Ensino na Educação Básica

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http://repositorio.ufes.br/handle/10/17608

Programa de Pós-Graduação em Ensino na Educação Básica

Centro: CEUNES
Telefone: (27) 3312 1575
URL do programa: http://www.ensinonaeducacaobasica.ufes.br/apresenta%C3%A7%C3%A3o-0

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Práticas inovadoras de histologia na educação de jovens e adultos
(Universidade Federal do Espírito Santo, 2015-10-29) Freitas, Joana Lúcia Alexandre de; Locatelli, Andrea Brandão; Mancini, Karina Carvalho; Prado, Gustavo Machado; José, Helder
Histology is a part of biology that studies the organization of tissues, their origins and functions. Its effective learning ensures better performance in areas such as Embryology, Anatomy and Physiology. Despite its importance, it is worked with poor emphasis and significance in Elementary and High School, especially in the Young and Adult Education, a type of education created only with the purpose of teaching adults and later young how to read and write. This education modality faced many struggles in the past for today find space in public institutions and pair with regular education as the skills and abilities to be acquired by their students, that go beyond learning the scientific and sociocultural knowledge, also need to be aware of the reality they live, in order to intervene and to contribute to the progress of Brazilian society. Therefore, it is necessary to work the contents, including Histology, quickly, but in a contextualized form to attend the educational needs of these students. However, this does not happen often, which causes doubts and learning disabilities. Given this reality, the work aims to analyze the practices in the process of learning and teaching Histology with dynamic, contextualized and recreational classes perfecting teaching in a class of the First Stage of Young and Adult Education. The perspective of this work is the replacement of traditional identification and classification of histological tissues classes that, if not allied with other teaching techniques, make the content tiring and full of repetitions. The work is based on the ideas of Andragogy, Playfulness, Neuroscience and Information Technology, and seeks dialogue with the reflections of Paulo Freire, Leonor B. Guerra, Ramon M. Consenza and Paulo Nunes de Almeida. . Based on these references, the use of dialogued lectures associated with games, researches and experimentation was used. The results demonstrate that, in addition to contributing to the improvement of Histology learning, Andragogical, Recreational and Neuroeducational techniques can provide progress in other educational areas, encouraging more education professionals to adapt them to their disciplines.
Problemas recreativos na obra O Homem que Calculava, de Malba Tahan, e a resolução de problemas
(Universidade Federal do Espírito Santo, 2015-11-24) Segantini, Clarice; Siqueira Filho, Moysés Gonçalves; Cesana, Andressa; Sad, Lígia Arantes; Fassarella, Lúcio Souza
This research aims at investigating and analysing the appropriations and representations of a particular group of high school students from “Nestor Gomes” Elementary and High School faced with problems from the book The Man who Counted, by Malba Tahan, in a problem-solving environment, as well as analysing the records kept by the students as they solved the problems. It presents a brief history of problem-solving, sometimes approached as content, others as practice, or yet seen as methodology. It shows important mathematicians as disseminators of recreational mathematics. It is a qualitative nature case study. It uses triangulation for data analysis. Roger Chartier's cultural history concepts of representation, appropriation and practice offers its theoretical framework. It describes students' output in the problem-solving workshops and indicates that recreational problems not only stimulate interest, creativity, imagination and the use of particular strategies for resolution but also encourage questioning, discussions and teamwork among students. It demonstrates students' difficulties with comprehension and mathematical calculations. It reports that the selected problems include cultural and social aspects, going beyond mathematical concepts.
Modelagem matemática como ambiente de aprendizagem e as representações emergidas de um grupo de alunos do ensino médio sobre suas aulas de matemática
(Universidade Federal do Espírito Santo, 2015-11-26) Tessaro, André; Siqueira Filho, Moysés Gonçalves; Fassarella, Lúcio Souza; Cesana, Andressa; Caldeira, Ademir Donizeti
This research presents reflections of some studies on modeling in mathematical education, highlighting different points of view as, for example, the lack of obligatoriness to build a model itself. Based on a qualitative ethnographic research, it offers important arguments which place mathematical modeling as one of the possibilities that counteract the exercise paradigm, considering the student as an active agent in their knowledge construction. It uses field diary, questionnaire and collective interviews as instruments, and uses categorization and triangulation in data analysis. It works with representation, appropriation and practice, concepts discussed by Roger Chartier, also identifying four dimensions of representations about the math class, which emerged from a group of students, newcomers to a state high school, when involved in mathematical modeling activities.
