical and Professional Education, was aimed to analyze the supervised curriculum internship at EPTNM and their contribution in students professional identity construction. The Vasques (2007), Buriolla (1999), Pimenta e Lima (2017), Zabalza (2014), Marx (1996, 2012), Antunes (2010), Netto e Braz (2004), Saviani (2006, 2007), Frigotto (2005), Ramos (2004, 2009), Dubar (2005, 2006, 2009, 2012), Hall (1998), Kaufmann (2004), studies to justify the methodological and theoretical discussion. The investigation assumes the qualitative approach and involved the farming technical course students; the internship and integration coordinator and the supervisor-advisor teacher of the Itaituba EETEPA. The documental and field research, with the focus group half structured interview have based the data acquisition. The content analysis (BARDIN, 2011) have contributed to the data interpretation and the results discussion. The results point that the internship like institutional and educative act favors the professional immersion and contribute to the students identity constructions process in self knowledge and resignify movement that allow to recognize or to plan their professional identity. Besides that, we developed a mobile application named “Meu Estágio”, aiming to help in formative process of supervised curriculum internship and to contribute to students professional identity construction. The supervised curriculum internship contributes to the professional identity construction marked by work as an educational principle.
Meu estágio
(2019-06-06) Silva, Rilda Simone Maia da; Salazar, Deuzilene Marques; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Falcão, Nádia Maciel; http://lattes.cnpq.br/5182856984673000; http://repositorio.ifam.edu.br/jspui/handle/4321/304
This tutorial is intended for the institutions and actors responsible for implementing the Supervised Curricular Internship Component, in order to subsidize the use of the My Internship Educational Application. This product was conceived during the research carried out under the Professional Master Course in Professional and Technological Education (PROFEPT) at the Federal Institute of Education Science and Technology of Amazonas (IFAM). We hope that the My Internship App can assist in the internship training processes and contribute to the formation of the professional identity of EPTNM students and other intern students throughout the country. We understand that the supervised internship should be at the center of discussions of people and institutions directly involved in students' professional and technological education, as it can articulate theory and professional practice, setting up as a locus where the student's professional identity is conceived, built and announced. Thus, the product construction process was supported by EPTNM students and teachers through their participation in focus group meetings and interviews, as well as their final validation.