|
Disertaciones |
|
1
|
-
ANA PAULA VIEIRA VILAÇA
-
RESEARCH TEACHING AS A METHODOLOGICAL APPROACH TO PROMOTE SCIENTIFIC LITERACY IN THE STUDY OF HEAVY METALS
-
Líder : LUCIANA MEDEIROS BERTINI
-
MIEMBROS DE LA BANCA :
-
LEONARDO FABIO MARTÍNEZ PÉREZ
-
ALBINO OLIVEIRA NUNES
-
LUCIANA MEDEIROS BERTINI
-
Data: 13-abr-2023
-
-
Resumen Espectáculo
-
Discussions around the alternatives for changes in chemistry teaching are broadened in the academic field in an attempt to overcome the idea of transmission and reception of concepts, and to promote a teaching-learning process oriented towards scientific literacy (SC). In this context, investigative methodologies gain space by presenting adequate didactic resources to overcome such a model and guide the pedagogical process to promote a teaching committed to the citizenship formation of individuals. It is in this perspective that this work presents a qualitative research guided by the following question: Does research teaching, when considered a methodological approach to the teaching-learning process of heavy metals, have the potential to promote indicators of scientific literacy? The main objective is to contribute to this discussion, by presenting the development of an Investigative Teaching Sequence (SEI) that addresses the content of heavy metals from a socio-environmental perspective, applied in an Integrated High School class at IFRN Campus Apodi. Data were collected using the participant observation technique and written records produced by the students, and subsequently analyzed using the Discursive Textual Analysis (DTA) method. As a result, we initially present the discussions carried out through the elaboration of a State of the Art on the works that deal with investigative teaching as a methodological approach/strategy to promote scientific literacy, which was configured as a basic element for the appropriation of the theme of this research and subsequent SEI proposal. Next, the results obtained during the application of the SEI are described, which correspond to the stages of raising hypotheses, elaborating an investigative plan and writing a final opinion on the research problem. This discussion was organized according to categories and subcategories defined a priori referring to the CA indicators proposed by Sasseron and Carvalho (2011). With this, we conclude that through investigative teaching, students demonstrated skills and behaviors typical of scientific practice, applying scientific knowledge in everyday problem situations and significantly contributed to socio-scientific discussions, that is, they presented evidence of scientific literacy.
|
|
2
|
-
GISLAYNE CHIARELLE VIEIRA SOARES
-
RADIO SOUNDS AND IMAGES IN HISTORY TEACHING
-
Líder : JUCIEUDE DE LUCENA EVANGELISTA
-
MIEMBROS DE LA BANCA :
-
ARTEMILSON ALVES DE LIMA
-
JUCIEUDE DE LUCENA EVANGELISTA
-
PAULO AUGUSTO TAMANINI
-
Data: 24-abr-2023
-
-
Resumen Espectáculo
-
Reflecting about the difficulties faced in classroom, in subjects which concern to the processes of learning and teaching the subject of History, and taking as a starting point my pedagogical practice, I have opted to search for methodological strategies that could contribute to the teaching and learning of teachers and students. Thus, I have tried to empirically develop a methodological strategy, aiming to analyze the contributions of images created from the radiophonic language to the learning of teaching History’s students, having the inseparable relationship between image and thought as a ground. Thus, I have opted to work with authors such as Freire (1994); Bachelard (1994); Morin (2014); Evangelista (2017); Teixeira and Almeida (2014); Bloch (2001) and others who deal with imagined images of different perspectives. The empirical part of this research was accomplished in a public school of the state of Rio Grande do Norte, and for such purpose, I have adopted as methodology the production of podcasts in classroom as strategy to the creation of mental images and, subsequently, to the construction of knowledge in the subject of History, in high school.
|
|
3
|
-
LARISSA MIRELLE DE SOUZA PAIVA
-
INCLUSIVE TEACHING: (SELF) BIOGRAPHICAL NARRATIVES OF TEACHERS FROM PUBLIC SCHOOLS IN THE MUNICIPALITY OF CARAÚBAS – RN
-
Líder : EMERSON AUGUSTO DE MEDEIROS
-
MIEMBROS DE LA BANCA :
-
ANA LUCIA OLIVEIRA AGUIAR
-
EMERSON AUGUSTO DE MEDEIROS
-
SIMONE MARIA DA ROCHA
-
Data: 26-abr-2023
-
-
Resumen Espectáculo
-
This research, linked to the Programa de Pós-Graduação em Ensino (POSENSINO), da associação ampla entre a Universidade do Estado do Rio Grande do Norte (UERN), a Universidade Federal Rural do Semi-Árido (UFERSA) e o Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN), refers to a study on inclusive education in public schools of Basic Education in the Municipality of Caraúbas – RN. As an investigative problem, it highlights how inclusive education is developed in public schools in the city of Caraúbas - RN, from the teachers' perspective. In terms of research objectives, the general objective is to think about inclusive education in public schools in the city of Caraúbas - RN, from the perspective of teachers. With regard to the specific objectives of the investigation, the following are listed: a) identify which pedagogical-curricular strategies the public school promotes for the inclusive teaching of students with disabilities, taking public schools in the Municipality of Caraúbas - RN as a reference; b) to know, through (self) biographical narratives of teachers, pedagogical practices of the English Language developed with students with disabilities from public schools in the Municipality of Caraúbas – RN; and c) show how Specialized Educational Assistance (AEE) contributes to inclusive education in public schools in the Municipality of Caraúbas – RN. The research used a qualitative approach and the (auto) biographical method. As a technique for data production, the reflective interview was used. The research participants refer to two teachers who work in the final years of Elementary School in teaching the English Language and two teachers who work in the AEE of two schools (one at the municipal level and the other at the state level) in Caraúbas - RN. The theoretical reference that supported the study corresponds, mainly, to authors who deal with Special Education, from the perspective of Inclusive Education, among them, we reference Mazzotta e Sousa (2000), Mantoan (2003), Castro (2009), Sega ( 2012), Laplane (2014), Mariussi, Gisi and Eyng (2016), among others. As considerations, the following stand out there is a set of pedagogical-curricular strategies that underlie the educational actions in the context of inclusive teaching in the investigated schools, we mention a few: the collective and collaborative work between the teachers of the final years of Elementary School and the teachers who work in the AEE in schools; the use of technological resources that help in the teaching-learning processes of students with disabilities; the development of activities focused on promoting inclusion in institutions, such as the construction of educational projects on specific topics that involve the school community. The partnership between teachers and the AEE of each institution is essential for inclusive education to materialize in the final years of Elementary School. The teachers also narrated that there is a need to increase investments in the AEE and in the continuing education of teachers at the said level of education and to envisage means for the families of students with disabilities to participate more in educational activities in public schools.
|
|
4
|
-
MÁRCIO ARAÚJO DE ALMEIDA
-
IMAGES AND SIGNS: A PROPOSAL FOR TEACHING HISTORY THROUGH BRAZILIAN SIGN LANGUAGE
-
Líder : PAULO AUGUSTO TAMANINI
-
MIEMBROS DE LA BANCA :
-
NILSÂNGELA CARDOSO LIMA
-
PAULO AUGUSTO TAMANINI
-
VERÔNICA MARIA DE ARAÚJO PONTES
-
Data: 26-abr-2023
-
-
Resumen Espectáculo
-
The present study aims to understand the didactic use of visual elements and the Brazilian Sign Language (LIBRAS), by Inclusive Education professionals for teaching History, to deaf students, in the region of the Identity Territory of Piedmont North of Itapicuru, in the state of Bahia. To this end, the research is based on qualitative methodology, using semi-structured interviews and informal conversations with participants. For data analysis, narratives collected during each interview are used, from which it is possible to infer the importance of family participation in visual learning for deaf students, the need and relevance of continued training for History teachers. Thus, it was concluded that images (gestures, codes added to signs in Libras) are a relevant vehicle for the development of deaf person, and should be used in partnership with a multidisciplinary team and the History teacher with a view to optimizing the teaching-learning process about the past.
|
|
5
|
-
MARIA DO SOCORRO NOGUEIRA DE PAULA
-
HISTORICAL AND VISUAL LITERACY, IN THE NEW HIGH EDUCATION, AT SCHOOL CEARÁ STATE PUBLIC
-
Líder : PAULO AUGUSTO TAMANINI
-
MIEMBROS DE LA BANCA :
-
JEAN MAC COLE TAVARES SANTOS
-
LUANA ALVES LUTERMAN
-
PAULO AUGUSTO TAMANINI
-
Data: 27-abr-2023
-
-
Resumen Espectáculo
-
The idea for this research came from an activity carried out in a Sociology class in a public school in the state of Ceará (locus of this research), when it was revealed that the young people of that school believed that public school students would only be fit for jobs and professions with low education prerequisites and low income and/or or that universities would not be approachable for them due to their background from public schools. This perception directed the gaze of that school and its school community to concerns such as: how can the school build its objectives and projects with these boys and girls (and based on them) in order to broaden their horizons and perspectives? As a main objective, the research intends to understand the process of historical multiliteracy in favor of student protagonism and, as specific objectives, it hopes to bring to light the representativeness of minority groups within the historical social process, raising discussions about the existence (or not) of this theme in didactic materials. The work focuses on human sciences and historical learning practices contained in Boulos' (2016) textbooks; for this, an analysis was made over the epistemology of this science and its reflective methods on human experience, seeking a historical-digital literacy that would enable active and collaborative learning, meeting the needs of our time, reflecting the development of students in dialogues with the thoughts of Peter Lee (2006), Jorn Rüsen (1992), Tfouni (2005), Tamanini (2021), Rojo (2009), among others. As for the methodological structure, the work was divided into: carrying out studies about the state of the art, identification of teaching concepts; seek for theoretical subsidy for research; to analyze the textbooks used in basic education classrooms in the State of Ceará, reflecting the intentions and consequences of public policies linked to them; and, finally, to analyze the changes in High School and the discussions proposed for Human Sciences. The research raised discussions, in the researched school, against public policies that promote the historical narrative in favor of political purposes that are alien to the functionality of history for the society. Finally, it was concluded that there is a need to continue this effort in teaching practices as a way of thinking about education for its formative and citizen value.
