Dissertations/Thesis

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2024
Dissertations
1
  • GABRIELA DO ESPÍRITO SANTO
  • Investigating the production of knowledge from the perspective of Pedagogical Theories for Teaching and Teacher training in Rural Education

  • Advisor : CELI NELZA ZULKE TAFFAREL
  • COMMITTEE MEMBERS :
  • CELI NELZA ZULKE TAFFAREL
  • ANA PAULA SOLINO BASTOS
  • JOELMA DE OLIVEIRA ALBUQUERQUE
  • ABDIZIA MARIA ALVES BARROS
  • Data: Feb 1, 2024


  • Show Abstract
  • The indication of this work permeates the investigation of pedagogical theories in Rural Education, in particular, present in the production of knowledge in the Postgraduate program at UFAL/MACEIÓ, in the period 2001-2022 and its theoretical bases. Reflecting on Rural Education and pedagogical work allows us to open a dialogue about the possibilities of achieving an understanding of the social situation that encompasses different aspects about the benefits for students of this modality in the initial and final years of Elementary School. In this direction, it is essential to immerse ourselves in the theme of knowledge production, especially in the academic environment, where the act of knowing about essential issues of humanity takes place. In this context, the objectives were defined: a) Identify the production of knowledge in theses and dissertations using the descriptors: <pedagogical work of the teacher in Elementary Education and Rural Schools>; b) Analyze such production using Gamboa's (2014) paradigmatic matrix, focusing on the pedagogical theories (non-critical and critical) present in the productions; c) Present a synthesis with the limits and possibilities of advances in the production of knowledge about pedagogical work in Elementary Education in the initial and final grades and Rural Schools in the State of Alagoas. To this end, we used a methodology demarcated by procedures specific to bibliographical research, using as a basis the Academic Institutional Repository of the Postgraduate Program in Education, of the Education Center of the Federal University of Alagoas – UFAL. The data collection procedure and its analytical phase were supported by Silvio Gamboa's doctoral thesis, who developed the Paradigmatic Matrix, as an instrument for theoretical analysis of scientific production. It is assumed that it is important, in addition to carrying out research, to evaluate this production of knowledge, generated within public universities. It is proposed that, based on the results found, educational intuitions, especially the university investigated, explore and deepen discussions about Rural Education due to its importance in the social and educational context.

2
  • PEDRO HENRIQUE FERREIRA DE MELO
  • Pedagogical Practice and Teaching: Investigating the production of knowledge about the critical-superior approach to Physical Education and contributions of the GTT Escola do CBCE 1992-2022

  • Advisor : CELI NELZA ZULKE TAFFAREL
  • COMMITTEE MEMBERS :
  • CELI NELZA ZULKE TAFFAREL
  • DEYSIANNE FRANCA MATOS SILVA
  • JOELMA DE OLIVEIRA ALBUQUERQUE
  • Data: Feb 1, 2024


  • Show Abstract
  • The object of the dissertation is the knowledge produced about the Critical-Overcoming Approach to Physical Education, which in 2022 completed 30 years, presented at the GTT School do CONBRACE. The problem concerns the foundations of teaching-learning in Physical Education proposed in the Critical-Overcoming Approach. The problem refers to the conceptions of human being, society, pedagogical theory, theory of knowledge, approach to teaching Physical Education, pedagogical practice and teaching, dialectical pairs (objective-evaluation / content-method) and curriculum, present in the Annals of CONBRACE, specifically at GTT School. The objective sought to present a critical synthesis through the concepts of human being, society, pedagogical theory, theory of knowledge, approach to teaching Physical Education, pedagogical practice and teaching, dialectical pairs (objective-evaluation / content-method) and curriculum, from the Annals of CONBRACE of GTT School (1997-2021) and which mention the Critical-Overcoming Approach. The research procedure used was bibliographic analysis. Delimitation of sources, namely, the CONBRACE Annals of GTT School, (1997, 1999, 2001, 2003, 2005, 2007, 2009, 2011, 2013, 2015, 2017, 2019 and 2021), with a total of thirteen events. As analysis categories we delimited: Conception of Human Being, Conception of Society, Pedagogical Theory, Theory of Knowledge, Approach to Teaching Physical Education, Pedagogical Practice and Teaching, Dialectic Pairs (Objective-Assessment / Content-Method) and Curriculum. Among the data collected, we found 350 works that cite or mention the Critical-Overcoming Approach. From these, we selected 46 texts that showed coherence and internal consistency in relation to the teaching of Physical Education in the Critical-Overcoming Approach, distributed as follows: 07 (seven) texts in the 1997 event, 02 (two) in 1999, 02 (two) in 2001, 03 (three) in 2003, 03 (three) in 2005, 02 (two) in 2007, 06 (six) in 2009, 06 (six) in 2011, 01 (one) in 2013, 02 (two) in 2015, 03 (three) in 2017, 02 (two) in 2019 and 07 (seven) in 2021, totaling 46 (forty-six) texts. We found that the conception of human being deals with the social construction of higher psychic functions through social relations, the conception of society defends the critique of the capitalist mode of production, the pedagogical theory presents Historical-Critical Pedagogy, the theory of knowledge is linked the materialist conception, the approach to teaching Physical Education encompasses the organization of knowledge in teaching-learning cycles, the pedagogical practice is related to knowledge constructed in a critical way and culture for the transformation of the student and, the curriculum is aimed at a conception expanded curriculum. We conclude that in these 30 years of existence of the Critical-Overcoming Approach to Physical Education Teaching, there are works sent to GTT School and presented at CONBRACE, which mention, but do not present theoretical consistency in relation to, what are the foundations of the Critical-Overcoming Approach in what involves the conception of the human being, society, pedagogical theory, theory of knowledge, pedagogical practice and teaching, dialectical pairs (objective-evaluation / content-method) and curriculum.