Cartografias do ensino de filosofia no ensino médio : experiências em escolas públicas estaduais de Aracruz, ES
(Universidade Federal do Espírito Santo, 2015-12-16) Piol, Andréa Scopel; Paiva, Jair Miranda de; Silva, Sandra Kretli da; Salim, Maria Alayde Alcantara
This thesis presents experiences and assemblages produced in the philosophy teaching, in high schools publics in Aracruz, ES. Questions the education and the training of philosophy teachers who make up a field of tensions and subjectivities processes. Puts in relevant modes of teaching and learning philosophy in school daily, charting the movements and inventive catches. Reactive the concepts of Deleuze-Guattari, Walter Kohan and Sílvio Gallo and thinks philosophy and its teaching from the perspective of thought experiment and the creation of concepts. Takes as a methodological reference the Deleuze cartography, in which points to the accompaniment processes that are done from forces, intensities, flows, movements, interactions, inventions, thoughts, assemblages. Uses participant observation, questionnaires, interviews, conversations networks and field diary. From the theoretical point of view, thinks in a philosophical practice in the context a smaller education, which promotes everyday politics, produces resistance and creates new ways of thinking this teaching. The results show weaknesses both in the training of philosophy teachers as in the teaching processes and philosophical learning, on the other hand, point out potential in the arts of making curricula in everyday, stating creative philosophical experiences. It states that it is possible to invent a philosophy of teaching with thoughts of flows, connections, inputs and outputs.
A educação pública primária espírito-santense : vestígios da matemática na formação de professores no período de 1892 a 1960
(Universidade Federal do Espírito Santo, 2015-12-19) Pezzin, Ana Cláudia; Siqueira Filho, Moyses Gonçalves; Cesana, Andressa; Valente, Wagner Rodrigues; Fassarella, Lúcio Souza
This research analyses the training process of primary school teachers in Espirito Santo State, in the period 1892-1960. It aims at understanding how math instruction happened in training courses offered, in general, by Normal Schools (high schools which train students to be basic education teachers). It uses Cultural History, in Chartier's perspective, to clarify the history of education in the State mentioned above, considering the elements inherent to this movement, such as teaching methods, school evaluation and teachers' actions. The period of time researched is tied to an age of important modifications to Education in Espírito Santo: in 1892, the first Normal School was founded in the State; in 1908, emphasis is placed on Gomes Cardim Reform, by Professor Carlos Alberto Gomes Cardim (an educator from São Paulo State). In the transition from the 60's to the 70's, Normal Shchools were replaced by Teaching Courses, what made teacher training start a new time on its path. In order to comprehend how the ideas which ended up in that reform emerged, it was necessary to understand education since the time Brazil was an Empire (19th century), what made it possible to set a context. Then, a search was carried out to verify the reorganization of education started with the establishment of a republic in Brazil. The source of research includes national and regional (Espírito Santo) official legislation in the field of education, reports sent to the government by Instruction Secretaries and/or School Inspectors, written exams taken by students from two normal schools located in Espírito Santo in the 1930s, the periodical named “Revista de Educação” and teaching manuals, publications which were accessible to Espírito Santo's teachers. It presents some Math Instruction Programs, providing counterpoints between Normal Teaching and Primary Teaching, the teaching methods adopted at that time and distinctions drawn between students according to their gender. In relation to the teaching of Mathematics, it identifies that rigor and mathematical concepts were priorities and that there were no worries about interdisciplinarity among mathematical branches. It verifies that the guiding principle of teaching training for elementary teachers from Espírito Santo was not “what to teach”, but “how to teach”, what made discussions related to Teaching Methodology extend for many years in the State. It indicates that Espírito Santo followed educational measures which were previously adopted in São Paulo, considered as a reference in educational renewing for many Brazilian States. However, Espírito Santo faces economical and political difficulties in achieving the objective of training teachers according to the “modernization” aimed by Public Education.