|
|
6
|
-
ANTONIO ANDERSON BRITO DO NASCIMENTO
-
FORMATION OF POLYVALENT TEACHERS: A STUDY ON THE PERCEPTIONS OF TEACHERS AT PUBLIC SCHOOLS IN THE MUNICIPALITY OF MOSSORÓ – RN
-
Líder : EMERSON AUGUSTO DE MEDEIROS
-
MIEMBROS DE LA BANCA :
-
EMERSON AUGUSTO DE MEDEIROS
-
GIOVANA CARLA CARDOSO AMORIM
-
MARIA MARGARITA VILLEGAS GRATEROL
-
Data: 27-abr-2023
-
-
Resumen Espectáculo
-
This research, inserted in the discussion raised nationally by researchers, associations, representative entities of the educational area and faculties, centers and departments of education along the time about the Pedagogy course in Brazil and the formation of teachers of Basic Education, thematicized the formation of polyvalent teachers. It was delimited for the study of the formation and, also, of the teaching, in the perspective of polyvalence, of public school teachers. As a research problem, it pointed out: what are the perceptions of graduates of the Degree in Pedagogy of UERN, Central Campus, working in public schools in Mossoró city - RN, regarding the formation of multi-skilled teachers? Punctuated, as a central objective, to reflect on the perceptions of graduates of the Degree in Pedagogy from the University of the State Rio Grande do Norte (UERN), Central Campus, working in public schools in Mossoró city - RN, about the training of multi-skilled teachers. Regarding the specific objectives, they were demarcated: (a) to describe the perceptions graduates of the Degree in Pedagogy at UERN, Central Campus, working in public schools, in the Municipality of Mossoró - RN, with regard to the training of polyvalent teachers; (b) to think about the teaching of multivalent teachers from public schools in Mossoró city - RN, graduated in Pedagogy by UERN, Central Campus; and (c) to analyze the Pedagogical Project of the Undergraduate Course in Pedagogy UERN, year 2012, Central Campus, about the training of multivalent teachers. The research made use of a qualitative approach, with a phenomenological focus, typifying itself as a case study. Moreover, it was anchored in the bibliographical survey, as well as in the documental analysis the PPC (2012) of the Pedagogy course of UERN, central campus. Moreover, as a technique of data construction, it was also chosen to perform semi-structured interviews developed with five teachers of the initial years of Elementary Education (one of each year), working in public schools of the Municipality Mossoró - RN, which are graduates of the course of Pedagogy UERN. The investigation was based, centrally, in authors of critical basis that, in the course of time, have investigated the formation of polyvalent teachers, the course of Pedagogy in Brazil and the polyvalent teaching, namely: Scheibe (2007), Tardif (2008), Cruz (2012), Fiorin and Ferreira (2013), Pimenta et al. (2017), Gonçalves (2017), Medeiros, Araújo and Santos (2021), Libâneo et al. (2022), among others. The main technique for the analysis of the data was the textual discourse analysis. It was concluded that, despite the initial training in the undergraduate course being configured as a unique space for teaching professionalization, it also left gaps in the training aimed at acting in school management, in non-school spaces and in Youth and Adult Education. In UERN context, central campus, from the perception of the research subjects, it was understood the emphasis of the formative processes in the Pedagogy course was on Children Education and the initial years of Elementary School. However, despite the emphasis given to the teacher training to act in these levels of education, it was reflected that, due to the fact that the course aims at a generalist teacher profile to act in Basic Education, there are limits in teaching in the perspective of polyvalence, among them, the absence of specific and pedagogical knowledge about the work with the subjects taught in the early years of elementary education.
|
|
7
|
-
DÉBORA DANTAS SILVA
-
FUTURE EXPECTATIONS AND LIFE STORIES IN MATHEMATICS LEARNING: A STUDY WITH COUNTRYSIDE CHILDREN IN THE MUNICIPALITY OF SERRA DO MEL/RN
-
Líder : MARCELO BEZERRA DE MORAIS
-
MIEMBROS DE LA BANCA :
-
MARIA EDNÉIA MARTINS
-
EMERSON AUGUSTO DE MEDEIROS
-
MARCELO BEZERRA DE MORAIS
-
Data: 28-abr-2023
-
-
Resumen Espectáculo
-
This research, inserted in the field of Mathematics Education, seeks to reflect on mathematical learning and its relationship with the social aspects of children in rural areas. In this way, as a research problem, we outlined: What is the relationship between the life stories up until then (backgrounds) and the future expectations (foregrounds) of rural students with mathematical learning? To answer this question, we set out as a general objective to understand how the backgrounds and foregrounds of rural students are related to the intention of learning mathematics. With regard to the specific objectives, we highlight: (a) investigating links between students' backgrounds and the meanings attributed to learning mathematical content; (b) understand the existing implications between the teaching of mathematics and the formation of students' foregrounds; and (c) understand the relationships between the rural space and the students' backgrounds and foregrounds. The qualitative approach was used, anchoring in the methodology of Oral History, inspired by Sociopoetics, using an interview script as a data production technique carried out with nine children regularly enrolled in the 4th and 5th grades at the municipality schools of the Serra do Mel city, located in the interior of Rio Grande do Norte. As a theoretical contribution, authors who discuss Critical Mathematics Education were used, in particular the notions of Foreground and Backgrounds, meaningful learning, subjectivity and social knowledge, namely: Skovsmose (2008) and (2018), Moreira (2011) and Freire (1996) and Lins (2004), among others. As a strategy for data analysis, it was decided to mobilize the Narrative Analysis of Narratives. With this, it was understood that the social, cultural and financial aspects present in the lives of children in the rural area of Serra do Mel/RN are directly related to their background, interest and performance in the mathematics discipline. It was also possible to understand that, when faced with mathematics strictly from a school point of view, the children participating in the study were unable to establish relationships between it and the contextual reality. However, from a more dynamic point of view, participants were finally able to associate mathematics with daily activities in the community. Thus, in addition to the influence of social aspects, it was possible to perceive that the experiences with mathematics also influence the formation of the subjects' foregrounds.
|
|
8
|
-
CRISTINA EMANUELLY DA SILVA
-
THE THREE PEDAGOGICAL MOMENTS AND TEACHING SCIENCE AND ENVIRONMENTAL EDUCATION THROUGH CHEMICAL TRANSFORMATIONS CONTENT
-
Líder : LUCIANA MEDEIROS BERTINI
-
MIEMBROS DE LA BANCA :
-
ALEXSANDRA CARVALHO DE SOUSA
-
LEONARDO ALCÂNTARA ALVES
-
LUCIANA MEDEIROS BERTINI
-
Data: 05-may-2023
-
-
Resumen Espectáculo
-
The teaching-learning process for Science Teaching, mainly the scientific conceptual relationship with the student's daily life, has been configuring itself as a great challenge. There are many discussions related to this approach and what criteria should be followed in order to have a quality education. Thinking about it, many researchers in this area seek alternatives to solve these needs by presenting new teaching methods. With this, this research had as main objective to develop a Didactic Sequence (SD) for the content of Chemical Transformations with an approach focused on environmental education based on the three pedagogical moments in a 6th grade class in elementary school in a state school in the city from Apodi-RN. The research focused on a qualitative approach and took place in two stages: 1) Literature review and 2) Action research. In the first stage, the Bibliographic Review was carried out through a State of the Art, bringing a current overview of the most varied strategies developed in Didactic Sequences based on the approach of the Three Pedagogical Moments, presenting satisfactory results regarding its objectives, making clear the entire Didactic Sequence used and the acceptance and approval of the methods by the students. O Estado da Arte used content analysis based on the work of Laurence Bardin (2009), as a strategy for organizing and selecting the material to be analyzed. In the second stage, the action-research, it was developed from four moments: observation of the school and class where the research was conducted; development of research instruments (pre-test and post-test); application of the Didactic Sequence; Data analysis. The application of the Didactic Sequence was based on the approach of the Three Pedagogical Moments from the perspective of Environmental Education as a generating theme. This methodology, as its name already suggests, is presented in three moments: Initial Problematization (IP), Knowledge Organization (OC) and Knowledge Application (AC). The results for the pre-test indicated little or no mastery over the theme of the syllabus linked to the Environment. In the post-test, and with the continuous and procedural analysis during the application of the entire SD, it was possible to perceive an evolution in learning, mainly due to the dialogic interaction of the students. In view of this, it is expected that this work of a social nature, in which it was configured as a survey of data on the most varied Didactic Sequences guided by the Three Pedagogical Moments, and also in the construction and application of a Didactic Sequence under this same perspective linking the Environmental Education, serve as a valid reference not only for Science Teaching, but also for all areas of knowledge.
|
|
9
|
-
DANIELLE TAUMATURGO DIAS SOARES
-
CURRICULAR DIVERSIFICATION IN THE CONSTRUCTION OF THE STUDENT'S LIFE PROJECT AT THE FULL-TIME HIGH EDUCATION SCHOOL OF CEARÁ FORTALEZA 2023
-
Líder : JEAN MAC COLE TAVARES SANTOS
-
MIEMBROS DE LA BANCA :
-
FRANCISCO JOATAN FREITAS SANTOS JUNIOR
-
JEAN MAC COLE TAVARES SANTOS
-
JOSÉLIA CARVALHO DE ARAÚJO
-
PATRÍCIA CRITINA ARAGÃO
-
PAULO AUGUSTO TAMANINI
-
Data: 10-may-2023
-
-
Resumen Espectáculo
-
Secondary education, as the last stage of basic education, needs to meet the needs of its specific audience, which ranges from training for everyday social challenges to preparation for the world of work. Thus, the school curriculum of this stage needs to be organized according to the educational perspective that is intended to materialize. The study seeks to analyze how the curriculum has been understood and implemented in the Escolas de Ensino Médio em Tempo Integral (EEMTI) in Ceará, and how this contributes to the future of young students. The scope of the analyzed curriculum diversification comprises the parts: diversified and flexible curriculum, which are characterized as the differential in the pedagogical proposal of this type of school. Throughout its development, this paper is anchored in three specific objectives, which are: to understand the historical process of secondary education in Brazil and Ceará; discuss the importance of curricular specificities in this stage of basic education, carried out on a full-time basis; and, finally, to identify and analyze the opinion of school actors regarding the execution of the diversified part of the curriculum in the schools surveyed and its relationship with the life project of young people. This research is characterized as qualitative-quantitative, with an exploratory objective and with the technical procedures of bibliographic survey, through the collection of interviews, with the educational actors who experience the researched problem, in order to capture the explanations and interpretations of what happens in school reality.
