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 Desenvolvimento sustentável e jardim sensorial por meio da aprendizagem baseada em projetos - ABP(2023-02-08) Silva, Jander Ramires Rodrigues; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Cabral, Cinara Calvi Anic; http://lattes.cnpq.br/1702387634067240; Lopes, Iarima Naama Ferreira; http://lattes.cnpq.br/5535787963110897Sustainable Development (SD) is based on three pillars: Environmental, Economic and Social. Nowadays, with technological advances and innovative production processes, how are students learning this concept? For this research, a Sensory Garden (JS) already implemented at the Federal Institute of Education, Science and Technology of Amazonas, Campus Manaus Centro, was used for students of the 1st year of High School in the class of the Technical Course in Chemistry, where it established the following problem question: “How to develop activities for teaching Sustainable Development from a Sensory Garden?”. The general objective was to investigate the contributions of a JS to the understanding of Sustainable Development and its Objectives, to students of the 1st year of high school. And as specific objectives, to propose Project-Based Learning (PBL) as a teaching methodology to approach SD based on the UN's 2030 Agenda, through the JS. And in addition, verify the potential of using JS as a didactic resource and non-formal teaching space, for the promotion of DS and its Objectives. The research approach was qualitative and the teaching method adopted was based on PBL. The insertion of the theme was aligned with the National Common Curricular Base, in the context of competences and abilities to be developed by the students, as well as the Transversal Contemporary Themes. The ABP project was developed in the form of a workshop lasting three hours (3h) presenting the JS as a non-formal teaching space, in order to promote students' awareness of environmental issues. After the methodological process, it was observed that the students were able to relate the SD to the JS, through observation and analysis of the Sustainable Development Goals (SDGs) that are part of the 2030 Agenda, presenting characteristics of the concepts addressed during the Workshop “Looking for Sustainable Development. And in the socialization of the artifacts elaborated by the groups, it was clear that the students were able to answer the driving question worked on in the structure of the PBL Workshop in Table 2.Item Olhares em formação: a valorização dos povos originários e a Semana dos povos indígenas no IFAM-CMC(2024) Assis, Andreza de SouzaItem Plantas medicinais e as tradições indígenas(2024) Silva, Renata Maria da; Ribeiro, Louisiane TorresItem Aprendizagem baseada na temática indígena do Amazonas(2024) Santos, Marcela Oliveira dosItem Entre cantos e contos: o encontro das diferenças, uma experiência de educação antirracista e valorização indígena(2024) Santana, Carla Monique SantosItem 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.Item A utilização de indicadores naturais ácido-base no ensino de ciências para alunos do 9°ano do ensino fundamental em uma escola estadual(2023-12-05) Pantoja, Raiany do Nascimento; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Villani, Fernanda Tunes; http://lattes.cnpq.br/7767105531688783; Almeida, Luene Cristina Santos de; http://lattes.cnpq.br/7134813091920240Natural pH indicators consist of extracts or dyes extracted from vegetables, using water or ethanol. However, those responsible for enabling the color change in acidic solutions, such as vinegar and basic solutions, such as bleach, are anthocyanins. Pigments found in vegetables, which allow this change every time an acidic or basic product comes into contact with the indicator solution. Therefore, using these natural indicators to contextualize the subjects of acid and base allows the science teacher to work on the concepts in an interactive way with the students, not restricting themselves to the use of laboratory materials or substances. In this context, the present work aims to apply an experimental lesson in the classroom, using the natural indicators of red onion (Allium ceppa L.), turmeric (Curcuma longa L.) and pitaya (Hylocereus polyrhizus) to work on the subject of acid base with 9th year elementary school students. Therefore, this research is a descriptive research, with a qualitative-quantitative approach, where the experiment and questionnaires (pre-test and post-test) were applied to a 9th year elementary school class at a state public school. located in the city of Manaus–AM. The results of the analysis of the pre-test questionnaire showed that the theoretical class alone was not enough for students to learn acid and base, as students were only able to filter some parts of the subject presented in the theoretical class. Therefore, it is necessary to use practical classes with natural indicators to better understand the subject. Due to the facts mentioned, it is concluded that it is important to use the practical class with natural indicators, to contribute to students' learning about the acid and base