Uma experiência didática para a aprendizagem de frações : matemática para residentes de uma casa de passagem
(Universidade Federal do Espírito Santo, 2016-02-29) Chequetto, Jonas José; Cesana, Andressa; Fassarella, Lúcio Souza; Kill, Tércio Girelli; Siqueira Filho, Moysés Gonçalves
Investigates what aspects may emerge from conducting an educational experience in learning fractions with students of Basic Education which reside at the Casa de Passagem of São Mateus - ES, an institution which houses teenagers in socially vulnerable situation characterized by factors that lead to the disintegration of their families. Sets a qualitative research based on an ethnographic case study, organized according with Didactic Engineering. Uses interviews, participant observation and field diary as the main instruments of data collection. Identifies the views of residents about mathematics and about fractions and elaborate, apply and analyze an instructional sequence designed for learning fractions, based on the Theory of Didactic Situations, on the using of games and manipulable materials as teaching resources, as well as on the current views on the teaching and learning fractions. Also uses the contributions to Mathematics Education from the conceptions of D'Ambrósio, in the way to an Universal Education; Freire, opposing Banking Education and Problem-Posing Education and Skovsmose, in opposition to the Exercise Paradigm and Ideology of Certainty. The results emphasize the negative implications of family breakdown in the learning of residents, as well as the influence of traditional models in teaching mathematics, pointing to the contribution of educational resources such as games and manipulable materials, toward a ProblemPosing Education.
Saberes e práticas no processo de inclusão escolar no município de Teixeira de Freitas-Bahia
(Universidade Federal do Espírito Santo, 2016-03-08) Oliveira, Elizete Costa dos Santos; Gonçalves, Agda Felipe Silva; Jesus, Denise Meyrelles de; Paiva, Jair Miranda de
The emphasis of this research is focused on the pedagogical practice developed by the teachers in regular education classrooms, practices that drive inclusion. It is highlighted the teaching expertise and the teacher’s acknowledgement as the main mediator of learning. It aims to analyze how the schooling process occurs and identify challenges and opportunities for the inclusion of students with disabilities in public schools. The study is based on the theoretical matrix of the historic cultural perspective of Vygotsky, advocate that learning occurs through social interactions. The research is a qualitative approach, of ethnographic category, with the data collected through the focal group and experience reports, whose content analysis was divided into three groups: 1st Data Group - Formation meetings with the professionals of the education system and parents of students with disabilities; 2nd Data Group - Reports of the practices of teachers with students who have disabilities; 3 rd Data Group - Testimonials and perceptions of teachers within the focal group meetings. The framework of individuals participating in the research is composed of nine (09) teachers who teach disabled students in six (06) schools in the municipal public system of Teixeira de Freitas, Bahia. The survey data indicate the barriers to inclusion, among which stands out the absence of training courses for teachers in inclusive education. As an extension of the research, 20 training meetings were developed for municipal teachers. The results show that the process of inclusion was driven through practice and mediation developed by teachers in the school context. It indicates that the teachers found other new possibilities to work the particularities of their students with disabilities, considering their potential. It points out the theoretical basis as necessary to make teaching practices more reflective and consistent. The results also indicate that the inclusion of students with disabilities must have the participation of all involved in the education system of the city studied.