|
|
10
|
-
ARGENTINA MORORÓ CASTRO
-
PERSPECTIVE OF QUALITY OF VOCATIONAL EDUCATION AND LARGE-SCALE EVALUATION IN CEARÁ
-
Líder : JOSÉLIA CARVALHO DE ARAÚJO
-
MIEMBROS DE LA BANCA :
-
FRANCISCO JOATAN FREITAS SANTOS JUNIOR
-
JEAN MAC COLE TAVARES SANTOS
-
JOSÉLIA CARVALHO DE ARAÚJO
-
PAULO AUGUSTO TAMANINI
-
Data: 10-may-2023
-
-
Resumen Espectáculo
-
Professional Education aims not only to train medium-level technicians but also to provide qualification, requalification, and re-professionalization opportunities for workers with any level of education, as well as ongoing technological updating and qualification at the secondary and tertiary levels. Although the concept of Vocational Education started being used in Brazil in the 1990s with the Law of Guidelines and Bases of National Education (LDB), worker training had its beginnings during the colonial period in Brazil. The state of Ceará joined the Brazil Profissionalizado Program, established through Presidential Decree No. 6,302 on December 12, 2007, and later consolidated this position by enacting Law No. 14,273/2008, which created the State Schools of Vocational Education (EEEP). In addition to providing basic secondary education, EEEP schools aim to provide vocational training in various fields. The overall objective of this research is to analyze three key educational indicators of the school evaluation system: coverage, performance, and academic achievement. The intention is to understand the school reality of EEEP schools and assess their development in the state of Ceará. The analysis of these indicators serves as a tool to determine the social and pedagogical progress of these educational institutions. The research adopted an exploratory quantitative-qualitative approach to present, discuss, and analyze these indicators, examining their evolution over the past five years using data from research and evaluations conducted by the National Institute for Educational Studies and Research Anísio Teixeira (INEP) and the State Department of Education of Ceará (SEDUC). The research indicates that, overall, there has been improvement in these indicators for EEEP schools over the past five years. Notably, there has been significant growth in enrollment, the number of establishments, approval rates, and reductions in dropout and repetition rates. Regarding performance indicators, despite the accumulated gaps compared to proficiency standards, EEEP schools show average scores in both Portuguese Language and Mathematics that are above the state and national averages. It is important to highlight that the results of these indicators are crucial for everyone involved in providing quality education, serving as a basis for improving teaching practices and developing socio-pedagogical actions that will contribute to the advancement of vocational education.
|
|
11
|
-
ELAINE CRISTINA DO NASCIMENTO SOUSA SALES
-
SCIENTIFIC AND TECHNOLOGICAL LITERACY AND SCIENCE-TECHNOLOGY-SOCIETY RELATIONS IN CHEMISTRY DEGREE IN THE FEDERAL INSTITUTES OF EDUCATION, SCIENCE AND TECHNOLOGY OF THE NORTHEAST REGION
-
Líder : ALBINO OLIVEIRA NUNES
-
MIEMBROS DE LA BANCA :
-
LEONIR LORENZETTI
-
ALBINO OLIVEIRA NUNES
-
LUCIANA MEDEIROS BERTINI
-
MARCELO BEZERRA DE MORAIS
-
Data: 19-may-2023
-
-
Resumen Espectáculo
-
From the perspective of citizenship formation, through the teaching of Chemistry, this work presents a qualitative research, guided by the following question: how the Pedagogical Curricular Project of the Degree in Chemistry courses has structured the exercise of citizenship through scientific and technological literacy and of the relationships between science, technology and society? The main objective is to analyze the presence of the STL and the STS approach in the Pedagogical Curriculum Projects of the Degree in Chemistry, offered by the Federal Institutes of Education, Science and Technology of the states of the Northeast Region. Data were collected through a documentary research on Curricular Pedagogical Projects (CPP) of at least one campus per state. The techniques used were: Bardin's content analysis (2022); and for the construction of record units, the thematic analysis by Minayo (2021). For the organization of categories, the third SL indicator was used, a priori, proposed by Sasseron and Carvalho (2011), which seeks to establish an understanding of the existing relationships between STSE. The process of investigation and reading of the general structure and syllabi of the disciplines generated four groups of analyses: I) disciplines with didactic proposals; II) proposals for the development of projects/practices; III) disciplines with methodological proposals for contextualization; and IV) disciplines with STS nomenclature. It was concluded that it is possible to infer the presence of STL and STS elements in some courses, although for most their presence is incipient, since a large space of training proposals based on the traditional model of learning was found, thus , distanced from the perspective of learning through broad scientific training, in which future graduates can significantly contribute to STL discussions and STS education.
|
|
12
|
-
MARTA JUSSARA MORAIS DA SILVA MAIA
-
EARLY CAREER EXPERIENCES AS A TEACHER IN SPECIAL EDUCATION IN A COMMON TEACHING CLASS IN THE MUNICIPALITY OF APODI - RN
-
Líder : MARIA MARGARITA VILLEGAS GRATEROL
-
MIEMBROS DE LA BANCA :
-
CYNARA TEIXEIRA RIBEIRO
-
EMERSON AUGUSTO DE MEDEIROS
-
MARIA MARGARITA VILLEGAS GRATEROL
-
Data: 25-may-2023
-
-
Resumen Espectáculo
-
The beginning of a teacher's career is a very important moment, full of challenges and discoveries, and in Special Education it becomes even more difficult, as Michels (2017) says. With that, questions arose about this pedagogical practice at the beginning of a career in Special Education. Thus, as a research problem, we seek to know how my experience at the beginning of a teaching career in Special Education happens and occurred in a common class of the public teaching network of the Municipality of Apodi/RN in the first three years? What was or is the impact of this experience on my current professional training? With that, the present research has as general object: to analyze my pedagogical practice in the beginning of my career in a common class in Special Education in the Municipality of Apodi/RN, through (auto)biographical narratives. As specifics, the following are listed: a) describe the first stages of my insertion in the school where I work as a Special Education Teacher (PEE); b) highlight the challenges faced both as a PEE and as a beginning teacher, and; c) Reflect on the experiences that have marked my performance as a Special Education teacher in a common classroom. In sequence, the theoretical framework is based on scholars who discuss teachers at the beginning of their careers, their challenges and their practices (DINIZ, 2020). Also, those that provide for local and national Laws and Decrees were reviewed, to carry out an overview of the trajectory of Special Education and some theorists who address the subject, such as: Santos (2020), Martinez and Anache (2021). Then, I narrate how the methodology was developed for this qualitative research (BOGDAN; BIKLEN, 2010; ARAÚJO; OLIVEIRA; ROSSATO, 2017), focusing on (auto)biographical narrative. (MEDEIROS; AGUIAR, 2018; OLIVEIRA; SATRIANO, 2018; VILLEGAS; ROZO, 2018). I used techniques and instruments with a focus on life history, such as: a) evocation of experiences and experiences; b) conversations with colleagues (MEDEIROS; AGUIAR, 2018; VILLEGAS, 2011). For the construction of the results, I used the hermeneutic analysis of my narrative writings and evocations, in which a dialogue between the researcher (me) and the narrated text was necessary. (QUINTANA; HERMIDA, 2019). With that, the notes showed that all stages, from the search and construction of my teaching identity, were fundamental for my human and professional formation. I also contacted that before my narratives, in addition to the common challenges among studies on this theme, others were perceived, such as: uncertainty about the position of Special Education Teacher at the beginning; the role of the Special Education teacher is still unrecognized; the diversity of special cases and the individual conditions that characterize students with isabilities; as well as my own exercises as an EEP to teach a student with a disability in the first attempts. Following, I developed some principles that I consider important to act as a PEE and some of them are: the desire to teach to include; individual attention and full dedication to it; permanent communication with your family or guardian; learn about previous school experiences, among others. As I also exposed some teaching processes for inclusion experienced with some successes. Therefore, this process of 'Automebiography' acting as a teacher-author and researcher was a formative experience, in which I reflected on my teaching practice at the beginning of my career.
|
|
13
|
-
ALBERTO ASSIS MAGALHÃES
-
DISCOURSES ABOUT FIGHTS IN THE TEACHING COLLECTION BODY PRACTICES: GOVERNMENT, BODY AND SUBJECTIVITY IN TEACHING SCHOOL PHYSICAL EDUCATION (SPE)
-
Líder : FRANCISCO VIEIRA DA SILVA
-
MIEMBROS DE LA BANCA :
-
ADALBERTO FERDNANDO INOCÊNCIO
-
FRANCISCO VIEIRA DA SILVA
-
MARIA MARGARITA VILLEGAS GRATEROL
-
Data: 21-jun-2023
-
-
Resumen Espectáculo
-
The teaching of fights, within the scope of School Physical Education (EFE), is guided by official documents, such as the National Curricular Parameters (PCN) and the National Common Curricular Base (BNCC), however, this content is often neglected to the detriment of others, considered hegemonic in EFE, as is the case of futsal. In addition, other factors also contribute, such as, for example, the discourse that links struggles to acts of violence. Based on this, this work has the general objective of analyzing the discourses about struggles in the didactic collection Corporal Practices, with the aim of investigating the production of forms of body governance and the subjectivity of students in the teaching of EFE. Specifically, it seeks to: describe the historical conditions and curricular modifications that allowed the production of didactic materials to support the EFE subject teacher for basic education in Brazil; to identify, in the production of speeches about the struggles in the didactic collection Corporal Practices and the forms of government of the students' bodies and subjectivities; problematize the impacts of discourses on the struggles in achieving EFE teaching in basic education. the present work constitutes a descriptive research, as it seeks to describe the characteristics of certain phenomena or population; in our case, the exploration of struggles in the didactic collection Corporal Practices (2017). It is also a documentary research, as it analyzes materials that have not yet been analyzed or that can be re-elaborated according to the research objects, namely: the aforementioned didactic collection. As a methodological approach, we use the perspective of qualitative research, as this approach is seen as a process that involves the interpretation and understanding of facts, not contenting itself with the simple explanation of realities.The corpus of this research comprises statements extracted from the didactic collection Corporal Practices, by Editora Moderna, which seeks to systematize EFE knowledge (DARIDO et al). The analyzes fall on the volume referring to the final years of fundamental teaching of the collection, specifically on the thematic unit of struggles.. In the analyzes carried out, it can be seen that the teaching-learning process of struggles in elementary school II presented by the didactic collection corporal practices happens in a way to discipline students from the moment they are submitted to a process of government of their bodies and of their actions through strategies to carry out the proposed activities, being crossed by a power relationship which is established between them and the teacher.