3
  • LUCIANO SOARES DA SILVA
  • The teaching of Physical Education in the Basic Education Curriculum in countryside schools in the territoryof Agreste de Alagoas

  • Advisor : CELI NELZA ZULKE TAFFAREL
  • COMMITTEE MEMBERS :
  • CELI NELZA ZULKE TAFFAREL
  • JOELMA DE OLIVEIRA ALBUQUERQUE
  • IRINALDO DEODATO SILVA
  • Data: Feb 1, 2024


  • Show Abstract
  • The present work, which has as its object of study the teaching of Physical Education in the basic education curriculum in rural schools in the territory of Agreste de Alagoas, is part of the line of research on pedagogical practices and teaching, of the Postgraduate Program strictu sensu degree in Teaching and Teacher Training – PPGEFOP –, from the Federal University of Alagoas – UFAL, Campus Arapiraca. It is characterized as a documentary, bibliographical research with content analysis, based on Historical-dialectical Materialism as a theory of knowledge that seeks to explain reality based on rigorous scientific criteria, starting from the appearance of the phenomenon until reaching its most advanced stage of development. The problematization is limited to schools “in” and “in” the countryside that, in addition to being subject to closure processes, there are indicators of denial of classic content in school curricula. The hypothesis we raise is that the curricula of rural schools in Agreste de Alagoas form an education that denies school content, and is shaped by curricular guidelines referenced in the pedagogies of “learning to learn”, in the pedagogy of skills, in the approach to “physical fitness and health”, which seek to prepare individuals exclusively to work in the job market, disregarding access to classical knowledge historically produced by humanity and which enables the full development of human capabilities. The problem of the study concerns the teaching of classical contents of arts, philosophy and sciences, which are being denied in schools in general and, in particular, in rural schools, among them, the contents of body culture. The questions to be answered were the following: (a) How many and what are the schools in/in the countryside in the Agreste of Alagoas? (b) What are the national, state and municipal curriculum guidelines that guide school curricula? (c) What are the pedagogical theories that support such guidelines, what are the limits and what are the overcoming possibilities based on historical-critical pedagogy and the critical-overcoming approach to teaching Physical Education? The general objective was to analyze how the teaching of Physical Education is organized in the documents that guide the Basic Education curriculum in rural schools, in Agreste de Alagoas. The following specific objectives arose from this general objective: I- Identify the pedagogical trends in Education and Physical Education that underlie the curricula of schools in/in the countryside, in the Agreste of Alagoas; II- Discuss the concepts of curriculum, school, society and subject present in national, state and municipal curriculum guidelines; III- Check how the Physical Education teaching syllabus are exposed in the analyzed documents. As a scientific procedure for delimiting sources for data collection, we used the following inclusion criteria: a) municipalities that have Curricular References; b) schools in/in the countryside that concentrate the final years of Elementary Education. Therefore, elementary schools (initial years) were excluded from the research, as well as those located in urban areas. Considering the aforementioned criteria, we found that, among the 14 (fourteen) municipalities that make up the Territory of Agreste de Alagoas, only the public education network of São Sebastião has a curricular reference, on which our research is spatially delimited. The data found will be discussed taking into account the historical-critical pedagogical theory and the overcoming critical approach to teaching Physical Education.

4
  • LETÍCIA CAMPOS DE LIMA
  • Children and Spaces in Mata Grande-AL: Perceptions from thematical reserach of Paulo Freire

  • Advisor : ANA PAULA SOLINO BASTOS
  • COMMITTEE MEMBERS :
  • ANA PAULA SOLINO BASTOS
  • LAISE SOARES LIMA
  • MARIA DANIELLE ARAUJO MOTA
  • Data: Feb 29, 2024


  • Show Abstract
  • The work to investigate the limits and possibilities of a training course for Early Childhood Education educators based on the process of Freirean Thematic Research in the redefinition of the uses of spaces in the local and school community. Based on the theoretical references of Sociology of Childhood and Paulo Freire's pedagogy, Freire's possible approaches and theoretical-methodological contributions to Early Childhood Education, understanding that Freire's assumptions corroborate the meaning of children and Sociology of Childhood, and humanizing education and emancipatory can be contextualized in Early Childhood Education. The methodological path starts from qualitative research, which makes a theoretical discussion of how notions of space are related to the historical, political, and pedagogical aspects of space in Early Childhood Education. The empirical field research involves carry out the Freirean Thematic Research process in a daycare center in Mata Grande-AL. The instruments used in this participatory research were observation, photographs, videos, field diary, and interviews. Data analysis was handled by Discursive Textual Analysis. Thus, the Thematic Investigation process of that community sought to obtain the perspectives of residents, daycare children, and their educators about their reality, in which limited situations were identified, among them, the perception of the uses made of spaces in the school community and location and its relationships with the education of daycare children. The results highlighted the existence of limitations in the use of spaces for children to live in the city and that the participating agents hope for changes in this reality. On the other hand, the daycare center reveals that it is not only an educational space but also a place of belonging for students and a territory of childhood. Provoking a new look at care spaces and their potential, it is proposed that the resignification of the uses of these spaces be directed towards teaching practice, to overcome the emphasis on the reference room as a learning space. Thus, pedagogical practice and the space-time dimension are strictly united by the link of Freire's humanizing education present in the experiences, interactions, and games in the care center's daily life, enhancing their integral development and being able to carry out transformative actions in their reality.

5
  • ISABEL LOPES FONSECA FERREIRA
  • Multimodality in children's literature: analysis of PNLD PNAIC books in the light of the Grammar of Visual Design.

  • Advisor : TEREZA CRISTINA CAVALCANTI DE ALBUQUERQUE
  • COMMITTEE MEMBERS :
  • ANA PAULA SOLINO BASTOS
  • JUSCELINO FRANCISCO DO NASCIMENTO
  • TEREZA CRISTINA CAVALCANTI DE ALBUQUERQUE
  • Data: Mar 26, 2024