A interdisciplinaridade na perspectiva de integrar as disciplinas da área de ciências da natureza e matemática
(Universidade Federal do Espírito Santo, 2016-03-16) Oliveira, Elisandra Brizolla de; Santos, Franklin Noel dos; Prado, Gustavo Machado; Tavares, Dirce Encarnacion
With globalization, the advance of science and technology has been accented. We have experienced a period of intense cognitive, perceptual and cultural transformations and in this context the school is called upon to participate in these changes, in reason to be a privileged place for the transformation of human beings in formation. In this context, interdisciplinarity has been discussed in Brazil for some years in literature, in official documents, as well as studies and researches in general, linked to education. In so far as the interdisciplinarity concepts are inserted and consolidated in the academic field, they assume new meanings, adding strength to the proposal of a contextualized and interdisciplinary integral formation. However, this movement in order to break the fragmented knowledge does not happen displaced from society, as it allows educational institutions to go beyond the organization and disciplinary curricular education and their educational processes and potentiate an contextualized integral formation, inspired by the assumptions of interdisciplinarity. The quest for overcoming this fragmentation occurs through the integration between different subjects or knowledge areas, and it is configured as interdisciplinary interaction movement and may be potentized by dialogue, negotiation and partnership. Notwithstanding, these understandings and definitions that underlie the proposed integration through interdisciplinary knowledge remain polysemic and its development in practice faces difficulties in the educational field. Likewise discussions about Curriculum in the Brazilian educational field have conquered pride of place, being able to be visualized by the amount of guidelines, norms and reformulations in all modalities of teaching. This research aimed to systematize theoretical and methodological elements that allow to develop interdisciplinarity between Biology curriculum proposal from the state of Espírito Santo and the Science of Nature subjects and Mathematics and to investigate the challenges of integration in the perception of teachers and students. Emphasis is placed on qualitative approach and discourse analysis, through a questionnaire applied to fifteen teachers in the field of the natural sciences and the one hundred and twenty students of different modalities of courses and working shifts, offered at a state school in the city of Pinheiros/ES. The investigation results suggest lack of training from the teachers about interdisciplinarity, as well as the legal documents that underlie this practice. The challenges pointed by teachers for the effectuation of a practice in the perspective of interdisciplinarity go through teachers turnover, lack of time to collectively planning in view of the effective work schedule that signalizes the loss of school autonomy to create, plan and execute the school curriculum in detriment of the implementation of a single curriculum throughout the state public, which does not consider the reality. The investigation has also contributed to evidence the conception that teachers have about the curriculum integration in the perspective of interdisciplinarity. Among the students it is evident that the proposed work by Knowledge Areas is unknown. In summary, we defend that interdisciplinarity should be built collectively among peers that involve articulation between different areas of knowledge, in order to seek a more integrated and contextualized vision of society and the human being, and that the school, through the integrated curriculum, can play its role in the formation.
Ensino e aprendizagem de divisibilidade através da resolução de problemas : experiência com uma turma de 6° ano do ensino fundamental
(Universidade Federal do Espírito Santo, 2016-03-17) Fernandes, José Aparecido da Silva; Fassarella, Lúcio Souza; Onuchic, Lourdes de la Rosa; Siqueira Filho, Moysés Gonçalves
The present dissertation aims to investigate the contributions of the methodology of Problem Solving in the teaching and learning process of divisibility with natural numbers, to students of 6th grade of Elementary School. It is characterized as qualitative research in the form of case study of ethnographic type, organized according to the Methodological Model of Romberg-Onuchic. For data collection is used field diary, participant observation and interview; furthermore it describes the productions of the students throughout the application of the activities from the working plan. It has as research question: what contributions of the Methodology Problem Solving can propitiate for teaching and learning the divisibility theme to 6th grade students of elementary school from a public school in Espírito Santo? The general objective is to select and apply didactic activities about divisibility using Problem Solving as methodology of teaching as preconized by Allevato and Onuchic and analyze the process of learning in the perspective of student participation to their own knowledge. It has been verified that during the development of activities, construct there was considerable improvement of students in several aspects: at the behavior, organization, individual participation and collaborative work, besides the learning of several concepts and techniques related to divisibility.
Cosmologia e atividades investigativas no ensino médio : um estudo sobre efeitos dessa abordagem sobre a aprendizagem dos estudantes
(Universidade Federal do Espírito Santo, 2016-03-17) Seferin, Ádila Motta Leite; Coelho, Geide Rosa; Alvarenga, Flávio Gimenes; Pereira, Márcia Regina Santana; Buffon, Luiz Otávio
This dissertation adopts the idea of teaching and learning by conducting investigations as a basis for the structuring a Teaching Sequence on Cosmology and Modern and Contemporary Physics for high school, focusing on three investigative activities. The goal is to understand how to use this approach contributes to the learning of different content types - conceptual, procedural and attitudinal - students through knowledge sharing in the classroom. The research is qualitative, guided by the perspective of critical-collaborative action. It was developed by an educational intervention carried out in Public High School, located in Vitória-ES in 2014. The research involved 134 students of the second year enrolled in the afternoon shift and the Physics teacher responsible for the class. In addition to the proposal for Teaching Sequence we has developed a text on cosmology for conceptual support, media material for use in the exhibition-dialogued classes and three proposals for investigative activities. The data that subsidize analyzes were produced by means of investigative activities and representation of the Universe, a researcher's field diary and opinion questionnaire answered by the students. The results point to an evolution in the level of generalization of the students in the formation of scientific concepts related to Cosmology. In addition to having a satisfactory procedures development index related to the organization, strategies, inferences and systematization, in preparing the research plan in an attempt to solution to the proposed problem. Changes were observed with regard to learning of attitudes of the students such as respect with colleagues and improved teamwork, autonomy and critical in the search for solutions of the presented activities. Thus, it is possible to discern potential in adopting the perspective of Inquiry-Based Teaching and its potentialities for addressing Cosmology topics for insertion of Modern and Contemporary Physics in High School dynamic and contextualized way, allowing time students further discussion, learning and engagement in the learning process.