|
|
14
|
-
KAREN RODRIGUES SHIRAHAMA MODESTO
-
NARRATIVES BETWEEN THE HOSPITAL AND HOME CLASS AND THE SCHOOL OF ORIGIN IN THE CONTEXT OF THE RN: A NECESSARY INTERFACE
-
Líder : SIMONE MARIA DA ROCHA
-
MIEMBROS DE LA BANCA :
-
JACYENE MELO DE OLIVEIRA ARAÚJO
-
PAULO AUGUSTO TAMANINI
-
SIMONE MARIA DA ROCHA
-
Data: 22-jun-2023
-
-
Resumen Espectáculo
-
This study is a research that begins with the epistemological principles of autobiographical research in education. Its general objective is to investigate the strategies used to the schooling continuity for students, undergoing prolonged health treatment and unable to attend school indefinitely, from the autobiographical narratives of Hospital and Home Classes (HHC) teachers and managers of the Schools of Origin (SO). We are also established in studies in the teaching organization in Brazil, from the colonization period until the end of Michel Temer Government, besides the research on collaborative hospital teaching and schooling, mainly those produced in Rio Grande do Norte and based on the studies of Freire (1991, 2013, 2019), Jovchelovitch and Bauer (2002), Nóvoa (2011, 2019), Passeggi (2011, 2014, 2016), Saviani (2019), among others. We took as study objects the meanings given by the participants to the interlocution between the Hospital and Home Educational Service (HHES) in Hospital and Home Class (HHC) and the School of Origin (SO). The participants were two teachers who work in Hospital and Home Classes, one pedagogical coordinator of HHC in an institution affiliated with SEEC/RN, and two managers of the SO from the public teaching system of RN. The research corpus consisted of: narrative interviews transcripts of five education professionals - two SO managers, two HHC teachers, and one HHC coordinator – they were carried out through the platform Google Meet; immersion in the field of study; data that constituted the autobiographical sources; and a form, prepared with the Google Forms. The analyses of the narratives reveal the need for greater dissemination of HHES in the initial and continued education for teachers, it also points to the importance of dialogue between the HHC, the SO, and the family, not only through documents, but also dialogically. The dialogical, dynamic, and continuous relationships between the subjects that make up the HHC, especially listening to the student, arise as essential for the continuity of students' schooling in HHES, thus, these should be extended to the SO. In this sense, the teaching from the collaborative perspective presented in the HHC, emerges as an action promoter that enables greater approximation with SO teachers, providing opportunities to guarantee the right to education for students undergoing prolonged health treatment. Such findings, allow us to understand the importance of the dialogue between the Schools of Origin and the Hospital and Home Classes. Additionally, it offers clues about the paths for a greater effectiveness in guaranteeing the right to education, the continuity of schooling, and the future school reintegration for students undergoing prolonged health treatment, which prevented them from going to school.
|
|
15
|
-
MÍSSOLA AREZZA BEZERRA DA COSTA LORENA
-
(AUTO)BIOGRAPHICAL NARRATIVES OF MUSIC TEACHERS IN BASIC EDUCATION IN THE MUNICIPALITY OF MOSSORÓ - RN: BETWEEN PROFESSIONAL TRAJECTORIES AND LEGISLATIONS
-
Líder : GIANN MENDES RIBEIRO
-
MIEMBROS DE LA BANCA :
-
JÉSSICA DE ALMEIDA
-
EMERSON AUGUSTO DE MEDEIROS
-
GIANN MENDES RIBEIRO
-
Data: 05-jul-2023
-
-
Resumen Espectáculo
-
This research, linked to the Graduate Program in Teaching (POSENSINO), of the broad association between the State University of Rio Grande do Norte (UERN), the Federal Rural University of the Semi-Arid (UFERSA) and the Federal Institute of Education , Science and Technology of Rio Grande do Norte (IFRN), refers to a study on the professional trajectories of six music teachers in the municipality of Mossoró/RN and the legislation governing the teaching of art and music in basic education. The research seeks, through (auto)biographical narratives, to reflect on how the legislation for teaching art and music in basic education is revealed in the professional trajectories of music teachers in basic education in the municipality of Mossoró, proposing, as specific objectives : a) to know the professional trajectories of these teachers, with emphasis on the paths that led them to become teachers in the municipality of Mossoró-RN; and b) to know these teachers' perceptions about the profession, their understanding of legislation and its impacts and implications on their lives and professional practices. The research makes use of the qualitative approach and the (auto) biographical method. As a technique for data production, the training memorial and the self-administered questionnaire with open questions were used. The theoretical framework that underlies the study in relation to music education and legislation is based mainly on the approaches of Penna (2018), Oliveira and Penna (2019) and on the legal and normative basis on music education in Brazil. Regarding the (auto)biographical method, the references of this research are based, among others, on Pineau (2006), Passeggi et al (2011), Medeiros and Aguiar (2018) and Almeida (2019). In view of the constructed data, it is understood that, despite obvious conflicts, legislation is reflected in the lives of teachers in a positive way, bringing training and professional performance, leading them to the level of music teachers who have been hired by the municipality of Mossoró. However, the same laws need to be improved, providing clear and concrete professional spaces, without margins for adverse interpretations that could weaken professional performances and identities. Therefore, dialogue and continuous improvements between legislation, training centers and basic education are of paramount importance.
|
|
16
|
-
GABRIELLY THICIANE DOS SANTOS ANDRADE
-
THE CONTROVERSIAL ARGUMENTATIVE MODALITY AT SCHOOL: REFLECTIONS AND NOTES FOR TEACHING
-
Líder : ANANIAS AGOSTINHO DA SILVA
-
MIEMBROS DE LA BANCA :
-
MARIZA ANGÉLICA PAIVA BRITO
-
ANANIAS AGOSTINHO DA SILVA
-
ILDERLÂNDIO ASSIS DE ANDRADE NASCIMENTO
-
MÁRIO GLEISSE DAS CHAGAS MARTINS
-
Data: 13-jul-2023
-
-
Resumen Espectáculo
-
This paper consists of a survey carried out with teachers of the Portuguese language from state public schools in Rio Grande do Norte, working in high school, in the city of Mossoró/RN, regarding the controversial modality at school. As a general objective, we seek to understand the teaching perspective regarding the pedagogical work with the polemical argumentative modality at school, aiming to promote reflections and notes for the teaching of argumentation. Thus, with the specific objectives, we aim to identify the conceptions of Portuguese language teachers about polemics in the teaching of argumentation, to analyze how Portuguese language teachers promote the teaching of argumentation in high school, focusing on the work with the polemical modality, as well as to develop a pedagogical proposal for teaching the polemical argumentative modality at school. The fundamental theoretical contribution of this research is centered on the studies of the Argumentation Approach in Discourse, proposed by Ruth Amossy (2014, 2017[2014]), among others, as they reflect on the argumentative modalities, as well as the polemical argumentative modality present in society. The methodological proposal of this paper consists of a qualitative approach, of an applied nature, with a primary source of information, in addition to the exploratory and descriptive nature, based on the technical case study procedures. The corpus consisted of a questionnaire containing 15 questions, divided into blocks according to specific objectives. The results show that there is a variety of understandings about what the polemical argumentative modality is and that it is necessary to deepen and reflect on the part of teachers about the teaching of argumentation and the polemical argumentative modality. We understand that, although the teaching of argumentation is explored by the teacher as recommended by the official documents of the Portuguese language, the teaching of argumentation does not extend to the polemical argumentative modality at school, which led us to develop a pedagogical product in the form of a booklet about the polemical argumentative modality at school.
|
|
17
|
-
MARCOS DE SOUSA XAVIER
-
GENERATION OF URBAN SOLID WASTE AND CONSUMERISM: A proposal for building citizenship in the light of CTS
-
Líder : LEONARDO ALCÂNTARA ALVES
-
MIEMBROS DE LA BANCA :
-
ROSANA FRANZEN LEITE
-
ALBINO OLIVEIRA NUNES
-
LEONARDO ALCÂNTARA ALVES
-
LUCIANA MEDEIROS BERTINI
-
Data: 13-jul-2023
-
-
Resumen Espectáculo
-
The generation of urban solid waste is a very expensive socio-environmental problem for our society. And the efforts of the National Solid Waste Policy (PNRS) have not yet managed to reach acceptable targets in this regard. In this perspective, the wave of consumerism incorporated as a fad for the population through social networks comes to be a negative reinforcement in relation to achieving balance in terms of managing this waste. In addition to this, it is perceived that the teaching of Chemistry may play a role in safeguarding socio-environmental issues in its pedagogical work. Therefore, an important aspect that is considered in this study is that the “Basic Concepts of Organic Chemistry” indicates the potential that could create an interdisciplinary dialogue with these socio-environmental demands mentioned above. In this structure, the focus or educational approach Science-Technology-Society - STS emerges. In view of the above, this work aimed to investigate how the implementation of a didactic sequence of STS approach can enable the construction of citizenship from the "Generation of Urban Solid Waste" and "Consumerism" with an indication of connection with the "Concepts Basics of Organic Chemistry”. We can classify this research as explanatory and exploratory and, regarding the approach of the collected data, quantitative and qualitative. Our theoretical foundation was basically based on: ABRELPE (2020); BRAZIL (2010); Santos, Costa and Santos (2019); Bittencourt (2011); Costa (2012); Von Linsenger (2007); Auler (2003); Xavier and Alves (2022); Setti, Gibin and Ferreira (2018) and Macedo (2018) while our methodological path was based on: Bogdan and Biklen (1997); Morettin and Bussab (2010); Bardin (2011); Monteiro and Hora (2013); Tripp (2005); Albino et. al. (2021); Camargo and Justo and Alonço (2022). Basically, our methodological path was divided into three distinct stages. The first was the survey and analysis of academic productions mediated by the IRAMUTEQ software and also through floating readings. Then, we had the documental analysis that included the National Common Curricular Base (BNCC), Pedagogical Political Project (PPP) and PNRS, according to the content analysis technique of Bardin (2011). Finally, action research was developed and applied in the form of “workshops” for third grade high school students at EEM Lauro Rebouças de Oliveira. Regarding the content analysis of the BNCC, PPP and PNRS, it was possible to observe the emergence of categories such as “Teaching Chemistry” and “STS Approach” (BNCC); “Interdisciplinarity in school teaching at the service of training for citizenship” (PPP) and Generation of Urban Waste and Consumption (GRSU). Since, such emerging categories of the investigated documents communicate directly or indirectly with our aforementioned research object. Regarding the State of Knowledge, we consider that the relationship between the management of urban waste and consumerism for the teaching of Chemistry is configured as an innovative pedagogical action, since none of the academic productions surveyed set up a strategy along these lines. About the third stage of this research, in which meetings were held in workshop formats, which were called “Working with Consumerism” and “The construction of flat formulas from the reuse of waste”. These had a considerably positive acceptance by the students, as indicated by the final questionnaire. It is worth mentioning that the Directed Textual Production (PDT) was both able to provide us with a detailed overview of what they think about these themes and it was also an opportunity for students to weave and mature their arguments regarding these addressed issues, an action in which it is of great value for the construction of citizenship.