  • Show Abstract
  • The early years of Elementary School are permeated (or should they be?) by a diversity of texts and carriers of multimodal texts that need to be explored to their potential. Understanding literacy and literacy as a process that involves many facets, we see in literature books It has the potential to contribute to this process, so that it is not only a carrier of verbal and visual texts, but is a cultural product, with languages that need to be identified and understood in In other words, we identified as a problem that the practices of literacy teachers still remain as an intuitive practice in the exploration of multimodal resources as is the specific case of the use of children's literature books. This use could be more qualified from the study of multimodal practices. their totality, without overvaluing one language to the detriment of others. However, we observed that most teachers who teach literacy do not appropriate this knowledge. In this sense, we defined as a research question: What are the multimodal resources present in the children's literature books of the PNLD Pnaic collection and how can this construction impact on literacy and literacy? In the search for answers, we carried out documentary research, with a qualitative approach, with the general objective of analyzing the multimodal characteristics present in children's literature books intended for the literacy cycle, do Programa Nacional do Livro Didático Pnaic. E como objetivos específicos desta pesquisa, buscamos: (1) Investigar a intencionalidade do uso de diferentes recursos tipográficos (2) Compreender a inter-relação das linguagens que compõem os livros de literatura infantil da amostra; (3) Identificar as dimensões da Gramática do Design Visual (GDV) de Kress e Van Leeuwen (2006) nas obras. The results indicate that in the use of different typographic resources there is the intention of emphasizing the feelings of characters, or emphasizing the name of an object, or the speech of characters, among other purposes. With regard to the verbal-visual interrelations employed, we understand that there is an evolution between the years of schooling: in the books of the first year the most present relationship is of repetition, while in the books of the second and third years the most evident relationship is of combination between images and verbal texts. Regarding the presence of the representational, interactive and compositional dimensions of GDV in the works, we observed the predominance of narrative images, offer images and elements related to the "value of information" following the assumptions defined by these authors. All this highlights the potential of the works for the development of literacy and literacy. Therefore, the perception and exploration of the multimodality that constitutes children's literature books can be a way to consolidate children's literacy and literacy. Certainly, it is not the only way, but it is a pedagogical resource that strongly corroborates the development of learning of children in the early years of Elementary School.

2023
Dissertations
1
  • ALINE JAISLANE DE SOUZA TAVARES
  • CONTRIBUTIONS OF THE EXTENSION COURSE LIBRAS: SAÚDE NAS MÃOS, TO STUDENTS OF NURSING AND MEDICINE AT THE UNIVERSIDADE FEDERAL DE ALAGOAS, CAMPUS ARAPIRACA

  • Advisor : DIEGO DE OLIVEIRA SOUZA
  • COMMITTEE MEMBERS :
  • DIEGO DE OLIVEIRA SOUZA
  • MARCIO BEZERRA SANTOS
  • HERBERT NUNES DE ALMEIDA SANTOS
  • Data: Apr 10, 2023


  • Show Abstract
  • This research deals with discussions and reflections about linguistic and sociocultural differences and the extension of the socio-anthropological view of deafness and the deaf subject from an extension course promoted to students in initial training in the area of health. This study aimed to investigate the potential of the Libras extension course: health in the hands for students of higher education courses in nursing and medicine at the Federal University of Alagoas, Campus Arapiraca. The course was mediated using Digital Information and Communication Technologies (TDIC), whose teaching and learning process took place in the context of synchronous meetings and asynchronous activities. The methodology was a qualitative approach, of the action-research type, divided into three stages: (i) initial mapping, using as data sources a survey in Pedagogical Projects of courses in the health area and individual semi-structured interviews with research participants; (ii) intervention through the planning and development of a course based on the teaching of Libras and aspects of the deaf person, recording as advised through notes in a field diary, participant observation and audiovisual recordings; and (iii) evaluation of the course in question, with an interview with a focus group, formed by the participants present. For data analysis, the methodology of content analysis was adopted and was based on the following categories: methodological aspects of the course, conception of deafness and deaf culture, and professional practice in health. The data consider that the methodological aspects used, and the discussions provided allow a favorable scenario for the development of the participants' learning, allowing the improvement in the future professional practice and in the health care of the deaf. In addition to bringing transfers to the importance of using light technologies in health work. This research proposes to serve as a theoretical support for future studies, however, the importance of further research is emphasized, to encourage new reflections and discussions, thus enriching the literature with the thematic theme.

2
  • JAKLANE DE ABREU SANTOS
  • AN ANALYSIS OF 5TH GRADE SCIENCE TEXTBOOK APPROACHES (PNLD 2019/2021) ON WASTE: PERSPECTIVES FOR ENVIRONMENTAL DISCUSSION AT SCHOOL

  • Advisor : IARA TERRA DE OLIVEIRA
  • COMMITTEE MEMBERS :
  • ADELMO FERNANDES DE ARAUJO
  • IARA TERRA DE OLIVEIRA
  • SIDILENE AQUINO DE FARIAS
  • WILMO ERNESTO FRANCISCO JUNIOR
  • Data: Apr 12, 2023


  • Show Abstract
  • Environmental Education is instituted as an interdisciplinary proposal with the goal of guiding pedagogical actions in order to raise awareness about the problems that affect the environment. However, it is noticeable that the theme has always been highlighted in the Science curriculum component. In view of such issues and knowing that in most of the discussions about teaching, the Textbook has always been/is a present element, we question ourselves: Do the discussions presented in the 5th grade Science Textbooks approved by PNLD 2019/2021, contribute to environmental discussion, so that the student can outline problems, propose investigations and intervention actions to improve the quality of socio-environmental life? From this questioning, we have the general objective of investigating to what extent the approaches about garbage in 5th grade Science Textbooks (PNLD 2019/2021) limit and/or enable environmental awareness. Specifically, there is a theoretical dialogue about Environmental Education, emphasizing it as a public policy; there is a discussion about waste generation as an urgency to be problematized; there is a theoretical review about the Textbook, highlighting the public policies, over the years, created in order to manage the production and distribution of textbooks. This is a quantitative-qualitative study, with a descriptive and documental character, in which Bardanian content analysis is used.  The hypothesis is that the curricular component Science, through the use of its 5th grade Textbook, allows an environmental discussion about waste generation and that, through discussions in this discipline, it is possible to enable a critical look at Environmental Education. The first findings of the research present an Environmental Education embedded in a context of economic interests. Therefore, we have a textbook that is characterized by ideologies, but that is an important material in the pedagogical process. We can say, beforehand, that significant teaching practices on Environmental Education are visible. However, there is still a need for teacher training in the area, seen as a principle for environmental awareness in the classroom.