A educação ambiental no entorno do Parque Estadual de Itaúnas : desafios no enfrentamento das questões socioambientais
(Universidade Federal do Espírito Santo, 2016-03-17) Santos, Geysa Mota dos; Prado, Gustavo Machado; Silva, Erica Duarte; Santos, Franklin Noel dos; Mancini, Karina Carvalho; Teixeira, Marcos da Cunha
The general objective of this research was to evaluate the actions of Environmental Education (EE) put into practice in communities surrounding Itaúnas State Park – PEI, Conceição da Barra-ES. The following studies were specifically conducted: (1) collection and characterization of environmental education actions carried out by schools and private and public institutions; (2) residents' views on range of environmental education activities offered (formal and not-formal). Based on exploratory research, actions and programs of environmental education developed in Itaúnas region, inside schools and focused on the population in general were gathered. Participants from four communities took part in the research: 19 residents, 11 teachers and 10 students (elementary and high school) from three institutions. Data on the community perception of EA offering (formal and not-formal) was collected through semi-structured interviews, and the records of actions performed were obtained by means of interviews with public managers and documental analysis. Data collection was made from November, 2014 to July, 2015. Research showed that the process of documenting, registering and filing EE activities has not been efficient, since only 5 projects records could be found, what made it impossible to analyse properly the characteristics of activities done. On the other hand, after the interviews different socio-environmental problems that have been faced by EE emerged, as well as the agents responsible for the actions. In general, research found out that EE in course in the communities around PEI, both formal and not-formal, has been characterized by specific activities. Moreover, is was noticeable the dissatisfaction of communities with the actual offering of long-lasting projects which respond to local socio-environmental demands. The results show the path followed by EE in the surroundings of PEI and will stimulate discussions about its role in the communities on the borders of Conservation Unities.
Programa de formação continuada dos professores e pedagogos do ensino médio (PNEM) em São Domingos do Norte/ES : foco na cultura docente
(Universidade Federal do Espírito Santo, 2016-03-17) Barbosa, Leonice; Rocha, Sandra Mara Santana; Porto, Paulo Sérgio da Silva; Morila, Ailton Pereira; Ventorim, Silvana
Every teacher training process goes through cultural relations established in the school environment. Therefore, identifying the cultures which are present and influence these processes might be decisive in any initiative success. People who propose to study current teacher training processes must be aware that those practices will succeed (or not) if they go according to the teaching cultura that prevails in that specific space. It is yet important to consider that, the more such culture is collaborative and cooperative, the most successful the program will be; however, in case of a balkanization cultura, the program must pursue a rupture with the segmentation in groups, shielding the danger of imposed collegiality. This paper is about teacher's conceptions of school, organizational and teaching/professional culture, as well as of balkanization, collegiality and collaboration, using literature of the subject, based on authors such as Laraia (2001), Hargreaves (1998), Santos (2000), Rodriguez (2006) and others. Further, it presents notes on High School Pedagogues' and Teachers' Continuing Education Program (PNEM – Ordinance 017- R), in Espírito Santo State. Methodology includes literature review, field and documentary research and focus group, carried out in São Domingos do Norte/ES, with 24 participant teachers and the program management team (UFES), by means of questionnaires. It is evident that, although the program presents a proposal formulated in order to stimulate collaboration culture, it continues firmly tied to artificial collegiality, with roots in balkanization.