|
|
18
|
-
RITA NEIRIJANE DOS REIS SILVA
-
PROCESSES OF BECOMING A TEACHER IN EARLY EARLY EDUCATION TEACHING: BETWEEN STUDENT-TEACHER EXPERIENCES
-
Líder : MARIA MARGARITA VILLEGAS GRATEROL
-
MIEMBROS DE LA BANCA :
-
ANTONIA MAIRA EMELLY CABRAL DA SILVA VIEIRA
-
MARCELO BEZERRA DE MORAIS
-
MARIA MARGARITA VILLEGAS GRATEROL
-
Data: 18-jul-2023
-
-
Resumen Espectáculo
-
The research aims to analyze the implications in the processes of becoming a teacher in the teaching of Early Childhood Education from the possible reverberations of their experiences as students in the first contacts. Through the reflection of the practice and relevance of these learnings for their actions, in the exercise of their functions, striving for the quality of teaching. Based on this assumption and in order to also respond to my concerns about how Early Childhood teachers dialogue with their socio-cultural experiments since they were infants, relating them to the interpretations of these childhoods, which have repercussions through their teaching practices and learn, in current school contexts in their roles as teachers of Early Childhood Education. In this way, we ask the following questions: a) How do Early Childhood teachers dialogue with the experiences they had in their childhoods (as students who were in the first years at school) and the interpretations of childhoods in current school contexts, in their roles as teachers of early childhood education? b) What perceptions and concepts do the teachers have about becoming a teacher in/ Early Childhood Education? c) What are the reflections derived from the practice of teaching and learning on the part of the teachers, as an element of the constitution of professionalism in Early Childhood Education? d) How are the dialogue with the principles of Early Childhood Education expressed in your class practices? The investigation is of a qualitative nature and was based on the methodological theories of Bogdan and Biklen (1994), Minayo (2001) and Gil (2008) with the intention of understanding the meanings of the childhoods of the students/teachers, contemplating the knowledge of the experience and the subjectivities reverberated in current contexts and pedagogical practices. We used the narrative interview with open questions and participant observation, as a method of collection and for the treatment of the information obtained, we designated the content analysis supported by Bardin (2016) and Franco (2008), carefully observing the pre-production phases. analyses, exploration of the material, treatment of the results through inferences and interpretations of the narratives and observations. The theoretical references of the study dialogued with he authors who discuss the reflection of the teaching practice, the teaching knowledge, the relevance of the narratives to emancipate oneself and become a teacher, considering the specificities of childhood, in consensus with the educational bases and norms, composed in the devices of the Brazilian legislation, with regard to the axes interactions and games and guiding principles of pedagogical practice in childhood. As for the categories derived from the analysis, they refer to how teachers teach in Early Childhood Education; about their experiences and childhood experiences linked to school; as well as their childhood memories that reverberate in the ways of teaching in the classroom in Early Childhood Education; Thus, from the interpretations, we can infer that between the experiences of the socio-historical/cultural contexts of childhood, once experienced, and the current professional constitution, there is a link impregnated with that past, rewritten and reproduced in the pedagogical work in its current practices education.
|
|
19
|
-
DANIELLE PEREIRA DE ALMEIDA
-
Não informado
-
Líder : ALBINO OLIVEIRA NUNES
-
MIEMBROS DE LA BANCA :
-
ALBANO OLIVEIRA NUNES
-
ALBINO OLIVEIRA NUNES
-
LEONARDO ALCÂNTARA ALVES
-
LUCIANA MEDEIROS BERTINI
-
MARCELO NUNES COELHO
-
Data: 19-jul-2023
-
-
Resumen Espectáculo
-
Several studies in the area of education have pointed out the understanding of the Nature of Science (NOS) as a fundamental element for the process of scientific literacy (SL) among individuals. Therefore, it is necessary to discuss science, its processes of production, communication, and validation at all educational levels, including initial teacher education. Based on these assumptions, this research was delineated with the following question: Is there a process of scientific literacy, specifically regarding the Nature of Science, being developed in the Chemistry Education programs at IFRN? How is it being carried out? To address this, the main objective of this work is to understand if a process of Scientific Literacy, concerning the understanding of the nature of science, has been developed in the initial teacher education in Chemistry at the Federal Institute of Education, Science, and Technology of Rio Grande do Norte - IFRN, and how it is occurring. The specific objectives are: 1) To identify aspects related to Scientific Literacy in the Pedagogical Project of the Course (PPC) of the Chemistry Education program at IFRN, and 2) To analyze how the teacher educators understand and develop practices related to the nature of scientific knowledge. This is mixed methods research, with an exploratory character and a basic nature. The research subjects will be teacher educators from the Chemistry Education programs at IFRN belonging to the Western Potiguar mesoregion. The study will be conducted in two stages: document analysis of the CPP and semi-structured interviews with teacher educators. The information obtained will be analyzed using content analysis associated with the IRAMUTEQ software. The results from the document analysis of the CPPs of the education programs indicated the presence of elements that enable the discussion about SL, but with some gaps regarding the NOS axis, such as the scarcity of discussions on this topic in subject-specific disciplines and the absence of relevant bibliographies in the context of the theme. Regarding the interviews, it became evident that the term "nature of science" is still not very clear to the teachers, although they understand some elements that provide support for this theme. Some practices reported by the teachers, such as the use of investigative activities, problematization, and discussions on the history of science, can facilitate a more effective understanding of science. However, advances are still needed in terms of a more concrete integration of these discussions in teaching materials and the curriculum of the program, which were difficulties reported by the teachers. These results lead to reflection on the importance of rethinking initial teacher education curricula in order to promote and provide support for effective discussions about science and its processes. Thus, even in the absence of a consensus in the literature on the definition of NOS and the complexity surrounding the term, we argue for its importance as a fundamental element to overcome misconceptions about science and contribute to the process of SL in science education.
|
|
20
|
-
CARLOS ALBERTO DE CARVALHO ANDRADE
-
Theorizing interdisciplinary practice and practicing the theory of interdisciplinarity in Science teaching: a look at the actions of continued training of teachers of natural sciences, mathematics and their technologies in high school at the public school in João Pessoa-PB
-
Líder : LEONARDO ALCÂNTARA ALVES
-
MIEMBROS DE LA BANCA :
-
JEFFERSON QUEIROZ LIMA
-
LEONARDO ALCÂNTARA ALVES
-
MARCELO NUNES COELHO
-
Data: 31-jul-2023
-
-
Resumen Espectáculo
-
The present research has the general objective of analyzing the contributions of the teaches Mathematics, Chemistry, Physics and Biology to MFQB teachers of an improvement course on interdisciplinary practices in the extension modality in order to point out ways to build a continuing education that seeks to respond to a demand in this area in public education in a school in João Pessoa - PB. As specific objectives, we proposed to carry out a previous bibliographical survey to identify the state of the art of the subject under study for the theoretical foundation and justify limits and contributions of the research that is being carried out; identify based on testimonials from acting ECNMT teachers the contributions brought by the improvement course (training); to analyze the existing relationship in the teaching practice before and after the improvement course (training) offered to the ECNMT in the MFQB disciplines and the re-signification of the knowledge of its own practice. At first, a bibliographical survey was used (2017-2022) referring to the theme that supported the introductory chapter and the conceptual theoretical contribution on historicity, epistemological and pedagogical dimensions of interdisciplinary, continuing teacher training and pedagogical praxis. Within a qualitative approach, we investigated how much the researched theme is present in academic research contexts through the construction of the state of the art. The second phase of the research was based on the realization of an improvement course with interdisciplinary activities, from which the corpus was generated, arising from interviews and observations with the participating subjects, teachers in practice of the mentioned disciplines. From data collection, we detected that some research subjects are still linked to the traditional teaching model, complaining about the lack of textbooks, teaching expository classes, demonstrating orthodox postures. Others have already demonstrated that they have overcome the problem of tight and fragmented teaching with a more accurate vision, with dynamics, interaction, signaling interdisciplinary in their pedagogical practices. The data also revealed the difficulties encountered by teachers of these MFQB sciences in applying Interdisciplinary in their pedagogical practices, such as: lack of interaction between teachers from different areas in planning, precarious didactic and financial resources, and scarce time. And regarding the understanding of Interdisciplinary by the subjects, it was noticed that they manage to make relationships with other aspects, whether historical, social, political, economic and environmental, in addition to a humanizing context, when they work on character formation, citizenship of contextualized way. From the development of this research, it was possible to reflect on the perspectives of carrying out interdisciplinary proposals for teaching these MFQB sciences. Just as it was possible to dialogue about its complexity and its different conceptions, which contributed to the understanding that interdisciplinary is possible from an individual or a project composed of professors from different disciplines. The lack of knowledge about the interdisciplinary has been identified as a li realization. Therefore, the research provided a training moment in which it was possible on the improvement of teaching practice and the relationships that bring research closer to this practice and continuing education.
|
|
21
|
-
CARLOS ALBERTO DE CARVALHO ANDRADE
-
Theorizing interdisciplinary practice and practicing the theory of interdisciplinarity in Science teaching: a look at the actions of continued training of teachers of natural sciences, mathematics and their technologies in high school at the public school in João Pessoa-PB
-
Líder : LEONARDO ALCÂNTARA ALVES
-
MIEMBROS DE LA BANCA :
-
JEFFERSON QUEIROZ LIMA
-
LEONARDO ALCÂNTARA ALVES
-
MARCELO NUNES COELHO
-
Data: 31-jul-2023
-
-
Resumen Espectáculo
-
The present research has the general objective of analyzing the contributions of the teaches Mathematics, Chemistry, Physics and Biology to MFQB teachers of an improvement course on interdisciplinary practices in the extension modality in order to point out ways to build a continuing education that seeks to respond to a demand in this area in public education in a school in João Pessoa - PB. As specific objectives, we proposed to carry out a previous bibliographical survey to identify the state of the art of the subject under study for the theoretical foundation and justify limits and contributions of the research that is being carried out; identify based on testimonials from acting ECNMT teachers the contributions brought by the improvement course (training); to analyze the existing relationship in the teaching practice before and after the improvement course (training) offered to the ECNMT in the MFQB disciplines and the re-signification of the knowledge of its own practice. At first, a bibliographical survey was used (2017-2022) referring to the theme that supported the introductory chapter and the conceptual theoretical contribution on historicity, epistemological and pedagogical dimensions of interdisciplinary, continuing teacher training and pedagogical praxis. Within a qualitative approach, we investigated how much the researched theme is present in academic research contexts through the construction of the state of the art. The second phase of the research was based on the realization of an improvement course with interdisciplinary activities, from which the corpus was generated, arising from interviews and observations with the participating subjects, teachers in practice of the mentioned disciplines. From data collection, we detected that some research subjects are still linked to the traditional teaching model, complaining about the lack of textbooks, teaching expository classes, demonstrating orthodox postures. Others have already demonstrated that they have overcome the problem of tight and fragmented teaching with a more accurate vision, with dynamics, interaction, signaling interdisciplinary in their pedagogical practices. The data also revealed the difficulties encountered by teachers of these MFQB sciences in applying Interdisciplinary in their pedagogical practices, such as: lack of interaction between teachers from different areas in planning, precarious didactic and financial resources, and scarce time. And regarding the understanding of Interdisciplinary by the subjects, it was noticed that they manage to make relationships with other aspects, whether historical, social, political, economic and environmental, in addition to a humanizing context, when they work on character formation, citizenship of contextualized way. From the development of this research, it was possible to reflect on the perspectives of carrying out interdisciplinary proposals for teaching these MFQB sciences. Just as it was possible to dialogue about its complexity and its different conceptions, which contributed to the understanding that interdisciplinary is possible from an individual or a project composed of professors from different disciplines. The lack of knowledge about the interdisciplinary has been identified as a li realization. Therefore, the research provided a training moment in which it was possible on the improvement of teaching practice and the relationships that bring research closer to this practice and continuing education.
