Monografia_Biologia
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/735
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Item A inserção do ensino da biotecnologia nos livros didáticos de biologia(2017-12-14) Batista, Larissa Matos; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541Biotechnology is one of the most prominent areas of science and has remarkable scientific advances for the population, and the school as a whole has a fundamental role in spreading knowledge about Biotechnology and its applications, however, this theme is left to be taught at the end of the school year, that is, when there is enough time for such, otherwise these subjects will not be treated in the classroom for several reasons, among them the difficulty in understanding biotechnological processes only in theory, both teacher and student, the high cost of practical classes and the lack of didactic resources with easy to understand language, with curiosities, experiments and activities related to Biotechnology as support for the teacher in the teaching and learning process of the students. Thus, the present study aimed to investigate the insertion of Biotechnology teaching in Biology textbooks, through Bardin's Content Analysis (2011). For this, three Biology textbooks were sealed, after which, the floating reading of the books was performed, which corresponds to the pre-analysis phase, from which the keywords related to Biotechnology emerged. Through the list of keywords, they were grouped into categories according to their similarities and differences, which corresponds to the exploration of the material, the categories elaborated were: Central Dogma of Molecular Biology, biotechnological tools and techniques, biotechnological products, related bioethics biotechnology and genetics associated with Biotechnology. The third and last phase are the inferences and interpretations, which are in the form of the text of each category formulated in the results and discussion. In the three books the Biotechnology theme was verified in a specific chapter, with the presence of part of the technical and scientific advances of Biotechnology. However, the contents referring to the Central Dogma were not found in one of the textbooks, in the category Biotechnological products it was noticed the incorrect presence of the concepts of genetically modified and transgenic organisms, and the ethical theme was superficially represented in one of the books analyzed. From this, it was possible to be aware of how the insertion of Biotechnology in school textbooks was carried out, with the presence of some technical and scientific advances. However, since the textbook is the main material used in the preparation and application of the classes, the teacher needs to be attentive to the defects present in the books, so that they are not perpetuated to the students.Item Formação de professores: concepções e práticas pedagógicas em educação ambiental(2017-12-14) Silva, Ingride Jarline Santos da; Silva, Janari Rui Negreiros da; http://lattes.cnpq.br/2785071645616428; Silva, Janari Rui Negreiros da; http://lattes.cnpq.br/2785071645616428; Aguiar, Madalena Otaviano; http://lattes.cnpq.br/8123789811990668; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346Item O estágio supervisionado na formação de um professor de ciências biológicas(2017-12-18) Teixeira, Gabriel Medrado; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Almeida, Adriana Neves de; http://lattes.cnpq.br/7815549956025130; Lapa, Barbara Castro; http://lattes.cnpq.br/7253775685720985This work was written with the objective of recording the importance of Supervised Internship in the training of the Biological Sciences teacher. Beginning with my formative process until the admission to the Federal Institute of Education, Science and Technology of Amazonas - Campus Manaus Center - and completion of Supervised Internships, starting from an autobiographical perspective exposed to the reader of this work. Trying to demonstrate details that have contributed significantly to my teacher training process. Highlighting all the learning acquired during the accomplishment of my four Stages in two different schools of Manaus and bringing a critical remark about the experiences taken in this course. For the construction of the future teacher I indicate the relevance of the Supervised Internship and what their contributions to the institutions where the Internships were held and for the Degree in Biological Sciences.Item Tendências de TCC entre formandos em ciências biológicas no IFAM(2017-12-19) Nogueira, Anny Larisse de Oliveira; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456The work of conclusion of course (CBT) is a scientific activity of systematizing knowledge about an object of study or problem. This research presents the results of the mapping of monographs constructed next to the course of Biological Sciences Degree of the IFAM, from 2006 to 2012. The aim was to identify, based on this mapping, the research themes, methodological approaches, tools for collection of data and formative aspects that indicated allusions to the formation by competences and professor researcher. For that, a documentary research was carried out, which analyzed 85 monographs. The qualitative research approach was predominant with questionnaire use and directed interview, as well as emphasis on ecology, parasitology and botany. In the general topics related to education, the study prevailed with didactic resources, cross-cutting themes, teaching strategies and articulation of theory and practice in teaching. As for the formative aspects, two studies were registered that indicated the formation by competences and professor researcher. The study became relevant because it is necessary to observe if the one proposed in the PPC has been fulfilled, since the profile to be formed is the Professor Researcher of Biological Sciences.