Trabalho de campo como estratégia de ensino da geografia : identificando a aprendizagem significativa
(Universidade Federal do Espírito Santo, 2016-03-21) Salles, Cristiano Ottoni Teatini; Santos, Franklin Noel dos; Locatelli, Andrea Brandão; Prado, Gustavo Machado; Costa, Ricardo Ramos; Deorce, Mariluza Sartori
Regarding the constant changes of modern world, new readings related to teaching practices and strategies in basic education become necessary. Therefore, this paper assesses the use of fieldwork as an important methodological resource of Geography teaching-learning and the potentialities of this instrument in promoting Significant Learning. Supported by a reading of Humanist Geography and the Theory of Significant Learning, the fieldwork is studied as an instrument capable of awakening an inclination in learning from the students’ emotions and feelings inserted in the space and the occurrence of learning in a significant way in spaces of non-formal education, in the view of the formation of more critical and conscious citizens. Therefore, two fieldworks with high school students from the integrated technical course of IFES, Campus Linhares, ES were accomplished. Data collection were performed with the use of recording instruments of perceptions and experiences of students in field with pictures and texts and confrontation situations, problems, interviews and dialogues in a direct contact with other realities. The qualitative methodology of the Content Analysis was used for data analysis where conditions and evidences of Significant Learning were tried to be identified. Thus, it was possible to verify the fieldwork as effective in the development of a critical and investigative look and as a relevant procedure in the finding and production of students and teachers’ development in the promotion of Significant Learning, and the extension of its use in pedagogical practices of teaching regarded as important, mainly related to basic education.
Diversidade e inclusão no pacto nacional pela alfabetização na idade certa : concepções de professores de um município do extremo norte capixaba
(Universidade Federal do Espírito Santo, 2016-03-21) Santiago, Gracielle Alves; Paiva, Jair Miranda de; Locatelli, Andrea Brandão; Victor, Sonia Lopes; Silva, Sandra Kretli da; Salim, Maria Alayde Alcantara
In recent years, literacy has received special attention in an attempt to decrease the illiteracy rate among the actions, we highlight the National Pact for Literacy in the Age One (PNAIC), whose purpose is to alphabetize the children up to eight years old. The survey was conducted with teachers, teacher students of the program in the municipality of Pedro Canario / ES. We had the general objective of this study was to analyze the diversity of concepts and inclusion present in PNAIC and conceptions of literacy teachers in the municipality of Pedro Canario about these concepts. The methodology used to carry out the work was the qualitative approach, through the study method of exploratory case, which collect data from the documentary analysis of five notebooks PNAIC and conducting semi-structured interviews with eight teachers, teacher students. The findings point to discussed from the selected theoretical framework: Vygotsky (1997, 2009, 2010) and Bakhtin (2011). At the end of the analysis of notebooks, we realize that in 2013 books the theme Inclusion and Diversity has worked in three books as a synonym of heterogeneity, ie plurality of tastes, genres, ideas, etc., in Special Education notebook worked in the same year the notes presented are guided in only describe the shortcomings of students and working documents in 2014, focusing on mathematics, presents more fluid texts and a more clear direction of the role of Inclusion in literacy. Regarding the interviews, we can see that segregation is still strong in the classroom, although most teachers were able to report the proposal of inclusion and diversity present in the formation of PNAIC, there is still much to work for the proposal materializes in the classroom.
