DAEF - Departamento Acadêmico de Educação Básica e Formação de Professores

URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/539

Navegar

Agora exibindo 1 - 20 de 139

Abordagens alternativas sobre tabela periódica através dos jogos lúdicos: “quem sou eu?” e Quiz periódico
(2019-12-06) Ferreira, André Gustavo Farias; Cavalcante, Luyara de Almeida; http://lattes.cnpq.br/2318587018030774; Cavalcante, Luyara de Almeida; http://lattes.cnpq.br/2318587018030774; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Santos, Ana Lúcia Mendes dos; http://lattes.cnpq.br/4731643147452069
The study of chemistry is present in many places because its properties, transformations and materials surround our environment. Studying chemistry goes far beyond numbers, formulas, and abstract theories; it is a logical discipline with ideas and practical applications that influence people's daily lives and lives. It is said that to study chemistry it is necessary to know nomenclatures and representations as a way of understanding the meaning of phenomena. However, this need can be considered exhaustive, so there is a periodic table (TP) to classify the elements and assist in the study and expansion of learning in chemistry and atomic models. With this, the playful games emerged, in order to help and facilitate the learning process of students, however the playful games were not perceived as a pedagogical or educational activity, but today its educational value is widely accepted by society, being accepted as a great helper tool in the educational process. It was two playful games, which were applied in two classes of high school integrated in Chemistry at the Federal Institute of Education, Science and Technology of Amazonas. Initially, a previous questionnaire and a questionnaire after the games were applied, in order to verify the contributions of this methodology in the teaching-learning process. With the accomplishment of the project, it was possible to observe through the results a great evolution in the learning of the content, being thus an effective methodology to assist in the teaching-learning process.
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 das concepções de estudantes de uma escola estadual adjacente a uma área de proteção ambiental sobre doenças causadas por vetores de arboviroses em Manaus, Amazonas
(2019-12-06) Silva, Andreza Carvalho da; Pessoa, Felipe Arley Costa; http://lattes.cnpq.br/0065844952697911; Santos, Eric Fabrício Marialva dos; http://lattes.cnpq.br/9319588360630566; Vale, Adriana Carla Oliveira de Morais; http://lattes.cnpq.br/4121425372985654; Vale, Adriana Carla Oliveira de Morais; http://lattes.cnpq.br/4121425372985654; Enriconi, Adriana; http://lattes.cnpq.br/4273322336883518; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935
Arboviruses are a public health problem because of the potential of the dispersal vector mosquito, its ability to adapt to new environments and hosts, and the possibility of causing epidemics. In Brazil, the main arboviruses are Dengue, Chikungunya and Zika, since arboviruses that cause these diseases obtain the same vectors that are commonly found in urban areas (Aedes aegypti and Aedes albopictus), due to the fact that the urban area offers conditions favorable to the development of these vectors, such as warmer climate, artificial and natural breeding sites for oviposition and population density. Despite these data, there are few studies in the Amazon regarding knowledge of urban populations in relation to the environment and interaction with the population. Thus, the school is a starting point for introducing health education so that students later disseminate information in society. From this perspective, the general objective of this work was to analyze the conceptions of the students of the third year of the High School of the State School Deputy Josué Claudio de Souza adjacent to the Environmental Protection Area (APA) of the Federal University of Amazonas (UFAM) about diseases caused by vectors. of arboviruses. Given the proximity of this population to one (APA). To analyze the students' conception of the subject matter, a structured questionnaire was applied and the data collected were analyzed in a qualitative and quantitative manner. Entomological collections were performed at the peridomicile, forest edge and forest, to survey arbovirus vector mosquitoes, to finally show the data to the students, these data were quantified, identified and tabulated. From the analysis of the questionnaires, it was possible to conclude that the students have a satisfactory basic level of knowledge about the main arboviruses in Brazil, since the students correctly answered the questions corresponding to most categories of the questionnaire. However, only 23.3% were able to associate the presence of mosquitoes in the school due to the anthropization process of APA-UFAM. This is alarming given that vectors of arboviruses (Aedes aegypti and Aedes albopictus) and species with records of natural arbovirus infections (Limatus durhamii) were found in the school. On the forest edge (Trichoposopon digitatum) and in the forest (Sabethes glaucodaemon and Trichoposopon digitatum) were found mosquitoes that are naturally infected with arboviruses that can be transmitted to humans. Based on the analysis of the questionnaires, a lecture was held to explain the existing doubts and the relationship between the natural environment and the urban environment, their consequences due to the anthropization process related to the public health problem, arboviruses.
