Mestrado Profissional em Ensino de Biologia em Rede Nacional

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Nível: Mestrado Profissional
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Navegando Mestrado Profissional em Ensino de Biologia em Rede Nacional por Autor "Barrella, Tatiana Pires"

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    Desafios e potencialidades da construção de um tema gerador para o ensino de ecologia em uma escola urbana
    (Universidade Federal do Espírito Santo, 2025-03-27) Pereira, Maria da Conceição Alves; Muscardi, Dalana Campos; https://orcid.org/0000-0001-7936-7363; http://lattes.cnpq.br/7585552685515553; https://orcid.org/0009-0001-4149-3476; http://lattes.cnpq.br/8545459413312622; Teixeira, Marcos da Cunha; https://orcid.org/0000-0002-3564-2180; http://lattes.cnpq.br/9783956535209540; Barrella, Tatiana Pires; https://orcid.org/0000-0001-8061-4341; http://lattes.cnpq.br/9138274506570489
    The Freirean Thematic Approach (ATF) has been indicated as a teaching practice that allows working on the curriculum in a democratic and inclusive way, as provided for in the BNCC. Thus, the curricular structuring through ATF allows for the highlighting of significant situations for students, as these are problems that make up their universe. The proposal of this work consisted of the construction of a Generator Theme (TG) in an urban school, having as ATF the teaching of Ecology contextualized with local environmental problems. In this way, local problems were identified and addressed, through in-depth discussions, contributing to a better understanding of a theme to be generated from an ATF. The methodological procedures developed here, through qualitative, exploratory and educational development research, were based on the development of an ATF, using the systematization of the five moments developed by Delizoicov (1991). The data were systematized in the form of an investigative didactic sequence, developed in a procedural manner to construct the TG. The development of this work made it possible to relate school content with the students' experiences and to break down the barriers of curricular tradition through innovation in pedagogical practices. In the context of this research, the awakening of reality and the awareness of conflicting situations probably provoked in the students the desire to change the observed scenarios, from the moment in which they made a critical reflection on their experiences, an action that is the basis for social transformation. This can represent an excellent start for changing attitudes and consequently improving socio-environmental conditions, even in the future
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    O uso do plano de estudo da pedagogia da alternância no ensino e aprendizagem de bioquímica em uma escola pública regular urbana: uma experiência de ensino investigativo a partir da realidade
    (Universidade Federal do Espírito Santo, 2022-07-15) Capaz, Josieli Parteli; Muscardi, Dalana Campos; https://orcid.org/0000-0001-7936-7363; http://lattes.cnpq.br/7585552685515553; https://orcid.org/0000-0001-7966-4464; http://lattes.cnpq.br/5981146544555130; Aoyama, Elisa Mitsuko; https://orcid.org/0000000231312782; http://lattes.cnpq.br/0299586072690797; Barrella, Tatiana Pires; https://orcid.org/0000-0001-8061-4341; http://lattes.cnpq.br/9138274506570489
    In urban regular public schools (RPS), the idea of the superiority of scientific content in relation to everyday knowledge still prevails, fragmenting knowledge and subalternizing popular knowledge. As a strategy to overcome this configuration and seeking for the school to act based on the totality of knowledge, so that the lived reality is part of the teaching and learning processes, we seek Teaching by Investigation and the Pedagogy of Alternation as inspiration to promote processes of teaching and learning in Biology contextualized and guided by the exercise of questioning and critical reflection. The understanding, for example, about the biochemistry of food, which was the focus with which we worked, allows students to make more conscious decisions, basing their choices about which foods are important, beneficial and necessary for the maintenance of health. and which ones are harmful, being necessary to avoid them. In addition, the study of biochemistry allows us to understand the effects of food and nutrients on the body. However, the approach to this content is not always in a way that allows this critical awareness to the student, who, as a result, often finds it difficult to understand, which is related to the teaching and learning perspective. adopted in the classroom. Commonly, the approach to content is based on the intense use of expository methods, causing students to not feel motivated or to take ownership of the content. To avoid this, in an urban RPS, we used the Study Plan (SP), a mediation typical of the pedagogy of alternation, used in rural schools, seeking to develop a differentiated didactics in the Biology discipline in a school characterized by traditional pedagogy. In this context, the dissertation presented here has as its research problem the following question: how can the Study Plan for the Pedagogy of Alternation be used in the discipline of Biology in a regular public school and what is its impact on the teaching and learning processes? To answer this question, the study made use of qualitative-quantitative approaches and the action research method, aiming to consolidate, in a pedagogical material, a teaching and learning experience that pointed out the potential of the SP for the teaching of biochemistry in urban RPS's . The production of data took place with a class of the 1st grade of high school located in São Gabriel da Palha, northwest of Espírito Santo, using a combination of techniques. To collect them, we used observation recorded in a logbook, document analysis - the documents, in this case, were reports produced by students during the development of the SP - and application of questionnaires. The analysis of data from structured questions was performed using graphs and took into account the data collected by the set of techniques, promoting their intertwining. The data obtained with the unstructured items, in turn, were, as well as those obtained in observation, subjected to content analysis, as recommended by Bardin (2016). The conclusion obtained is that the Study Plan for the Pedagogy of Alternation presents several possibilities of use outside its original context and that teaching based on the reality of the subjects contextualizes scientific knowledge and drives the teaching and learning processes. Experience has shown that, although different, there is an approximation between SP and research teaching, which leads us to defend the use of this combination in urban RPS's.