3
  • MILENE ARLINDA DE LIMA MENDES
  • PERMANENT HEALTH EDUCATION AND ITS POSSIBILITIES IN A CARE SERVICE FOR VICTIMS OF SEXUAL VIOLENCE IN NORTHEAST

  • Advisor : MICHAEL FERREIRA MACHADO
  • COMMITTEE MEMBERS :
  • MICHAEL FERREIRA MACHADO
  • CARLOS DORNELS FREIRE DE SOUZA
  • ANA KALLINY DE SOUSA SEVERO
  • Data: Apr 27, 2023


  • Show Abstract
  • Permanent Health Education (PHE) is an important strategy of the Unified Health System (SUS) with a view to qualifying health care and work processes and is based on meaningful learning and the possibility of re-signifying professional practices. The study aimed to analyze the understanding of workers about the (PHE) processes in the care of victims of sexual violence in the Care Network for Victims of Sexual Violence (RAVVS), management and Lilac Area of the Hospital da Mulher Nise da Silveira. This is a descriptive, exploratory research with a quali-quantitative approach, supported by bibliographic research related to the subject of the study. The procedures for collecting and producing research information followed two work axes, and in the first axis data collection took place through two questionnaires applied online, one of which was intended for assistance professionals and the other for RAVVS management. In the second axis, three workshops were promoted, as a participatory strategy for the production of scientific data, with the participation of the two research groups. The results and discussion of the data will be presented in the format of two articles, the first entitled (PHE): possibilities of effectiveness in a service of attention to victims of sexual violence in the northeast and the second entitled (PHE): necessary device for a service of attention to victims of sexual violence. sexual violence in the northeast. It is endorsed, in view of the study, that professionals recognize the effects that (PHE) provides for assistance to sexually violated people, despite the challenges for its operation.

     

4
  • DANIEL CICERO DOS SANTOS BARBOSA
  • Teaching pathway and challenges of a deaf student during a master's degree course: an autobiographical study

  • Advisor : WILMO ERNESTO FRANCISCO JUNIOR
  • COMMITTEE MEMBERS :
  • DANIELLE OLIVEIRA DA NOBREGA
  • PATRÍCIA LUIZA FERREIRA REZENDE
  • WILMO ERNESTO FRANCISCO JUNIOR
  • Data: May 2, 2023


  • Show Abstract
  • This work addresses the process of inclusion of deaf people in Higher Education, particularly in post-graduation level. In this way, to think about the inclusion, it is fundamental to understand that both language and culture of deaf people are specific. The work aimed at analyzing the educational trajectory and obstacles of a deaf person in a master’s degree course from a federal university. The research was developed through a qualitative approach under the autobiographical perspective, whose purpose is to narrate the experiences and experiences of the researcher in the face of challenges, difficulties and learning from the first years of schooling to the master’s degree. The results indicated that this process, at certain times, proved to be challenging, because difficulties were perceived and witnessed. Among these, the use of the Portuguese Language, the incongruities of remote teaching, the practices not appropriate to the singularity of the deaf subject. On the other hand, it was also perceived the concern of teachers to provide, in the best way, an environment of inclusive character. Thus, it is understood that the process of inclusion is made from educational policies, but actions to guarantee the permanence are also related to inclusive pedagogical practices, the curriculum, and the empathy by the people around in order to contemplate the specificities of each student and to promote equity in the educational process.

5
  • ELIANE VANDERLEI FERREIRA
  • Teaching in the COVID-19 pandemic and metacognition: challenges and adaptations of teachers in the Early Childhood Education

  • Advisor : WELINGTON FRANCISCO
  • COMMITTEE MEMBERS :
  • CLECI TERESINHA WERNER DA ROSA
  • TEREZA CRISTINA CAVALCANTI DE ALBUQUERQUE
  • WELINGTON FRANCISCO
  • Data: May 29, 2023


  • Show Abstract
  • The Covid-19 pandemic, in a sudden way, changed the form of school relationships, breaking up daily meetings between teachers and students. This disruption undoubtedly affects the teaching and learning process, even more so in early childhood education, where coexistence and affection are very important. In order to seek to understand the processes elaborated by the teachers, exploring the awareness of the unfolding to face the virtual teaching carried out and to deal with the students' desires, the metacognitive approach was a chosen path. Thus, the present study is based on the metacognition studies by John Flavell and its affective aspects by Anastasia Efklides, aiming to investigate how the COVID-19 pandemic affected the relationships of early childhood education and the possible personal and professional transformations of the teacher from the changes in school dynamics. To this end, a qualitative research approach was adopted as a methodology and a Focal Group as a data collection technique with the participation of 6 (six) preschool teachers from the public network who worked in the years 2020 and 2021. data was performed under Discursive Textual Analysis proposed by Roque Moraes and Maria do Carmo Galiazzi, which after treatment, organization and interpretation generated the following categories: Relationship between technology and teacher training; Challenges and learning; Feelings and affections: it wasn't just about teaching, it was also about me – the teacher; and the relationship between the lack of contact and maintenance of affection during virtual teaching. The results showed that, in order to guarantee teaching during the Covid-19 pandemic, the teachers, in addition to using and evaluating their own knowledge repertoire, also needed to acquire new knowledge from various metacognitive experiences, including both cognitive aspects and specific tasks of knowledge and learning judgments regarding affective aspects, specifically feelings of difficulty, estimating effort and correcting solutions, as unpredictability and little mastery of digital resources brought with them challenges to be overcome, especially for a new didactic configuration of teaching.