A análise do erro como ferramenta de aprendizagem no ensino da matemática básica
(2016-12-09) Silva, Severino Francisco da; Souza, Heliamara Paixão de; http://lattes.cnpq.br/0367991915005308; Oliveira, Sévulo Moares de; Oliveira, Andréia Pinto de; http://lattes.cnpq.br/4751206740233356; Souza, Heliamara Paixão de; http://lattes.cnpq.br/0367991915005308; Oliveira, José Ribamar Silva de; http://lattes.cnpq.br/5940747651740209
The analysis of error as a didactic learning tool found echo in the teaching practices based on theories of experimental psychology and constructivist assumptions. To apprehend the mathematical concepts necessary to solve daily problems without the possibility of systematic errors seems to us to have been a great challenge for the majority of the students, being often a precursor of school dropout. However, analyzing the quality of these errors in order to avoid systematizing them seems to have not been an easy task for educators with a degree in mathematics, since they have presented different approaches, depending on the objectives with which teachers and researchers focus on this theme. Without intending to finalize the debate on the subject, we set out to investigate the possibility of using error analysis as a learning tool and, to achieve our goal, our work was divided into four chapters: In chapter I we try to understand until What point the future mathematics teacher can use the error as a didactic learning tool, making a reflection on the error in the current evaluation model by means of proof; In Chapter II, we sought to identify in bibliographical research what theorists say about the presence of error as an integral part of the dialectical process and whether it can be understood as a fundamental element for the change of strategies and facilitating methodologies in stimulating students to persist In their findings and verify in the conclusions conceived by researchers on the same subject the possibility of ratifying the conclusions obtained; In Chapter III, we propose to present the theoretical bases on Proportions, Probabilities, Combinations and fractional Reasons as a way of subsidizing the calculation procedures; In the fourth and last chapter, we present the methodological procedures of the actions to be developed to conclude this work - analysis of the procedures applied by the student in the resolution of mathematical questions in assessments of the type test, regardless of the result obtained - retaking concepts with the use of classes Expositions and the use of collective works. Finishing with our final considerations.
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.
Aprendizagem baseada na temática indígena do Amazonas
(2024) Santos, Marcela Oliveira dos
Aprendizagem significativa no ensino da matemática: uma proposta para aprendizagem no ensino médio técnico
(2017-02-16) Fernandes, Cristina Maria da Silva; Botelho, Judimar Carvalho; http://lattes.cnpq.br/1015701449764018; Oliveira, Andréia Pinto de; http://lattes.cnpq.br/4751206740233356; Oliveira, Andréia Pinto de; http://lattes.cnpq.br/4751206740233356; Botelho, Judimar Carvalho; http://lattes.cnpq.br/1015701449764018; Oliveira, José Ribamar Silva de; http://lattes.cnpq.br/1015701449764018
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 experimentais no ensino de química: o olhar dos estudantes em uma escola pública de Manaus
(2022-06-29) Simão, Karolyn Rabech Silva; Magalhães, Mayara Letícia Paiva; http://lattes.cnpq.br/8774951816729767; Magalhães, Mayara Letícia Paiva; http://lattes.cnpq.br/8774951816729767; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Mendonça, Rogete Batista e Silva; http://lattes.cnpq.br/5623350701700106
This research seeks to contribute to the improvement in the teaching and learning of chemistry, through the use of experimental activities with students from the 1st year of high school in a public school in Manaus. It seeks, therefore, to provide an understanding of chemical phenomena through experimental activities, perform an analysis of the students' view of the practice of these phenomena in the classroom and present a proposal for the use of simple experimental activities with low-cost materials. The research is characterized as a descriptive and exploratory study, with a qualitative and quantitative approach. As instruments of data collection, questionnaires were applied and the data were expressed in graphs. As a result of this research we can report how experimentation in teaching is of fundamental importance for meaningful learning, awakening a strong interest among students, and being one of the fundamental tools for the teaching-learning process. These results were evidenced by the students' view of the experience of participating in the proposed practical class.
Atividades experimentais no ensino de química: relato de experiência no programa de residência pedagógica
(2022-06-27) Oliveira Neta, Maria Isabel Santos; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Silva, Eliseanne Lima da; http://lattes.cnpq.br/4097810792970757
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 como ferramenta inclusiva no ensino de química
(2018-12-05) Pimentel , Silvia Janaína de Oliveira; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco , Maria Lucia Tinoco; http://lattes.cnpq.br/8566103887875970; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Lira, Wallace; http://lattes.cnpq.br/7834505234728150
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.
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.
As causas de evasão nos cursos de licenciatura em ciências biológicas e química do Instituto Federal de Educação, Ciências e Tecnologia do Amazonas – Campus Manaus Centro.
