Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
Notícias
Acesso aberto a documentos
Navegar
2 resultados
Resultados da Pesquisa
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 O ensino de Química através da metodologia dos temas geradores e o uso de recursos didáticos: uma abordagem sobre drogas(2021-02-26) Pelheta, Cássio Daniel Medeiros; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Mendonça, Rogete Batista e Silva; http://lattes.cnpq.br/5623350701700106; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046The present work uses the methodology of the generating themes and a proposal to use some didactic resources to work on a generating theme that emerged through a thematic investigation. According to one of the greatest educators in history, Paulo Freire had the vision of an education that frees individuals through “critical, transformative and differential awareness, which emerges from education as a practice of freedom, the construction of the meaning of education for Paulo Freire it is based on dialogicity and problematization of the reality experienced and the social contradictions experienced by the students and these are portrayed through the generative themes. If you get a generating theme, according to him, it occurs through a thematic investigation. Delizoicov (1990) systematized thematic investigation in five stages: 1st - preliminary reality survey, 2nd - analysis of situations and choice of codifications, 3rd - thematic investigation circle, 4th - Thematic reduction and 5th - development of the program in the classroom . In this perspective, the focus of this work was to evaluate how the use of generating themes could contribute to the teaching-learning process of students in high school. The construction of the data had been obtained through interviews and questionnaires applied to the classes. The results of the first two stages proposed by Freire (2020) and systematized by Delizoicov (1990) emerged on the following themes: drugs, health, work and education. In the 3rd stage, these issues were discussed with students in order to choose the most significant one, which was "Drugs". From this generative theme, it was selected how such contents of the “drugs” theme would be worked on (4th stage, thematic reduction). Based on the steps, the generator theme emerged through presentations by the group of participating students, through several different didactic resources between two high school classes in a public school in the city of Manaus, AM, Brazil. The data of this research were collected through the initial questionnaires and a report of final experience, proposed to the groups and analyzed through the content analysis of Bardin (1994). The results generated from this work show that the use of the methodology of the generating themes, favors the teaching of Chemistry, as well as a more critical and citizen education of students.