6
  • ISAURA LAYS SA FERNANDES DE SOUZA
  •  

     CHILDHOOD AND PAULO FREIRE: CONTRIBUTIONS TO A HUMANIZING CHILDHOOD EDUCATION
     
     
  • Advisor : ANA PAULA SOLINO BASTOS
  • COMMITTEE MEMBERS :
  • ROGER MAGALHÃES DA SILVA
  • ANA PAULA SOLINO BASTOS
  • MARIA DANIELLE ARAUJO MOTA
  • SUZANA SANTOS LIBARDI
  • Data: May 29, 2023


  • Show Abstract
  • The purpose of this work is to investigate the challenges and possibilities of Freire's pedagogy in the elaboration of pedagogical practices in Early Childhood Education, having as a starting point the following research problem: How Freire's pedagogy can contribute to structure playful pedagogical practices that ensure an Early Childhood Education humanizing? The methodology used to carry out this research has a qualitative character, which was organized in two phases: the first of a theoretical nature, in which it was possible to build, from bibliographical studies, articulations between Freire's pedagogy and childhood studies. And the second, of an empirical nature, in which, based on a remote and face-to-face training course carried out in a rural school, it was possible to implement the Thematic Investigation process to locate problems experienced by the community, serving as a starting point for the elaboration of the pedagogical proposals for Early Childhood Education. This course involved the participation of educators, management and children, as well as local residents and representatives of the MTST, which was structured in four phases: 1) Survey of problematic situations, analysis and definition of the Generating Theme, called: “Land without water does not produce: the water of the São Francisco River so close and at the same time so far away”; 2) Planning of pedagogical activities based on the three Pedagogical Moments (3MP), involving playfulness and child participation; 3) Organization for the implementation of pedagogical proposals, summarized in the portfolio “Knowing the land I exist!”. The information was obtained in the form of video recordings, WhatsApp groups, field diaries, children's productions, participant observation, and analyzed by Discursive Textual Analysis (MORAES and GALIAZZI, 2011). Partial results have shown that it is possible to build pedagogical proposals from local issues that are part of the concrete reality of children, as they translate limiting situations experienced by the school and local community. in its educational processes, revealed in the simplest gestures, it contributes to integral and humanizing child development, training childhood educators also with knowledge about the need to guarantee the rights and needs of children by offering an intentional and playful practice in the organization of the daily life of Early Childhood Education.

     
7
  • JOSE ROBERTO AMORIM
  • Proposal for an application for a mobile device as a tool to enhance the teaching of leprosy in undergraduate courses in the health area in Brazil
  • Advisor : CARLOS DORNELS FREIRE DE SOUZA
  • COMMITTEE MEMBERS :
  • CARLOS DORNELS FREIRE DE SOUZA
  • MICHAEL FERREIRA MACHADO
  • VALÉRIA PETRI
  • Data: May 30, 2023


  • Show Abstract
  • Leprosy is an ancient disease, infectious and contagious, caused by Mycobacterium leprae, with neural impairment and cutaneous manifestations, whose transmission occurs through contact with multibacilliferous patients, leading to irreversible neural damage, becoming the main cause of preventable disabilities worldwide, with high prevalence rates, still and especially in Brazil. One of the causal factors is the deficient and demotivating teaching, as it happens in health schools in Brazil. This work has the general objective of developing an app for a mobile device, with a focus on teaching leprosy to graduate students in health areas. For its elaboration, the methodological procedures will be divided into stages: Stage 1- Elaboration of updated content on leprosy with a focus on the actions of health professionals; Step 2- Creation of a database with updated content on leprosy in dialogue with the curricular guidelines of graduate courses in the health area; Step 3- Prototype development of the mobile app on leprosy with a focus on the actions of health professionals. At the end of the project, it is expected: 1- The creation/availability of an up-to-date and robust database and information on leprosy, as set out in the thematic axes; 2- An mobile app prototype with potential use in the training of health professionals throughout the national territory; and 3- offering a practical contribution to the global and national strategy to fight leprosy as a public health problem.

8
  • AMANDA MARIA BARROS TENORIO
  • Problem Solving in mathematics teaching journals, in basic education in the period from 2015 to 2021: an analysis of the relationship between Problem Solving and critical-reflective training

  • Advisor : ADELMO FERNANDES DE ARAUJO
  • COMMITTEE MEMBERS :
  • ADELMO FERNANDES DE ARAUJO
  • IARA TERRA DE OLIVEIRA
  • ELIELSON MAGALHAES LIMA
  • JENAICE ISRAEL FERRO
  • Data: Jun 30, 2023


  • Show Abstract
  • This work sought to analyze Problem Solving (PR) in journals in the area of mathematics teaching, in basic education, through the content analysis of articles published from 2015 to 2021 on the Sucupira Platform, and its relations with critical-critical training. reflective. The purpose of the study was to solve the following research problem: how is Problem Solving presented in journals in the area of mathematics teaching, in basic education, from 2015 to 2021?. To this end, the PR was analyzed in relation to periodicals in the area of mathematics teaching, in basic education, through the content analysis of articles published in the aforementioned time frame, in Plataforma Sucupira and its relations with critical-reflexive training. In the meantime, an attempt was made to investigate the themes present in publications on Problem Solving, based on previous and subsequent categories, to understand how the themes found on Problem Solving establish relationships with critical-reflective training, and a debate was taken on a Mathematics teaching that includes critical-reflective training from the perspective of Problem Solving. In this context, exploratory qualitative research was used. For data analysis, content analysis was used, and the technique was categorical or thematic, being the fastest and most effective in direct and simple speeches. For data collection, the Sucupira Platform was used as the research corpus, in which a search was made for journals with Qualis A1, A2, B1 and B2. After choosing the journals, searches were made for journals that were in a time frame (from 2015 to 2021), that were in Portuguese and that dealt with Teaching Mathematics. For the theoretical framework, an attempt was made to understand what the problems were and their possible interpretations. We also sought to understand Problem Solving and meet theorists who were and still are important for the construction and development of PR, thus understanding its historicity and its development over time. Still in the theoretical framework, it was important to understand what critical-reflective training was and the possible relationships with Problem Solving. For this context, teaching practices in mathematics teaching were important topics addressed in the theoretical framework. During the discussions carried out on the selected data, it was possible to observe aspects that relate the PR with the critical-reflective Formation, the aspects bring important contributions to the teaching of mathematics. Another point that resulted from this research is the important role that the teacher has in the performance of the PR, since the student's development will take place from the mediation of critical-reflective teachers, stimulating the student's critical and reflective capacity.