Agenda 21 escolar : recurso pedagógico para a promoção de uma educação ambiental transformadora, emancipatória e crítica
(Universidade Federal do Espírito Santo, 2016-03-21) Santos, Máglis Vieira dos; Rocha, Sandra Mara Santana; Mendes, Ana Nery Furlan; Teixeira, Marcos da Cunha
The Agenda 21 is an action plan for the twenty-first century, based on the principles of sustainability. In order to promote a transformative environmental education, emancipatory and critical, Agenda 21 school was inserted in the College Model Luis Eduardo Magalhaes, located in the city of Itamaraju-Ba. The methodology used for the construction of Agenda 21 is characterized as qualitative action research, since it has the mission to promote changes in society. The steps of Agenda 21 are constituted by the awareness, reflection, diagnosis, action plan and evaluation. In awareness, members of the school community were motivated to participate in the Commission for the Environment and Quality of Life (COM-VIDA). In the phase of reflection, social and environmental problems, the school and the environment, were analyzed, with local focus and global environmental degradation. At the stage of diagnostic questionnaires were administered to 135 people to assess the environmental concepts and identify the environmental problems of the school and the environment; at the stage of action it is constructed an action plan with set goals, prioritizing sustainability and quality of life and the environment; and, for the assessment phase, the school community assessed the effectiveness of the action plan. The results have identified the naturalist and anthropocentric conceptions outweigh the globalizing. The problems identified and prioritized by the environment committee were: the improper disposal of waste, the lack of coverage of sports court, decontextualized teaching and depreciation of non-teaching professional by the government. The construction of Agenda 21 at the College Model - and contribute to expand the manufacturing perspective, emancipatory and critical environmental education, - possible the construction of a sustainable educator space, in that it includes the Agenda 21 in your project-political-pedagogical and correlates the triad: space, curriculum and management.
A sistematização dos saberes docentes na formação inicial de professores de química na Universidade Federal do Espírito Santo
(Universidade Federal do Espírito Santo, 2016-03-21) Rosa, Débora Lázara; Locatelli, Andrea Brandão; Mendes, Ana Nery Furlan; Mancini, Karina Carvalho; Pirovani, Juliana Castro Monteiro; Trazzi, Patricia Silveira da Silva
Aims to systematize the knowledge that potentially collaborates in the creation of a teacher's identity, as experiential knowledge in process, the pedagogical knowledge in action, knowledge production in the inter-institutional relationship and publicized knowledges involved in the initial training of Chemistry teachers participating in the "Scholarship Program Initiation to Teaching - PIBID" at the Federal University of Espírito Santo. Through Documentary Research, was carried out systematic analysis of the annual activity reports sent to Higher Level Personnel Training Coordination - CAPES, analysis categories were developed that allowed to identify and characterize the development of teacher identity in the activities developed from 2012 up to 2014, guided by the integration between University / Elementary Schools on the campuses of São Mateus, Vitória and Alegre UFES. The categories were organized accordingly to the Bardin Content Analysis Methodology, allowing some considerations about the teaching knowledge relevant to professionalization. Through the theoretical support of authors like Gauthier, Tardif, Maldaner, Foerste and Pimenta it became possible to systematize the knowledge mobilized during the initial teacher's training, as well as the contributions of these and other knowledges in the training of Chemistry teachers identity. The publicity of this knowledge investigated in prospective at teachers workplaces, provides an opportunity to reflect on their action and announces knowledge before "stored" in the particular law of each professional, raising relevant issues guided by the epistemology of practice.
Caos(ando) a inclusão : um outro olhar sobre as práticas pedagógicas dos professores de química
(Universidade Federal do Espírito Santo, 2016-03-22) Pereira, Bruna Gabriela Nico; Machado, Lucyenne Matos da Costa Vieira; Bianco, Gilmene; Mendes, Ana Nery Furlan; Paiva, Jair Miranda de; Garcia, Junia Freguglia Machado; Lelis, Maria de Fátima Fontes
Policies and inclusive practices, which constitutes an imperative of state are put into action mainly through school machinery. To the extent that actions invent and put into circulation new devices - (which aim to shape new subject positions) - corroborate the production of subjectivities inclusive. Within this context, I wanted to see how the chemistry teachers are subjectified through the inclusion of real status and how this imperative is reflected in their teaching practices. For this I tried to understand inclusion as an array of experience, consisting of knowledge, norms of behavior and ways of being that corroborate that it stays with the mandatory status of state. I adopted as a methodological tool theoretical perspective the concepts developed by Michel Foucault: governamento and subjectivity. Data collection was performed abeam of narrative interviews with teachers, whose triggering question was related the story of a pedagogical practice exercised by the teacher, which it judged to be relevant. For the analysis of the narratives, I chose to form joint enunciation and from them to analyze the positions subject teachers take and the types of subjectivities that these positions refer. At the end, I tried to realize approaches to the notion of function educator, believing that to realize their creative acts the teachers interviewed following, even unconsciously, the same line proposed by this function; and still, taking as its premise that operator, we can think of other ways education. Language education that is not only based on learning language, but a responsive and responsible language.
