DAEF - Departamento Acadêmico de Educação Básica e Formação de Professores
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/539
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Resultados da Pesquisa
Item A carpoteca como instrumentalização do ensino de botânica no ensino médio fundamentada na pedagogia histórico-crítica(2025-12-01) Monteiro, Vitória Guerra; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Mota, Keila Neves da; http://lattes.cnpq.br/0818006410878490Botany, the branch of Biology that scientifically studies plants, offers essential insights for understanding and addressing contemporary challenges such as food scarcity and air pollution. Despite its relevance, the teaching of Botany faces difficulties, as it is often restricted to the memorization of content, making learning mechanized and decontextualized. This work aims to analyze the foundations of Historical-Critical Pedagogy (HCP) and its interrelations with the teaching of Botany, presenting a pedagogical proposal aimed at high school education. The use of an Amazonian carpological collection, that is, a collection of regional fruits, was proposed as a didactic resource during the implementation of HCP, allowing students direct interaction with botanical specimens. This is an applied research study with a qualitative approach, using direct or participant observation and two questionnaires as instruments: the first aimed at characterizing the participants' profile and the second at identifying prior knowledge about Botany. Data analysis was performed through tabulation and the creation of graphs in spreadsheets. This study was conducted with high school students from the Maria Madalena Santana de Lima State School, located in the eastern zone of Manaus, during their mandatory supervised internship. The results highlighted the importance of the principles of Historical-Cultural Heritage (HCP) in planning contextualized pedagogical proposals, as well as the relevance of constructing a carpological library as a teaching tool capable of enhancing student interest and understanding, contributing to their engagement and commitment to the Amazonian socioecological space.Trabalho de Conclusão de Curso Cupulate nas aulas de química: uma proposta de sequência didática para o ensino de lipídios baseada nos princípios da pedagogia histórico-crítica(2023-12-04) Duarte, Sônia Mendes; Almeida, Luene Cristina Santos de; http://lattes.cnpq.br/7134813091920240; Almeida, Luene Cristina Santos de; http://lattes.cnpq.br/7134813091920240; Vale, Adriana Carla Oliveira de Morais; http://lattes.cnpq.br/4121425372985654; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046The present work aims to promote the learning of lipid content, from the chemistry discipline, for students in the 3rd year of regular high school through a proposal for a didactic sequence, based on the principles of Dermeval Saviani's historical-critical pedagogy. Therefore, we sought to answer the question: how could a didactic sequence, based on the principles of historical-critical pedagogy, contribute to the teaching of lipids in the 3rd year of high school? Then, a methodological path was followed adopting a qualitative, descriptive approach. Resulting in the development of a didactic sequence, in five moments of historical-critical pedagogy, highlighting the instrumentation with the understanding of cupulate production relating to the lipid content, followed by catharsis, with the practical class of the process obtaining cupulate, a sweet similar to chocolate made from cupuaçu. In this way, learning begins with an initial social practice and is transformed into scientific knowledge, making the student appropriate the lipid content within their social practice.Trabalho de Conclusão de Curso O ensino de funções orgânicas oxigenadas: uma abordagem na perspectiva da pedagogia histórico-crítica(2021-02-25) Cunha, Jefferson da Silva; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Oliveira Neto, Nilton Azevedo de; http://lattes.cnpq.br/9104921233492029The research has as its theme the teaching of Organic Chemistry, highlighting mainly the teaching-learning process of oxygenated organic functions in high school integrated to the technical course in chemistry at IFAM. This theme is important because it is a content that is very recurrent in the students' daily lives, because when talking about Organic Chemistry we are talking about life, in view of the numerous applications in this area of chemistry such as food, biofuels, cosmetics, medicines, natural and synthetic polymers, etc. In this context, the school must address the content of oxygenated organic functions, highlighting the different dimensions underlying the content, since the applications of organic chemistry, especially with regard to oxygenated functional groups, directly or indirectly influence life and life. social daily life that the student is inserted in. Thus, the study aimed to investigate the teaching-learning process of oxygenated organic functions from the perspective of Historical-Critical Pedagogy (PHC) in integrated high school chemistry at the Federal Institute of Education, Science and Technology of Amazonas - IFAM, Campus Manaus-Center. The research used a qualitative approach and involved 25 students from the integrated chemistry class. Critical Historical Pedagogy (SAVIANI, 1986; GASPARIN, 2005) based the construction of a teaching proposal, using audiovisual media (animations) as instrumentation and teaching catharsis. Through the data obtained, it was found that the social, economic and cultural dimensions of the conceptual content of oxygenated organic functions were evidenced in the records written by the students. We found that teaching based on PHC effectively contributed to the teaching-learning process of chemistry as well as the construction and consolidation of an education focused on citizenship.