9
  • ADELMIRAN SILVA DE OLIVEIRA
  • CONTRIBUTIONS OF THE PEDAGOGICAL RESIDENCY PROGRAM (CAPES) FOR TEACHING PRAXIS IN THE FORMATION OF GEOGRAPHY TEACHERS IN ALAGOAS

  • Advisor : ADELMO FERNANDES DE ARAUJO
  • COMMITTEE MEMBERS :
  • ADELMO FERNANDES DE ARAUJO
  • JENAICE ISRAEL FERRO
  • TEREZA CRISTINA CAVALCANTI DE ALBUQUERQUE
  • Data: Jul 6, 2023


  • Show Abstract
  • This dissertation analyzes the second edition of the Pedagogical Residency Program, developed by the Coordination for the Improvement of Higher Education Personnel (CAPES), in order to analyze the contributions that the implementation of this program provided for the Praxis and Teacher Training in Geography at the Federal University of Alagoas (UFAL) and the State University of Alagoas (UNEAL) between October 2020 and March 2022. Specifically, we aimed to: To understand the way the Pedagogical Residency Program was constructed and developed in the public universities of Alagoas with emphasis on teacher training and teaching praxis; to identify how teaching praxis was presented and proposed for the initial training of Geography teachers in the public universities of Alagoas; and to infer if the PRP contributed to the teaching praxis of Geography residents in the public universities of Alagoas. For this our research followed the methodological guidelines of qualitative research using a bibliographic survey, in the composition of its theoretical basis, documentary research, in the composition of the research corpus, and content analysis in the conception of Laurence Bardin (1977) in the exploration of the material and for the treatment of the data obtained. In this way, our analysis was based on two categories defined a priori: Teacher Training and Teacher Praxis. For each category, four subcategories emerged: Initial training, Teaching practice, Teaching identity, Experience/Autonomy for the category Teacher training; and Relationship/articulation theory and practice, Action-reflection-action, Knowing and doing of teachers, Transformation of reality from practice for the category Teaching praxis. This set of categories and subcategories guided our analysis of three groups of documents that make up our research corpus: 1. the PRP documents (CAPES edicts and ordinances, Institutional Projects of HEIs and Geography subprojects); 2. the Pedagogical Projects of Geography courses (PPCs) of UFAL and UNEAL; and 3. the experience reports produced by the residents at the end of the execution of the program. The analysis around group 1 contemplated this set of categories and subcategories and was also based on units of analysis defined under the conception of Maria Marly de Oliveira (2016). The analysis around groups 2 and 3 contemplated only the category Teaching Praxis and its respective subcategories. Thus, our analyses indicated that the Pedagogical Residency Program (PRP) contributed to the teaching praxis in the training of Geography teachers in the HEIs of Alagoas through the reflection on the teaching practice provided by the preparation of residents prior to regency; the pedagogical intervention actions provided by the immersion of residents in the contexts of the field schools; The construction and re-signification of knowledge and practices in the face of the contexts caused by the pandemic; the experience of daily school life in hybrid and classroom regimes; the construction of the teaching identity; the articulation with the Supervised Curricular Internship; and the awareness that the pedagogical practices that permeate the teaching profession are endowed with the potential to transform reality.

10
  • LUCAS FERREIRA COSTA
  • Ludic Education of Protagonism in the teaching and formation ofChemistry teachers: the proposition of games by teachers in training

  • Advisor : MARLON HERBERT FLORA BARBOSA SOARES
  • COMMITTEE MEMBERS :
  • MARLON HERBERT FLORA BARBOSA SOARES
  • WILMO ERNESTO FRANCISCO JUNIOR
  • JOAQUIM FERNANDO MENDES DA SILVA
  • Data: Jul 18, 2023


  • Show Abstract
  • The teaching-learning process of chemistry, offered in basic and higher education, is not
    consistent with the profile of post-polypandemic Covid-19 students. A plausible resource for
    this is the use of games and recreational activities for a Playful Education of Protagonism.
    We show that such a change must begin in the initial training of teachers, with the use of
    practices, resources, fundamentals and criticality, which diversify from the current
    transmissive pedagogy. Therefore, this master&#39;s thesis is presented in multiple articles, and
    its objective is to analyze the propositions of games for teaching Chemistry according to
    undergraduate students in chemistry in the city of Arapiraca-AL, as well as to discuss,
    substantiate and propose a model of Ludic Education for Starring. This research is
    qualitative, of the case study type and had its methodology diversified by the triangulation of
    data, method, researchers and hypotheses. For that, a content analysis was carried out
    through the survey via questionnaire and the application of a proposition of games by 13
    (thirteen) chemistry graduates at UFAL-Arapiraca. The results showed that the Ludic Student
    Culture of the participants does not differ even in terms of housing, race and social class;
    however, there was divergence in relation to gender and age groups. It is concluded that:
    teachers in training tend to teach in the same way they learn, that contact in initial training
    with ludic and protagonist practices is a reinforcement for their perpetuation in the basic
    network, that games present a character of non-social exclusion, that segregation of games
    in relation to gender is a matter of social power and that needs further studies, that university
    professors of specific disciplines at UFAL have not used games to teach, while professors of
    pedagogical disciplines use games without a critical and theoretical deepening, that the
    consideration of Student Ludic Culture improves the proposition of games, that the
    proposition model developed proved to be adequate for the initial formation of chemistry
    teachers, that the specific literature of chemical education still needs to investigate more
    about the ludic in the initial formation of teachers and proposition of games, that games and
    other attractive practices for teaching chemistry enable student protagonism and improve
    interaction between teacher/students/contents/environments.

11
  • CLEONOURA BARROS DOS SANTOS
  • LITERACY IN INCLUSIVE EDUCATION: CHALLENGES OF PEDAGOGICAL PRAXIS IN THE ALPHABETICAL PROCESS OF AUTISTIC CHILDREN
  • Advisor : DANIELLE OLIVEIRA DA NOBREGA
  • COMMITTEE MEMBERS :
  • DANIELLE OLIVEIRA DA NOBREGA
  • ANA PAULA SOLINO BASTOS
  • JAIR BARBOSA DA SILVA
  • GESSICA FABIELY FONSECA
  • Data: Jul 24, 2023


