Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
Notícias
Acesso aberto a documentos
Navegar
3 resultados
Resultados da Pesquisa
Item Ensino de Biologia: proposta didática para o estudo da fauna aquática e semi-aquática amazônica em um espaço não formal(2023-11-29) Silva, Adriana Marisa Brandão da; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Oliveira, Adriano Teixeira; http://lattes.cnpq.br/9164471794674935; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456Environmental conservation is one of the topics addressed in basic education and involves questions about the environment and the living beings that inhabit it. In the formal classes of the discipline of Biology, the curricular contents proposed in textbooks rarely highlight the species of the Amazon fauna. The questions that guided this research corroborate the knowledge of the animals of the Amazon and the aquatic environments of our region. The objective of this research was to apply the didactic sequence in the teaching of biology in the study of aquatic and semiaquatic fauna of a non-formal space, contributing to the learning process and evaluation of the educational product related to the master’s research. Emphasizing the species of the Amazon region, a non-formal space, the botanical garden Museu da Amazônia (MUSA). The participants were 30 students from a class of the 3rd grade of high school in a public school in the city of Manaus, Amazonas. The methodological approach used was the qualitative approach in which the data were obtained with the application of questionnaires for data collection. The adopted method was the action research allied to the resource of the didactic sequence applied in six moments. In the first moment, the orientation goes up the planning of teaching and application of the previous questionnaire to the students. In the second moment occurred the application of lectures and theoretical dialogues with the presentation of the content of Zoology focused on Amazonian animals. In the third moment the orientation given to the students was about how the visit to the Musa would happen. In the fourth moment took place the field class in the Botanical Garden Museum of the Amazon with the realization of recognition, observation, collection of images and data of aquatic and semiaquatic species native to this space. In the fifth moment there was the participation of the students in the pedagogical workshop with the ludic activities carried out by the teacher. In the sixth moment, the closure of the data collection was finalized. The results showed that the students did not know some Amazonian animals and that after the implementation of the Didactic Sequence, in the pedagogical workshop, improved the scientific knowledge of the Amazon biota, valued teamwork, developed socialization, were motivated to awaken environmental awareness and conservation of the environment. The detailing of the didactic sequence in this research aims to serve as a support to Biology teachers in the study of Zoology.Item 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 LiraThe 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.Item Ensino de botânica e meio ambiente: um guia didático para aulas em espaços não formais amazônicos(2015-12-03) Vilas Boas, Terezinha de Jesus Reis; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Liberato, Maria Astrid Rocha; http://lattes.cnpq.br/3718324408807560; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; http://repositorio.ifam.edu.br/jspui/handle/4321/62In this respect, it is recognized that education for science is not only a function of the school, but its role in educating the relevance in teaching-learning. Non-formal spaces (ENFs) appear as environments used for dissemination of local specificities necessary for scientific and environmental training. Thus, it was tried to construct this Didactic Guide organized in forest environments of the Amazon Region around questions about: The importance of the vegetables to the Amazonian environment for the acquisition of a consistent environmental conception in its practice. In this guide we highlight the importance of the regional flora for botanical studies in a perspective of building associated botanical knowledge environmental issues with the use of the following spaces: Biological Reserve of Campina / Campinarana, Suframa Waterfall, Cachoeira Santa Cláudia, Municipal Park Cachoeira das Orquídeas. Through this Pedagogical Guide there are information on how a teacher can use these spaces to highlight the richness of natural resources in the Amazon, carrying out teaching-learning processes with regional examples, valuing and allowing the individual to understand the importance of living beings for the maintenance of the environment. The approach also allows the correlation between the knowledge described during a theoretical class and the examples shown in the textbooks.