|
|
22
|
-
JOAS FERREIRA DE ANDRADE
-
INTERFACES OF THE NEW POTIGUAR HIGH SCHOOL: THE SEMI-COMPLETE PROMEDIUM AND ITS PERSPECTIVES FOR MATHEMATICS TEACHING
-
Líder : MÁRCIA MARIA ALVES DE ASSIS
-
MIEMBROS DE LA BANCA :
-
LILIANE DOS SANTOS GUTIERRE
-
MARCELO NUNES COELHO
-
MÁRCIA MARIA ALVES DE ASSIS
-
Data: 29-ago-2023
-
-
Resumen Espectáculo
-
This research aims to present some characteristics of the New High School and the implementation of Projeto Promédio Semi-Integral as a pilot proposal in five schools located in the city of Natal, under jurisdiction of Primeira Diretoria Regional de Educação e Cultura do Rio Grande do Norte – 1st DIREC-SEEC/RN, as well as the perspectives of this project for teaching mathematics. This’s research with a qualitative approach, which mobilizes concepts of Freirean Pedagogy, which underlie the hypothesis of this study. Some theoretical assumptions that underlie our research were also mobilized due to teacher professionalization and mathematics teaching, such as the studies by Saviani (2009), Moreira (2013), Souza (2012), Paulino Filho (2008) and Perez (2021), among others. The research is based on primary and secondary sources, that taked as primary source some official documents, such as legislation for secondary education and the Projeto Promédio Semi-Integral, prepared by SEEC/RN. secondary sources consist of interviews and questionnaires applied to some administrators and teachers of five schools participating in the Projeto Promédio Semi-Integral in 2017. As a research instrument, were used the semi-structured interview and the treatment of collected data was conducted through the interpretation of content and document analysis. As a result of pedagogical processes, it’s concluded that better quality training was neglected in search at preparation and qualification of teachers to work at Projeto Promédio. In relation of structure of schools, which consequently impacts on the teaching-learning process of students, a chronic problem was reveal where it was possible to detect environments with a deficit of libraries, science laboratories, mathematics laboratories and computer labs, in short of organizational improvements for development of Projeto Promédio. In addition to these situations of lack of preparation of schools and teachers to work with the Promédio, it was found that there was an acceptance by teachers and managers in relation to program of subjects and especially Mathematics, as students had opportunity to have additional studies at workload and reinforcement of contents taught in the scheduled classes, raising the level of learning. The hope, with this study, to sensitize, in some way, the competent authorities so that they forward and gather better conditions of physical structure in schools and competent professionals in their initial and continued formation, to exercise their teaching functions with dignity and, thus, form critical citizens and trained to live, coexist, build and rebuild life in society.
|
|
23
|
-
RAYUSKA DAYELLY DE ANDRADE
-
PEDAGOGICAL PRACTICES WITH THE AID OF ASSISTANT TECHNOLOGY: A STUDY WITH BASIC EDUCATION TEACHERS IN A SCHOOL IN SEMI-ARID POTIGUAR
-
Líder : MÁRCIA MARIA ALVES DE ASSIS
-
MIEMBROS DE LA BANCA :
-
MARIANA DE BRITO MAIA
-
MÁRCIA MARIA ALVES DE ASSIS
-
PAULO AUGUSTO TAMANINI
-
Data: 31-ago-2023
-
-
Resumen Espectáculo
-
The research seeks to understand elements that subsidize the pedagogical practices of teachers who work with students with disabilities, in public schools, and who face obstacles in understanding the inclusive pedagogical proposal of the target audience of Special Education. This audience, in most cases, is left out the teaching and learning process because there are no qualified and prepared professionals who can meet their specificities. In this sense, we outline as a general objective, to analyze the pedagogical practices teachers in relation to the use of Assistive Technology in a public school in the municipality Angicos/RN. The investigation is part the context of qualitative research, where the understanding of the problem is sought in its context, following the steps of collaborative research proposed by Ibiapina (2008), because it allows the researcher to act in two fields, research and training. It is a process of investigation in action, which enables reflection and collaboration between the participants and the researcher. The results indicate that when the teacher goes through the training process, and has sensitivity and commitment, it is possible for him to create access routes to offer appropriate teaching to students with NEE. It is found that TA not only brought meaning to the teacher's pedagogical practice, but chances for teaching and learning to happen inside the classroom, since it cooperated for inclusion to happen and students to leave the level of difficulties they were in and succeed in the proposed activities. It was noticeable that these practices aroused interests in other teachers, so that they felt motivated to use these resources in their classes, in order to help students who had difficulties with the contents. It is expected with the results, to bring reflections on the practices of these teachers and to broaden the debates in relation to inclusive education and the use of assistive technology as a possibility to encourage and improve the teaching and learning of students with disabilities in the public education network.
|
|
24
|
-
MYRNA CIBELLY DE OLIVEIRA SILVA
-
FIGHTING INTERNET HATE SPEECH IN ENGLISH LANGUAGE CLASSES IN PUBLIC SCHOOLS
-
Líder : SAMUEL DE CARVALHO LIMA
-
MIEMBROS DE LA BANCA :
-
ANANIAS AGOSTINHO DA SILVA
-
JOSÉ CEZINALDO ROCHA BESSA
-
SAMUEL DE CARVALHO LIMA
-
Data: 08-sep-2023
-
-
Resumen Espectáculo
-
This research aims to explore internet hate speech in English classes with students in the 9th grade of elementary school II at a public school in the city of Russas/CE, in order to promote the fight against this speech. The choice to work with examples of hate speech on the internet - also known as "hate speech" in English - is based on its recurrent worldwide reach and serious impacts on the lives of many people. Within the scope of interdisciplinary Applied Linguistics, this study is articulated with Dialogic Discourse Analysis (DDA) and Freire's critical pedagogy, working with texts used and produced by research participants (students) as enunciations - links in discursive interaction. Therefore, the research proposes the following question: how do students of the English language discipline of basic education respond to the hate speech dissipated on the internet? Methodologically, the investigation is situated within the scope of qualitative research, manifesting itself as an action research, with the phases of planning, action, observation and reflection of the process, in which a teaching proposal is developed that problematizes and combats the discourse of hate in public school English classes, in addition to being linked to the skills and abilities prescribed by the National Common Curricular Base (BNCC). The research corpus is constituted both by the verbal-visual texts produced by the students and their responses to the activity proposed by the teacher-researcher and by the students' responses to the experience evaluation interview. About the texts produced, we noticed statements against hate speech and in defense of minor social groups (blacks, the LGBT community, Jews, and beauty stereotypes). At the end of the process, we found different levels of qualification (from negative to positive expectations) of students about learning English and the classes taught at school, with the dominance of a positive evaluation of the teaching practice carried out, expressed through the desire that more similar classes happen, for example. Therefore, we understand the importance of our study for the academic field, in view of creating intelligibility about an educational practice that provided opportunities for reflection and positioning against a contemporary social problem (hate speech) in the context of English language teaching and learning in public school.
|
|
25
|
-
MARCINEIDE MEDEIROS DA SILVA
-
TECHNOLOGIES IN EMERGENCY REMOTE EDUCATION (ERE): STRATEGIES, POSSIBILITIES AND CHALLENGES OF STATE PUBLIC SCHOOLS IN THE CITY OF MOSSORÓ-RN
-
Líder : GUILHERME PAIVA DE CARVALHO
-
MIEMBROS DE LA BANCA :
-
VIVIANNE SOUZA DE OLIVEIRA NASCIMENTO
-
GUILHERME PAIVA DE CARVALHO
-
JUCIEUDE DE LUCENA EVANGELISTA
-
PAULO AUGUSTO TAMANINI
-
REGINA SANTOS YOUNG
-
Data: 29-sep-2023
-
-
Resumen Espectáculo
-
The scope of this work is a master's degree research, which was developed in the Postgraduate Program in Teaching (POSENSINO) of the broad association between the State University of Rio Grande do Norte (UERN), Federal Rural University of the Semiarid (UFERSA) and the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN). Our general objective is to: Analyze the use of digital technologies during Emergency Remote Education (ERE) in Elementary School I, in state public schools in the city of Mossoró/RN. The methodology of this research consists of a qualitative, descriptive and exploratory study, where we selected two institutions for the field, and thus collected information, always observing the level of reality experienced by teachers during the practice of ERE. We used documentary analysis, direct observation and reflective interviews with 10 (ten) teachers trained in Pedagogy as methods, 05 (five) from each selected school. The results point to a huge gap in teacher training around skills and competencies for teaching with digital technologies. Initial training courses introduce the topic in a very superficial way, which means that educators do not have the confidence to deal with these tools in teaching practice. We also analyze the impacts of this experience on Brazilian education in the continued training of educators, which, in turn, is essential to be constantly promoted, requiring investment from public authorities so that school curricula are effective when it comes to inclusion and digital literacy, both for students and teachers. Finally, we highlight the need for studies focused on teacher training and technologies in teaching children, given the speed at which technologies are changing culture in society. We reaffirm the importance of this research for current and future education, highlighting the essential role that the teacher has in the students' training process, as they must be prepared for the new challenges of digital culture and its transformation into the new profile of students who enter the Brazilian schools.