  • Show Abstract
  • The admission of students with special educational needs (SEN) to the regular school still arouses doubts and anxieties that can compromise their learning in educators. Including autistic educans in this inclusive process makes the macro challenge in the face of aspects that are still obstácu-them to a special education (EE) with quality and equity. Literacy and literacy of students with autism spectrum disorder (ASD) is an essential proposal in the contribution of the maximum development of their skills and potentialities, corroding with their insertion in literate society by producing culture with other peers, as post-tulate in Historical-cultural Psychology, being essential an initial and in-service teacher education that contemplate methodologies and theoretical lines that corroborate the school success of these students. Therefore, we problematize that initial or continuing teacher education may not be contri-buindo in the literacy and literacy of these children, as well as that the pedagogical practices used by teachers may not be conducive to the advancement of learning in the alphabetic process, pro-blematization that guided us in the construction of the general objective of this study which is to investigate the difficulties that the that teachers find in their pedagogical praxis in literacy and literacy of students with autism in two schools in the municipality of Santana do Ipanema-AL. As specific objectives, we have to analyze the strategies used by teachers for the development of pedagogical actions in the classroom with autistic students; identify the existence of initial or continuing training aimed at literacy practices and training of students with SEN; to analyze the pedagogical practice of the teacher of the Mul-tifunctional Resource Room (SRM) in relation to the individual follow-up of each autistic child in his processity of literacy and literacy. In relation to the research process, it is configured as an exploratory, descriptive and cam-po study, with three teachers from the regular offer room and two from the RmS in two municipal schools in Santana do Ipanema-AL that develop activities with autistic students. Semi-esstruradas interviews, observations and documentary research were used as methodological procedures in materials of teachers and schools, and their analysis was performed through Bardin's content analysis technique. Currently, the analyses are still ongoing, but in principle, through our readings and, in communion with authors who assist us in the debates developed here, we can identify that they point out that Historical-cultural Psychology and social inclusion have important guidelines to favor meaningful learning for autistic students; whereas the lack of teacher training in an inclusive proposal is still a constant anguish in the educational praxis of students with ASD, compromising the success of learning these subjects; that methods with humanistic approachgem they are effective in the success of the learning of these subjects, developing it in its entirety, con-cebendo it as capable of learning by internalizing the knowledge developed in a playful way among their peers through mediation. Through these reflections we hope to respond to our proble-matic of this study.

12
  • EMANUELLE KARINE MOURA CESAR
  • Teaching practices in serving people with intellectual disabilities in multifunctional resource rooms in Arapiraca/AL
  • Advisor : DANIELLE OLIVEIRA DA NOBREGA
  • COMMITTEE MEMBERS :
  • ADELMO FERNANDES DE ARAUJO
  • DANIELLE OLIVEIRA DA NOBREGA
  • FRANCILEIDE BATISTA DE ALMEIDA VIEIRA
  • Data: Jul 26, 2023


  • Show Abstract
  • Social inclusion is a process that must occur throughout life and in all environments in which the person is inserted, whether in the school, family or social sphere. We need to be aware of changes in education and what mechanisms help people with disabilities to develop, favoring their autonomy, respect and equity. Therefore, our research problem is: what are the teaching practices related to students with intellectual disabilities found in multifunctional resource rooms (SRM). In line with our problematization, our general objective is to analyze the teaching practices related to students with intellectual disabilities found in the multifunctional resource rooms of municipal schools in the regular education network of Arapiraca/AL.To find the answer to this problem, a study was carried out based on Historical-Cultural Psychology, based on Vigotski's writings. In relation to the research process, the study is configured from a qualitative field research, of a descriptive nature, through semi-structured interviews and observations of the teaching practice in the SRM in 03 (three) municipal schools that develop assistance with people with disabilities intellectual. For data analysis, the content analysis proposed by Bardin was used through pre-analysis of information, material exploration and treatment of results. In our analyses, it was possible in the first chapter to reflect on the contributions of Vygotskian theory to studies on intellectual disability. In the second chapter, we address the history of people with disabilities and their educational assistance over time. Continuing the studies, in the third chapter it was possible to observe which were the methodological paths in the construction of knowledge. Finally, in the fourth chapter, we bring the analyzes of the interviews with the contributions of the surveyed educators, as well as an important support in the construction of the three categories to understand how the teaching practice occurs in the SRM. The first category was named “Professor” because it deals with the experiences of teachers in the AEE since their first contacts, their training, the practice carried out at SRM and the teacherXstudent relationship. In the second category, we can highlight the “School”, verifying how the relationship between school and special education happens and, finally, the “Family” category, which brings us a reflection on the family of the person with a disability, how they perceive the child within the educational context and the partnerships found by the family that support the intellectual and emotional development of the disabled child. Through this study about teaching work, it was possible to state that Specialized Educational Assistance is an important interdisciplinary intervention that generates knowledge exchange for both the student and the educator. Especially when teachers are aware of new paradigms favoring learning that makes sense for the learner and favors a better quality of life. In this perspective, the SRM emerge as a support tool that allows innovative practices in the construction of new knowledge.
13
  • CLEMILDA DAMIÃO FREITAS
  • Training of Portuguese Language teachers in the final years of elementary school: An approach to the multimodal aspects present in the meme genre

  • Advisor : TEREZA CRISTINA CAVALCANTI DE ALBUQUERQUE
  • COMMITTEE MEMBERS :
  • TEREZA CRISTINA CAVALCANTI DE ALBUQUERQUE
  • WILMO ERNESTO FRANCISCO JUNIOR
  • NADSON ARAUJO DOS SANTOS
  • Data: Aug 21, 2023


  • Show Abstract
  • This research aims to analyze the teacher training process for the use of memes in teaching Portuguese in Elementary School 2 classes. The changes in a contemporary society immersed in new Information and Communication Technologies (ICT) and consequently in new literacy practices enable new school practices. Teaching based on the transmission of content and repetition of information is increasingly giving way to contextualized teaching, connected with digital culture, which can expand the possibilities for the emergence of other multimodal genres. Among these genres, memes stand out for their presence in students' daily lives through social networks, for being attractive, interactive and contemporary digital culture. This research is based on studies of the Theory of Multimodal Social Semiotics (TSSM), intertwined with multimodality and the grammar of Visual Design (GDV), (KRESS; VAN LEEUWEN, 1996, 2006). The methodology for the development of this qualitative research is based on the instrumental of the collaborative research approach of Ibiapina (2008, 2016) through which the researcher and teachers of the research field worked together in the construction of data, from interventions in the classroom, study sessions and intervention evaluation and planning sessions. As a result, we found that the teachers' prior knowledge about multimodality and the use of memes in their teaching practice were expanded from our theoretical studies and re-signified when put into practice. We also verified that there was considered an advance in the teaching practices of the participating teachers, taking into account that the multimodal meme genre can be inserted in the teaching practice to work specific contents of the Portuguese language, not seen as a pretext to work on grammatical contents.

