Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Thesis A química das emoções como tema gerador na promoção de uma aprendizagem efetiva em funções orgânicas(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-18) Sampaio, Ana Nirla da SilvaThe study aimed to analyze the impacts of a didactic sequence based on the Three Pedagogical Moments, grounded in the principles of Paulo Freire’s critical-liberating pedagogy, for teaching oxygenated and nitrogenated organic functions, using the generating theme “The Chemistry of Emotions,” in the context of high school education at a public school in Manaus, Amazonas, Brazil. This is a qualitative study of the action research type, developed with a group of 40 third-year high school students, which enabled the teacher-researcher to act directly within the school context while reflecting on her own pedagogical practice in a continuous action– reflection–action process. The development of the investigation followed the stages of the action research cycle (planning, intervention, observation, and reflection), involving the application of an initial diagnostic questionnaire, individual and group activities, field diary records, researcher observations, and students’ written productions throughout the implementation of the didactic sequence. The data produced were analyzed through Discursive Textual Analysis, as proposed by Moraes and Galiazzi (2016), based on the processes of unitarization, categorization, and metatext production, which made it possible to understand the meanings attributed by students to the concepts addressed. The results show that the proposal contributed to bringing students closer to content traditionally perceived as abstract by relating Chemistry to emotional aspects present in their daily lives. In the initial pedagogical moments, students established associations between emotions and neurotransmitters, albeit in an initial and sometimes simplified way, revealing both the influence of common sense and processes of conceptual resignification mediated by teaching practice. In the third pedagogical moment, focused on the application of knowledge, advances were observed in the identification and naming of organic functions in the structures of neurotransmitters and hormones, as well as a greater use of structural criteria, although some conceptual difficulties persisted, especially in identifying the ester function. These difficulties are understood as part of the learning process, in line with the Freirean perspective, which values error as a constitutive element of knowledge. As a result of the research, a didactic material entitled “The Chemistry of Emotions: Organic Functions in the Emotional Context of Students” was developed, aimed at Basic Education teachers and organized according to the Three Pedagogical Moments. It is concluded that the thematic approach adopted fosters a more contextualized, meaningful, and humanized Chemistry teaching, by recognizing students as historical, social, and emotional subjects capable of attributing meaning to scientific knowledge.Trabalho de Conclusão de Curso Jogo da memória como ferramenta para o ensino de funções orgânicas oxigenadas e nitrogenadas(2021-08-09) Bentes, Gabriel da Silva; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Villani, Fernanda Tunes; http://lattes.cnpq.br/7767105531688783; Freitas, Cristiane Rodrigues de; http://lattes.cnpq.br/5009896185255191Teaching organic chemistry in high school requires teaching strategies (ANASTASIOU, 2015) that enable the appropriation of knowledge as well as human development. This monograph aims to investigate the thought operations developed through the memory game in the teaching of oxygenated and nitrogenous organic functions in high school at a State School in the city of Manaus-AM. The study is characterized through qualitative and descriptive approaches, using an observation diary carried out in a pedagogical intervention project as a scholarship holder in the Institutional Program for Teaching Initiation Scholarships (PIBID). To achieve the general objective, the didactic game in the teaching process of Chemistry and the identification of the thought operations developed in the memory game of oxygenated and nitrogenous organic functions were discussed. The fundamentals of the teaching strategy (ANASTASIOU, 2015) allowed the identification of thought operations developed in the memory game. The construction of the game, the elaboration of the rules and the participation in the game allowed the students to verify the following thought operations: comparison, summary, observation, classification, project planning and research. the memory game built by the teacher-student avoids the "game for the game" and focuses on the effectiveness of learning when considering the group, the steps, the linked thoughts and especially the feedback in the student's speech that demonstrates the effectiveness of the game.