(2016-12-19) Freitas, Márcia Alencar dos Santos; Mello, Maria Stela de Vasconcelos Nunes de; http://lattes.cnpq.br/2805649897134729; Mello, Maria Stela de Vasconcelos Nunes de; http://lattes.cnpq.br/2805649897134729; Santos , Josias dos; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401
The school dropout rate in higher education is a recurring issue that bothers education professionals. Given this reality, this study seeks answers to identify the main reasons and factors that lead students of university courses Degrees in Chemistry and Life Sciences to be part of the dropout statistics of the Federal Institute of Education, Science and Technology of Amazonas. Specific objectives delimit to identify the number of dropout students in degree courses in Chemistry and Biology from its inception until 2012, analyze the data and information collected in interviews and questionnaires and detect which variables can be contributing to the phenomenon of avoidance of courses. To carry out this study, we chose an exploratory descriptive research in a qualitative approach. The research allowed to observe the course for dropout numbers are different: Degree in Biological Sciences with 41%; Degree in Chemistry with 46%. The average dropout rate is 43.5%. The first half concentrates the largest evasions. The dropout rate is decreasing as the students progress through the course. As this is the first study in degree courses and Biological Sciences and Chemistry and analyzed the courses since its inception until the year 2012, it was not possible to make comparisons possible on the contents.
Circuito de química inorgânica: uma aplicação do jogo didático no programa de iniciação à docência (PIBID)
(2021-12-16) Rodrigues, Agnes Bentes; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Souza, Heliamara Paixão Filizola; Pardo, Clara Ximena Lourido; http://lattes.cnpq.br/9222474513958838
Awakening students' interest in learning has become a challenge for educators. In recent years, education has gone through great positive transformations, and games have gained more and more space as a mediating instrument for teaching chemistry learning, that is, recreational activities are increasingly being used as a tool to awaken student interest content, and thus promote greater enjoyment of learning in the classroom. Therefore, in this work a game was made and applied with the aim of being a teaching tool for a high school class. For this, a qualitative research was used, in which data were carried out and surveyed through the application of questionnaires. The making and application of a game resulted in the awakening of students' interest in the chemistry discipline and also led to collaboration and participation, which were not perceived in purely theoretical classes. And so, we can consider that a survey served as a stimulus to educators and students in the use of games in classrooms.
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.
Como me tornei um pesquisador e professor de química
(2023-12-06) Ferreira, Anderson da Silva; Bezerra, Jaqueline de Araujo; http://lattes.cnpq.br/4616893220707322; Bezerra, Jaqueline de Araújo; http://lattes.cnpq.br/4616893220707322; Oliveira, Lyege Magalhães; http://lattes.cnpq.br/6690728944762905; Pereira, Zilanir Carvalho; http://lattes.cnpq.br/0153883512211178
Autobiographical research, which can be in the form of: Life Stories, Biographies, Autobiographies, Memorials. Use a variety of sources, such as narratives, oral history, photos, videos, films, diaries, documents in general, confirming that you are dependent on memory. It uses various sources, such as narratives, oral history, photos, videos, films, diaries, documents in general, and recognizes itself as dependent on memory. Therefore, this work is an autobiography aiming to discuss my trajectory as a researcher and Science/Chemistry teacher in training, being divided into three chapters: (1) my personal life and complete school and academic trajectory (2) description of all my work during the supervised internship and residency in the chemistry degree course (3) my life's relationship with research. Finally, i clarify the main points of the narrative that contributed or hindered the process of training a teacher/researcher.
O conhecimento sobre o bioma floresta amazônica dos alunos do 3º ano do ensino médio em uma escola pública estadual de Manaus-Am
(2017-02-15) Rabêlo, Géssica Carvalho; Silva, Janari Rui Negreiros da; http://lattes.cnpq.br/2785071645616428; Silva, Janari Rui Negreiros da; http://lattes.cnpq.br/2785071645616428; Enriconi, Adriana; http://lattes.cnpq.br/4273322336883518; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346
The Amazon Forest Biome, for many, is renowned for its rich waters and biodiversity. However, this immense diversity has undergone serious transformations, resulting from deforestation for soybean cultivation and pasture formation for the production of beef, leading to loss of species and changes in the climate of the whole of Brazil. And although the students of the city of Manaus are inserted in this context, research indicates that they know little about the dynamics that surround the Amazon Forest Biome. In order to carry out the research, the question of the dynamics of this biome has been problematized more specifically what the students know about the characteristics, importance of fauna and flora, and physical-chemical-biological processes that occur in the forest. The research aims to verify the knowledge of the students of the 3rd year of high school in relation to the content "Biome Forest Amazon", before and after this content is worked in the classroom. The methodological procedures used for the development of the research consisted of bibliographical surveys, composed of books, articles, dissertations. Analysis of the didactic book used in the classroom and two questionnaires were applied to the students, with semi structured questions, one before and another after the classes. Theoretical classes were held in dialogue. Thus, it is well known that after making a survey about previous knowledge to serve as a basis for the classes taught in order to teach about the dynamics of the Amazon Forest Biome, the questionnaire after such classes showed a progress in the level of environmental sensitivity.