content.Item Uso das tecnologias digitais no ensino-aprendizagem de química no contexto da pandemia(2023-12-06) Bastos, Luana Caroline de Souza; Silva, Viviane Gomes da; http://lattes.cnpq.br/3840356643382333; Silva, Viviane Gomes da; http://lattes.cnpq.br/3840356643382333; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Costa, Katia Maria Guimarães; http://lattes.cnpq.br/4801914492093251The objective of this work is to present an analysis of the use of digital technologies in teaching and learning Chemistry for high school students at a publie school in Manaus, related to the period before and after the Covid-19 Pandemic, from the student's perspective. The research was carried out at the Tiradentes State School within the scope of the Pedagogical Residency Program - CAPES, in partnership with the Federal Institute of Education, Science and Technology of Amazonas (IFAM) in the year 2023. The Pedagogical Residency Program (RP) launched by Notice no. 06/2018, from the Coordination for the Improvement of Higher Education Personnel - CAPES, a foundation linked to the Ministry of Education, and aims to provide undergraduate students with improvements in their practical training through their immersion in the basic education school, starting from the second half of your course. In view of this, a descriptive and exploratory research was carried out, considering that it will bring a bibliographical survey of the topic, as well as an analysis of new knowledge collected in the field research. As an element of analysis of the data collected through a questionnaire, a qualitative approach was selected, the results were presented in the form of graphs and these were discussed with the main authors.Item Experimentação no ensino de química na educação básica: uma análise das produções acadêmicos do EDEQ(2023-12-04) Silva, Laila Yasmim dos Santos; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Pereira, Zilanir Carvalho; http://lattes.cnpq.br/0153883512211178; Mota, Keila Neves; http://lattes.cnpq.br/0818006410878490The concept of Science is intricate, linking to the organization of natural phenomena and theories of origin. These notions stem from popular knowledge, beliefs, and ongoing research, continually evolving. Experimentation, rooted in history, has played a crucial role in consolidating the natural sciences. This study examines how the productions of the Meeting on Debates about Chemistry Teaching (EDEQ) between 2021 and 2023 address experimentation, exploring methodological and pedagogical dimensions, identifying conceptions, and typologies of experimental practices. Experimentation, considered a complex approach rather than merely a practical activity, stands out as an essential part of chemistry education, transcending the traditional view of an isolated tool.Item Repositório de tecnologias educativas digitais no ensino médio para aprendizagem de química no contexto da pandemia de Covid-19(2023-06-28) Pedroso, Kamila dos Reis; Silva, Viviane Gomes da; http://lattes.cnpq.br/3840356643382333; Silva, Viviane Gomes da; http://lattes.cnpq.br/3840356643382333; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Pereira, Mirlem Rodrigues Ribeiro; http://lattes.cnpq.br/7978282398335969This work was developed during a Scientific Initiation project, with a scholarship from CNPQ. The topic arose from the urgent need of the Covid-19 pandemic, which made it impossible to have in-person classes at IFAM, Brazil, and worldwide. For this reason, the opportunity arose to develop a Repository of Digital Educational Technologies in Teaching for learning Chemistry in the context of the Covid-19 pandemic, aiming to support the teaching of chemistry in high school through Digital Educational Technologies in the context of the Covid-19 pandemic. The study is characterized as a qualitative research, with a descriptive and exploratory nature. Data collection was carried out through an online questionnaire on Google Forms, which was answered by Chemistry teachers in technical high school education, from the three campuses in the capital of Amazonas at IFAM (Manaus Centro, Distrito Industrial, and Zona Leste). The research results showed that 88.9% of IFAM teachers were satisfied with the use of digital educational technologies during the period of social isolation, as they proved to be an essential resource for the continuation of classes and the interaction between teachers and students. However, 11.1% of the respondents expressed dissatisfaction with the use of digital educational technologies, indicating that not all resources are consistent with the needs of the classroom, especially in the case of remote teaching. Therefore, it is important to select and group in a repository the digital educational technologies chosen and tested by high school chemistry teachers during the pandemic, which can assist in the teaching and learning process, both in virtual and in-person settings, helping the teacher to choose which resource is suitable for a particular lesson. Thus, the research highlighted the importance and possibilities of using ICTs to support the learning of chemistry during high school.