O uso da astronomia como eixo temático motivador para introdução ao estudo de cinemática no ensino médio
(Universidade Federal do Espírito Santo, 2016-03-22) Frinhani, Geysa; Pereira, Marcia Regina Santana; Kantor, Carlos Aparecido; Alvarenga, Flavio Gimenes; Bisch, Sergio Mascarello
This paper describes an educational intervention carried out in Physics classes with students from the first year of high school. This is the construction and application of a didactic sequence on kinematics, which used astronomy as a motivator theme and was based on the teaching and research for the theory of meaningful learning of David Ausubel. Was produced and applied by the author, characterizing it, therefore, as an action research, the nature of which is qualitative. The implementation of activities was held at the “Community Rural State School of Colatina” in 2015 and involved 36 students enrolled in the matutinal and Professor of Physics, also the researcher. The production of the adopted didactic sequence was based on the results obtained in the preliminary analysis of textbooks selected PNLD (nacional avaliation of textbooks) Physics in 2012. This analysis sought to identify the occurrence of specific content of Astronomy, and how these contents are covered in the books (curiosities, proposed exercises, introductory arguments, etc.). The objective of the research is investigate the possibility of effective use of content on Astronomy as a main axis for teaching kinematics. The instruments used for the production of data that will support the analysis were a field diary of the teacher-researcher, a diagnostic research with students and concept maps produced by students.
A formação de professores das séries iniciais na UFES/São Mateus e suas concepções sobre o ensino de ciências
(Universidade Federal do Espírito Santo, 2016-03-22) Pires, Valdirene Bernadino; Prado, Gustavo Machado; Locatelli, Andréa Beltrão; Teixeira, Marcos da Cunha
This research's scope is educational, specifically about science teaching in the early grades. Its objective was to comprehend the training of teachers who work with the early grades and their teaching conceptions about the Science subject, in public schools from São Mateus-ES. The objectives focus on: analyzing the pedagogy course introduction process in to the Federal University of Espírito Santo (UFES), campus São Mateus; identifying space and time of Science teaching in the curricula of courses that guided the training of pedagogues; checking whether the training process has allowed teachers to analyze critically the development of curriculum and their own pedagogical activities, in relation to the contents and methodology of elementary school early grades. The adopted theoretical perspective situated the history of Science teaching, indicating fundamentals to the discussion of training needs of teachers working at this school level. It is a qualitative research. Data collection was made by means of document analysis, questionnaire and interviews. Course components and curricula of the different Pedagogy courses offered by UFES in São Mateus were examined. Thirty-four teachers who work at public schools and took any of those courses at UFES/São Mateus answered the questionnaire, which consisted of open and close questions. Two teachers who work at the city education department were interviewed. The collected data was interpreted according to content analysis methodology. The results obtained showed that Science teaching continues based on content transference, pointing out limitations to teachers' practice and training, and stressing the necessity to provide teachers who work in the early stages with continuing education focused on their training and experience knowledge.
Rotina e instrumentos pedagógicos na educação infantil : "para além da sala de aula"
(Universidade Federal do Espírito Santo, 2016-03-22) Wildemberg, Márcia Pereira; Senatore, Regina Celia Mendes; Cesana, Andressa; Rocha, Sandra Mara Santana; Coco, Valdete; Morila, Ailton Pereira
The Early infant Education, considered the first step in teaching of basic education, demand a different curriculum from other types of education, as well as different ways of organizing everyday life in institutions that meet this step. Routine and teaching instruments are part of this universe and education are of great importance in the daily school organization. Therefore, this research has established as objective to investigate the perceptions of teachers regarding the implementation of routine and the use of teaching tools in the classroom, analyzing what they think about it through their narratives. The routine and the tools have been theorized by studies of other researchers and with the fundamental theoretical contributions to Barbosa studies (2000 and 2006); Vigotsky (2000; 2003; 2006; 2007); Luria (1988); Leontiev (1978 and 2005) among others. The research is qualitative in nature and used as a procedure to collect data, semi-structured interview. The research subjects were teachers from public and philanthropic institutions in the city of Pedro canary-ES.

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