|
|
26
|
-
JULANE QUEIROZ COSTA SANTOS
-
Não informado
-
Líder : JUCIEUDE DE LUCENA EVANGELISTA
-
MIEMBROS DE LA BANCA :
-
JUCIEUDE DE LUCENA EVANGELISTA
-
MARCELO BEZERRA DE MORAIS
-
AILTON SIQUEIRA DE SOUSA FONSECA
-
FRANCISCA VILANI DE SOUZA
-
LUAN GOMES DOS SANTOS DE OLIVEIRA
-
Data: 29-sep-2023
-
-
Resumen Espectáculo
-
This research exposes that thinking and imagining are human powers that mutually presuppose each other, in addition to being elements that constitute a fundamental part of the human condition itself. the research field was the Escola Estadual Gilberto Rola, located in the rural zone of the municipality of Mossoró – RN. The general objective is to develop a methodological literacy strategy based on children's imagination and worldviews to provide the development of alphabetic principle in a playful way. The specific objectives are: stimulating children's interaction with the use of imaginary images as a methodological literacy strategy; develop the alphabetic principle through the use of imaginary images as a methodological strategy, encompassing vision, writing and imagination; apply activities that encourage creativity, speaking, seeing and writing through the use of images in a playful way. Thus, the theoretical contribution of this dissertation addresses, as main ideas, thinking and imagining as a human condition by Evangelista (2017), the poetic imagination of Bachelard's daydreams and dreams (1988), as well as that the act of reading comes in first with the reading of the world, then the reading of the word, by Freire (1999). The writing of this work was developed in an epistolary manner, which was presented to me by Oliveira (2019), so the sessions are written in the form of letters. the methodological contribution is based on action research, by missy Elliott (1997), which allowed me to work on listening and imagining according to the experiences of the social environment and the school environment, also used as direct sources of knowledge of data from the actions carried out and children's reports. thus, the role of images provided the development of the ability to think and create, which motivated the children studied to learn about letters, syllables, words and phrases, thus providing the development of the alphabetic principle.
|
|
27
|
-
DULCILENE LEITE DE AMORIM MORAES
-
BETWEEN PAGES, IMAGES AND STANDARDS. WHAT THE NATIONAL TEXTBOOK PLAN PNLD (2018) SAYS ABOUT IMAGES IN HISTORY TEXTBOOKS IN HIGH SCHOOL
-
Líder : PAULO AUGUSTO TAMANINI
-
MIEMBROS DE LA BANCA :
-
LUANA ALVES LUTERMAN
-
MÁRCIA MARIA ALVES DE ASSIS
-
PAULO AUGUSTO TAMANINI
-
Data: 02-oct-2023
-
-
Resumen Espectáculo
-
The textbook has been the focus of numerous studies, both in relation to its content and structure, as well as in relation to the new guidelines in their production. The images increasingly present in these books can sometimes legitimize discussions, but they also have a pedagogical function, which justifies greater attention to their use. This dissertation aims to understand how the images in High School History textbooks are regulated by the 2018 National Textbook Program and is divided into three sections. While the specific objectives aim to: investigate how the creation and trajectory of the National Plan for the PNLD History Textbook took place, in high school, in public school; describe how the PNLD 2018 regulates the didactic use of images in history books, in high school, in addition to verifying how visual content is approached in high school history textbooks - “Olhares da História Brasil e do mundo” by Scipione and “História do Ensino Médio” of Saraiva, volumes 1,2 and 3. Methodologically, nineteen collections were evaluated, of which three were selected, where it was verified that the use of images may be relevant in a broader pedagogical context, consistent with the critical appropriation of the multiple forms of languages present in our society, subject to the general determinations of national legislation and the specific ones of Brazilian education. The research demonstrates that the standardization of images in High School History textbooks is the result of a series of factors linked to specific educational demands, favoring political and economic aspects. Therefore, it can be said that there is an ongoing change in textbooks, aiming at approval and purchase by the National Textbook Program.
|
|
28
|
-
ROBERTO RUFINO FREIRE
-
THE APPLICATION OF LAW 10.639/2003 AT THE PEDRO DE QUEIROZ LIMA STATE SCHOOL OF PROFESSIONAL EDUCATION: A LOOK AT THE PROJECT ‘DIÁLOGOS DA CONSCIÊNCIA NEGRA
-
Líder : ELIANE ANSELMO DA SILVA
-
MIEMBROS DE LA BANCA :
-
RAIMUNDO NONATO FERREIRA DO NASCIMENTO
-
ELIANE ANSELMO DA SILVA
-
JOSÉLIA CARVALHO DE ARAÚJO
-
Data: 02-oct-2023
-
-
Resumen Espectáculo
-
Law No. 10,639/2003 amends the Law that establishes the Guidelines and Bases of National Education - Law No. 9,394/1996, to include in the official curriculum of the public and private education network, the mandatory subject "Afro-Brazilian History and Culture" , and takes other measures. This study deals with Law No. 10,639, based on the experience of the “Dialogues of black consciousness” project, which materializes in pedagogical training at the Escola Estadual de Educação Profissional Pedro de Queiroz Lima, in the municipality of Beberibe-CE. Our objective was to understand how the professionals at this school institution absorb the learning from the aforementioned project, as well as to understand whether the knowledge acquired is put into practice in their respective curricular axes, common-base and technical guidelines. Using a methodological stance that encompasses the results of empirical research with a qualitative approach carried out at the aforementioned school, we reflect the perspective of the law in its contributions regarding affirmative actions aligned with the school project. We also carried out a theoretical review and bibliographical research via the BDBT virtual platform, listing five theses that dialogue with the epistemological theoretical perspective of Afro-referenced education. The semi-structured interview technique was used to analyze teachers' perceptions about the implementation of the law and their contributions to the schooling process. As a time frame, it occurred in the period from 2011 to 2020. Finally, we carry out a dialogue around the conceptual trajectory of interdisciplinarity as well as its relevance to educational praxis, trying to establish a theoretical epistemological parallel between education for materialized ethnic-racial relations in the “Black Consciousness Dialogues” project, as an interdisciplinary and extracurricular action at school, as an affirmative action in the fight for anti-racist and decolonial education. We can conclude that the social relevance of this research is indisputable. The theme of black consciousness is extremely important for promoting racial equality and combating structural racism in our society. The "Black Consciousness Dialogues" project seeks to expand the discussion on Afro-Brazilian culture and history, promoting respect for diversity and the appreciation of black identity. Understanding how these experiences are received and applied in the school institution is fundamental to promoting a more inclusive and affirmative education, capable of contributing to the formation of citizens who are aware of and respectful of ethnic-racial diversity.
|
|
29
|
-
DEBORA RAQUEL DOS SANTOS
-
EDUCATION IN THE PERIPHERY AND THE CONSTRUCTION OF BLACK IDENTITIES: AN ANALYSIS OF ETHNIC-RACIAL PROCESSES OF PUBLIC SCHOOLING OF YOUNG PEOPLE POPULAR
-
Líder : ELIANE ANSELMO DA SILVA
-
MIEMBROS DE LA BANCA :
-
ADY CANÁRIO DE SOUZA ESTEVÃO
-
ELIANE ANSELMO DA SILVA
-
GUILHERME PAIVA DE CARVALHO
-
Data: 09-oct-2023
-
-
Resumen Espectáculo
-
This work is the result of experiences, experiences as a black woman, teacher and social educator, urban and peripheral resident in the community located in the city of Mossoró-RN. Through my work as a social educator, I had the opportunity to develop several works with children, adolescents and young people, during the period from 2016 to 2019, in this context, when carrying out activities and actions with youth, a large number of young people who did not recognize themselves as black. And from these experiences the problematization of this research arises with the following question: how is the black identity of young people at school on the outskirts of Mossoró-RN constituted? Therefore, analyze how young people construct their ethnic-racial identity through education within the periphery. To this end, from the perspective of ethnic-racial relations and anti-racist teaching at school, we use the theoretical bases Hall (2006) and Fanon (2008), which bring contributions to the construction of black identities in the school environment. Candau (2007) addressing curriculum issues and cultural impositions on it. Munanga (1994, 2003, 2005, 2006), which deals with discussions about racism in the school environment, we also use Bento (2022), who deals with the pact of whiteness and its privileges, and Souza (1981), who treats racism as violence present in everyday life so that the black body is violated in different ways. Methodologically, the research approach is qualitative, explanatory and action research in nature, characterized by the application of a fanzine workshop in a class of 31 students from a public school in the outskirts, as well as the application of semi-structured questionnaires to generate data.
|
|
30
|
-
HIGO THAYRONE DA SILVA COSTA
-
ON THE OTHER SIDE OF THE DISPLAY: THE CONSTITUTION OF THE STUDENT-RESEARCHER SUBJECT IN SCIENCE FAIRS
-
Líder : JOSÉLIA CARVALHO DE ARAÚJO
-
MIEMBROS DE LA BANCA :
-
ADEMIR ARAUJO DA COSTA
-
JOSÉLIA CARVALHO DE ARAÚJO
-
JUCIEUDE DE LUCENA EVANGELISTA
-
SIMONE CABRAL MARINHO DOS SANTOS
-
Data: 27-oct-2023
-
-
Resumen Espectáculo
-
The school increasingly becomes an important space for the propagation and access to a democratization of scientific culture, mediated by Science Fairs, making student learners interact and develop actions-reflections-actions, making them dynamic and , at the same time, not leaving them standing still, that is, being them the protagonists. In this research I analyze how the subject as a student constitutes a researcher based on his participation in Science Fairs already in Elementary School Final Years. The research has a qualitative approach, linked to bibliographic, documentary and field research, whose information from the collected documents complements the investigation, which is of the case study type. Interviews were carried out with sixteen students, two from each class from the sixth to the ninth year. The subjects of the investigation were students in the final years of Elementary School who participated, from 2019 to 2022, in Science Fairs in face-to-face and online format, with municipal, state and national coverage and who were regularly enrolled in a school in the network. municipal education in the 2022 academic year. Three categories were stipulated a priori: relationship between the student-researcher subject and Science Fairs; relationship of the student-researcher subject with himself and relations between the subjects and scientific culture in the training of student-researchers. From this, I sought to understand how these subjects constitute themselves, throughout their participation in Science Fairs, as researchers. The conclusions are based on the training of these students, as they exchange experiences during the training processes in the classroom and in their presentations during Science Fairs, being in contact with other actors with a similar cultural language. Thus, they establish important milestones that the Science Fair is capable of bringing to the development of the steps that take place on the other side of the display, which is nothing more than the process of creating a banner or poster to present the scientific project for a Science Fair. . Thus constituting his identity process, which I designate as student-researcher, in a unique way.
