Ensino, Educação Básica e Formação de Professores

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http://repositorio.ufes.br/handle/10/17479
Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores

Centro: CCENS
Telefone: (28) 3552 8731
URL do programa: http://www.ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC

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Navegando Ensino, Educação Básica e Formação de Professores por Autor "Abreu, Vanessa Holanda Righetti de"

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    O terrário como prática pedagógica: promovendo a educação ambiental crítica na educação infantil
    (Universidade Federal do Espírito Santo, 2024-07-02) Oliveira, Márcia de Souza; Abreu, Vanessa Holanda Righetti de; https://orcid.org/0000-0002-2989-3151; https://orcid.org/; http://lattes.cnpq.br/; Peçanha, Anderson Lopes; https://orcid.org/; http://lattes.cnpq.br/; Abreu, Karla Maria Pedra de; https://orcid.org/; http://lattes.cnpq.br/
    The school is a place of learning and construction of knowledge; therefore, discussing the theme of environmental education in different teaching modalities is crucial for developing the critical thinking of the subjects involved in this process. The terrarium is a practice that aids in children’s education and contributes to sustainable development. This research aimed to investigate the process of continuing education for teachers and its relationship with the teaching of Critical Environmental Education and Scientific Literacy in Early Childhood Education, using the terrarium as a practical environmental activity. The methodology employed was a qualitative approach and a case study involving the construction of a terrarium as a practical experiment. The subjects of the process were teachers working in Early Childhood Education and PreSchool from two municipal schools in the city of Cachoeiro de Itapemirim, and their respective schoolchildren. The research was conducted between August and November 2023, totaling ten meetings. The following data collection instruments were used in the study: document analysis, observation of daily school activities, questionnaires, field diary, and the development of a didactic sequence with the application of the terrarium. Based on the data production instruments, the results were evaluated through content analysis, in which four categories were created for thematic analysis: concepts explored and the degree of influence of continuing education in Critical Environmental Education in the view of participating teachers; science teaching in early childhood education; knowledge and use of the didactic sequence and the terrarium as pedagogical practices; and knowledge and existence of socioenvironmental projects included in the schools’ Political-Pedagogical Project. It was possible to observe the need for specific continuing education in Critical Environmental Education for teachers and that the practical experiment with the terrarium helped stimulate and understand content related to concepts and theories to guide children in Early Childhood Education in favor of Critical Environmental Education and Scientific Literacy, contributing to the development of critical thinking and environmental awareness.
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    Resolução de problemas nos processos de ensino de Matemática na Educação Básica: uma proposta com alunos do 6º ano do ensino fundamental
    (Universidade Federal do Espírito Santo, 2023-08-25) Amaral, Andre Silveira do; Abreu, Vanessa Holanda Righetti de; http://lattes.cnpq.br/4665452925539605; https://orcid.org/; http://lattes.cnpq.br/0783725983073969; Mota, Janine Freitas; Oliveira, Alana Nunes Pereira de; http://lattes.cnpq.br/5266907472738525; Gualandi, Jorge Henrique; http://lattes.cnpq.br/3386420572368441
    Mathematical problem-solving is a teaching and learning methodology that enables students to construct their mathematical thinking. In this process, the teacher serves as a learning mediator and actively cooperates to provide learners with the opportunity to mobilize knowledge of mathematical concepts and procedures. The present study aimed to investigate how the teaching and learning methodology of problem-solving, proposed by George Polya, assists 6th-grade elementary school students in mobilizing mathematical knowledge to solve various types of mathematical problems. The research was qualitative, naturalistic, or field-based, involving students from Muqui municipal school, in the southern region of Espírito Santo. Data collection occurred through three stages: the application of the first set of problem situations; socialization; and the application of the second set of problem situations. The data obtained were analyzed using the four phases of the problem-solving process theory defined by Polya (2006). The studies demonstrate that problem-solving in the teaching of Mathematics is most effective when it is primarily based on the understanding of concepts and the existence of the phases leading to solution, including understanding, planning, plan execution, and, finally, reflection. Therefore, teaching Mathematics through contextualized problem-solving should be seen as an opportunity to educate, and formal content should be addressed through context-based themes from the students’ environment, constantly stimulating their imagination and encouraging them to create their own problem-solving strategies.