|
|
31
|
-
RAMILSON MEDEIROS DE MACÊDO SALDANHA
-
Teaching English in a critical perspective for citizen training in public schools: a dialogical analysis of students' speeches
-
Líder : SAMUEL DE CARVALHO LIMA
-
MIEMBROS DE LA BANCA :
-
SAMUEL DE CARVALHO LIMA
-
ANANIAS AGOSTINHO DA SILVA
-
MARCOS NONATO DE OLIVEIRA
-
Data: 30-oct-2023
-
-
Resumen Espectáculo
-
In public school, English Language Teaching is still the subject of many questions and has undergone intense debate. Part of these discussions takes place through research carried out by teacher-researchers, in the academic field, who reflect on their own professional practice in public school. With the purpose of contributing to the continuity of this debate and in order to promote the formation of students as critical citizens, this study aims to analyze the speech of students in a ninth year of elementary school class at a public school in Mossoró-RN city in relation to critical teaching of the English language for citizenship training. In the light of INdisciplinary Applied Linguistics (AL), we base our investigation with Dialogical Discourse Analysis (DDA) and Freirian Critical Pedagogy, as well as discussing some studies on the critical teaching of English in Brazil. Given this, this research aims to answer the following research question: How do students respond to English Language Teaching from a critical perspective for citizenship training in public school? Methodologically, we carried out a qualitative investigation of the action research type, through an action plan, in the context of teaching English in public schools, with the principle of education as a practice of freedom committed to social justice. The corpus of this research is made up of students' responses to the activities, through the teacher's critical pedagogical action, as well as the participants' responses to the semi-structured interview. We take these responses as concrete statements, conceiving them as links in discursive interaction. The analysis of the students' statements shows that they consider it important that English classes also promote debate in order to contribute to civic education, as these are topics present in everyday life whose discussion combats misinformation and generates knowledge that will lead for the life. According to the analysis of the students' speeches, we noticed that the majority of them said they enjoyed debating the proposed topics, as well as participating in the implemented activities. We concluded that, through the action plan implemented in eight classes with political-social themes, through the critical pedagogical action of the teacher in the English class, students felt stimulated to critical thinking when debating the themes: education and citizenship, Human Rights, gender equality and combating racism.
|
|
32
|
-
GERMANO FARIAS PASCOAL
-
THE ENGLISH LANGUAGE TEXTBOOK AND THE POTENTIAL OF DEVELOPMENT OF THE PEDAGOGY OF AUTONOMY IN THE CONTEXT OF PUBLIC SCHOOL
-
Líder : SAMUEL DE CARVALHO LIMA
-
MIEMBROS DE LA BANCA :
-
ANA MARIA PEREIRA LIMA
-
MÁRIO GLEISSE DAS CHAGAS MARTINS
-
SAMUEL DE CARVALHO LIMA
-
Data: 30-oct-2023
-
-
Resumen Espectáculo
-
This work aims to explore the Development Potential of the Pedagogy of Autonomy (PDPA) in learning English Language in state public high schools in the city of Jaguaruana, Ceará, Brazil, based on the analysis of the textbook used in these schools. The motivation to investigate the Pedagogy of Autonomy in textbooks is justified by the relevance that the development of autonomy for learning the English language. It is also motivated by the fact that we consider the adoption of the aforementioned pedagogy by the teacher to be essential, since this can encourage motivation for learning the language as well as making it more meaningful and the textbook can be a valuable instrument for its promotion. In the field of interdisciplinary Applied Linguistics, this investigation articulates Dialogical Discourse Analysis (ADD) and Freire's Pedagogy of Autonomy, taking the textbook as a statement in Bakhtin's perspective, that allows it to be touched by the theoretical discourse of Pedagogy of Autonomy in the context of learning English Language. In order to account for our study, we adopted the qualitative approach, analyzing the textbook of English Language, Anytime! Always ready for education, a single volume, selected by teachers during the 2021 edition of the Book and Didactic Material National Program (PNLD), used in the three grades of high school (1st, 2nd, 3rd), in public schools in the municipality during the 2021-2023 triennium. Given the analysis carried out, the results of the investigation point to the existence of an explicit relationship between the Pedagogy of Autonomy and the teaching English Language promoted by the textbook, materializing as of the frequency of activities that contemplate the knowledge of the aforementioned pedagogy, Critically reflect, Awareness of incompleteness, Respect for the student's autonomy, Conscious decision-making, Knowing how to listen (Availability for dialogue) and the dimensions of autonomy in learning English Language, Taking on the role of protagonists/(learning independently/self-directed), Monitoring/Self-assessment/self-regulation of learning, in all units (main/special), in six of the seven sections, Let's Start, Reading, Listening, Speaking, Writing, Self-Assessment, and its subsections. Thus, the exemplary textbook analyzed presents PDPA, which can be catched through the presence of 124 activities that favor the development of autonomy compared to the total of 142, in other words, a percentage of 87.32%. Therefore, we ascertain the existence of only 18 activities that do not present PDPA, presented in the Language Study (grammar activities) section, a percentage of just 12.68%. Faced with a significant number of activities with PDPA, it is up to the teacher, through their pedagogical practice, to use the English Language textbook so that this potential is realized and the development of students' autonomy is achieved.
|
|
33
|
-
ERISVALDO RODRIGUES ALCÂNTARA
-
TEACHING CHORO AND DIGITAL TECHNOLOGIES: A LEARNING EXPERIENCE
-
Líder : GUILHERME PAIVA DE CARVALHO
-
MIEMBROS DE LA BANCA :
-
GUILHERME PAIVA DE CARVALHO
-
ELIANE ANSELMO DA SILVA
-
GIANN MENDES RIBEIRO
-
TIAGO DE QUADROS MAIA CARVALHO
-
Data: 30-oct-2023
-
-
Resumen Espectáculo
-
This work addresses the Teaching of Crying and Digital Technologies: A study on the teaching of crying through a self-narrative. It aims to understand how the teaching of crying mediated by digital technologies occurred in my learning. As well as carrying out a brief study on the history of choro and digital technologies in Brazil until Mossoró, verifying how digital technologies served as mediators in teaching choro. Discuss the relationship between digital tools in the teaching process and analyze the main concepts and definitions about teaching crying mediated by digital technologies. The data for this work was collected through chats with teachers, musicians, connoisseurs and some students. The researched object, as research subjects, contains some questions where we seek to obtain as many answers as possible to complete this work.
|
|
34
|
-
AMANDA APARECIDA DA COSTA
-
POLITITY STRATEGIES IN THE GENDER DEBATE IN THE CLASSROOM OF STUDENTS DEPRIVED OF FREEDOM: CONTRIBUTIONS TO THE TEACHING OF ARGUMENTATION IN ORAL TEXTS
-
Líder : ANANIAS AGOSTINHO DA SILVA
-
MIEMBROS DE LA BANCA :
-
EVANDRO DE MELO CATELÃO
-
ANANIAS AGOSTINHO DA SILVA
-
SAMUEL DE CARVALHO LIMA
-
Data: 31-oct-2023
-
-
Resumen Espectáculo
-
In this research, we seek to analyze politeness strategies in the debate genre in the classroom of students deprived of their liberty and, based on this, present contributions to the teaching of speaking and argumentation. To this end, we understand that all discourse is constitutively argumentative, regardless of its compositional organization and the communicative situation in which it is produced. Thus, we highlight linguistic politeness, which refers to a set of behaviors, expressions and actions used to demonstrate respect, consideration and courtesy in social interactions. Given this premise, politeness and argumentation strategies can be used in an interconnected way to facilitate effective and persuasive communication. Therefore, we established the following objective for this research: to investigate which politeness strategies are used by students deprived of their freedom in constructing arguments in interactions carried out in the debate genre. As specific objectives, we sought to identify the politeness strategies used by these students in the debate genre; observe how these strategies impact the construction of the argument, considering the types of arguments used by students; develop, apply and evaluate the application of a didactic booklet aimed at teaching speaking and argumentation in the debate genre. The theoretical contribution of this research is located, in a macro way, in the field of Textual Linguistics, based on authors: Marcuschi (2001; 2003), Antunes (2003), Fávero, Andrade and Aquino (2003), Aquino (2005), Silva (2020); in the theory of pragmatics we address Goffman (1970), Brown and Levinson (1978), Leech (1983); in discourse analysis, among other authors, we use Perelman and Olbrechts-Tyteca (2005), Kerbrat-Orecchioni (2006), Ferreira (2014), Amossy (2020). The methodology adopted is qualitative and applied in nature, descriptive in nature based on action research. The analysis of the corpus focuses on direct transcriptions of the debate genre, collected from the implementation of a workshop on regulated debate and argumentation. The results indicate that the subjects used argumentative techniques, such as analogy, arguments from authority, argument by dissociation of notions, among others. During the regulated debate, positive politeness strategies occurred, with the aim of avoiding direct confrontations during the argument, as well as presenting several episodes of negative politeness to threaten each other's face. From this use, we understand that politeness strategies played a significant role in the construction of the argument, since they affected the way in which the subjects presented themselves during the regulated debate. Finally, the regulated debate workshop promoted an enriching experience for students of the prison system, especially in how to conduct a regulated debate.
|
|
35
|
-
Thrycia Viviane Gadêlha Macena Oliveira
-
Não informado.
-
Líder : EMERSON AUGUSTO DE MEDEIROS
-
MIEMBROS DE LA BANCA :
-
SEBASTIÃO SILVA SOARES
-
EMERSON AUGUSTO DE MEDEIROS
-
FRANCISCO VIEIRA DA SILVA
-
MARCELO BEZERRA DE MORAIS
-
Data: 31-oct-2023
-
-
Resumen Espectáculo
-
This research has as its central theme the music degree curriculum at UERN, and was limited to the analysis of the Pedagogical Course Project (PPC) and pedagogical training from the perspective of public school teachers, graduates of the course. As a research problem, he highlighted: how has the curricular process of initial teacher training in the Music Degree at UERN been developing? The general objective of the work is to analyze the curricular process of initial teacher training in the Music Degree course at UERN. The specific objectives are: (a) Investigate the 2014 PPC of the UERN Music Degree; (b) Describe the place of pedagogical training in the 2014 PPC of the UERN Music Degree; and (c) Think about whether the UERN Music Degree curriculum, from the perspective of public school teachers who are graduates of the course, is in line with the teaching of Music in Basic Education. The research used a qualitative approach and was characterized as a case study. In addition, a documentary analysis of the PPC (2014) of the UERN Music Degree was carried out, as well as semi-structured interviews with two graduates of the course who are working in Basic Education in the Municipality of Mossoró, Rio Grande do Norte, Brazil. As a technique for data analysis, Discursive Textual Analysis (ATD) was used. The study was based on authors with a critical basis both in terms of the curriculum and the initial training of Music teachers to work in Basic Education, they are: Silva (2001; 2010), Sacristán (2000; 2013), Penna (2004), Saviani (2009), Gonçalves (2013), Pereira (2013), Dias e Passos (2016), Medeiros, Dias and Olinda (2020), among others. Furthermore, the normative basis regarding the initial training of Education teachers was considered, such as Resolution CNE/CP No. 2/2019 and Resolution CNE/CP No. 2/2004. It is concluded that the PPC (2014) of the UERN Music Degree includes, for the most part, the prescriptions of the normative documents referenced for teacher training in Brazil, especially for the initial training of Music teachers. However, considering the reality of the teachers who participated in the research working in public schools, there is a need to rethink the initial training of teachers in the Music course, as well as the organization of their curriculum, with regards, mainly, to considering that the The Basic Education discipline that includes Music is the Art discipline and not a specific Music discipline.
|
|