14
  • EDJA SOUZA BARBOSA
  • NARRATIVES OF EJA TEACHERS: REFLECTIONS ON TRAINING AND LIFE

  • Advisor : TEREZA CRISTINA CAVALCANTI DE ALBUQUERQUE
  • COMMITTEE MEMBERS :
  • DANIELLE OLIVEIRA DA NOBREGA
  • REGINA MARIA DE OLIVEIRA BRASILEIRO
  • TEREZA CRISTINA CAVALCANTI DE ALBUQUERQUE
  • Data: Aug 23, 2023


  • Show Abstract
  • This work aims to analyze the narratives of Youth and Adult Education (EJA) teachers about their training to work in the modality. To achieve this objective, a narrative research approach was used, using the focus group as a data collection instrument. Five teachers from a school in the city of Teotônio Vilela, in Alagoas, participated in the research. As a theoretical reference, studies by the authors Arroyo (2006, 2013, 2017), Camargo (2017), Di Pierro (2006), Fernandes (2016), Nóvoa (1992), Saviani (2005), Ventura (2020), among others. These authors investigate aspects of the construction of the teaching identity, in addition to contextualizing this analysis for EJA. In addition, the theoretical framework supports that the narrative can offer training opportunities, helping in the process of building the teaching identity. The results highlighted the challenges faced by the teacher-narrators and their resilience in the face of difficulties, reinforcing the importance of teacher training in EJA and the need for investments in this area. In addition, the importance of addressing the political dimension in EJA was highlighted, promoting student awareness and empowerment. The narratives of the EJA teachers participating in this research show that training to work in this modality occurs mainly through the exchange of experiences among school colleagues, in living as a teacher in this modality and very little is obtained from the initial or continued training of institutional form.

15
  • ADNA JULIANA DOS SANTOS SILVA
  •  
    THE POTENTIAL OF COMIC STORIES FROM FREIRE'S PERSPECTIVE TO PROMOTE SCIENTIFIC LITERACY
  • Advisor : ANA PAULA SOLINO BASTOS
  • COMMITTEE MEMBERS :
  • ADELMO FERNANDES DE ARAUJO
  • ANA PAULA SOLINO BASTOS
  • MARIA DANIELLE ARAUJO MOTA
  • RAQUEL CROSARA MAIA LEITE
  • Data: Sep 25, 2023


  • Show Abstract
  • The present study aims to investigate the contributions of comics (comics) as tools to enhance scientific literacy in a Freirean perspective. From this, the objective is to help elementary school educators, from a public school located in the hinterland of Alagoas, with the elaboration of teaching activities that involve the textual genre comics (comics), taking into account the dynamics of the three moments (3MPs) based on Freire's principles. The purpose of this research is to contribute to the scientific literacy of children, rescuing the identity of the investigated school community, thus helping in the interpretation and reading of the world of human beings regarding problematic situations experienced by them. Methodologically, the research is organized in two stages: the first is of a theoretical nature, in which it was possible to carry out a systematic review of what researchers have investigated on the subject of scientific literacy, comics from the Freirean perspective in the last ten years 2011-2021. Thus, it was also possible to carry out a bibliographical review on science teaching from the Freirean perspective. The second part of the research is of an empirical nature, in which it was possible to build ludic activities using comics from a Generator Theme obtained from the analysis of the reality of the school and local community. The construction of these activities took place within the scope of a remote training course carried out with basic education teachers from a municipal school in the countryside, located in the city of Delmiro Gouveia-AL. Among the results, it was possible to verify that there are few studies in the area of science teaching that have worked with the use of comics in the Freirian perspective. However, the few studies found served as a basis for the development of pedagogical activities involving the use of comics. To date, the activities developed have not been implemented with the school's children.

16
  • DILMA CARMEM COSTA DA SILVA
  • Expropriation of diversity at School: Crossing Pathologization, Medicalization and Teaching Practices
  • Advisor : DANIELLE OLIVEIRA DA NOBREGA
  • COMMITTEE MEMBERS :
  • BRUNO CLEITON MACEDO DO CARMO
  • CYNARA TEIXEIRA RIBEIRO
  • DANIELLE OLIVEIRA DA NOBREGA
  • Data: Oct 4, 2023


  • Show Abstract
  • This study is entitled "Expropriation of Diversity at School: Crossing Pathologization, Medicalization and Teaching Teaching Practices". Thus, this research seeks to answer the following question: what are the intersections between teaching practices and the phenomena of pathologization and medicalization at school? It aims to understand the phenomenon of pathologization and medicalization at school and their intersections with teaching practices. Its relevance comes from the elucidation of the phenomena of pathologization and medicalization at school, through the identification of some mechanisms that produce them, as well as the possibility of understanding the ways in which medicalization and pathologization manifest themselves in the school routine, affecting life and the environment. students' schooling process. Based on Historical-Cultural Psychology, the study was developed based on field research, with a qualitative method, taking place in a municipal public school in the state of Alagoas. For its effectiveness, we used as data collection instruments, the semi-structured interview with 02 students participating in the Multifunctional Resource Room (SRM), as well as with their guardians. In addition, we held a focus group meeting, composed of 06 teachers, 02 of which were from SRM. With this group of professors, we also used the individual semi-structured interview. Still, we worked with the analysis of the following documents: copies of part of the class diary, descriptive opinion of the students participating in the research, parts of the portfolio and a few more documents used by the SRM teachers. The information produced was analyzed based on thematic content analysis. With the analyses, we built three categories: Teachers' perceptions about diversity, disability, inclusion and family in the schooling process; Teaching practices, special education and school learning; Pathologization and medicalization in everyday school life. The categorization process helped us to better interpret and deepen the information in the search for understanding the phenomenon in question. The analyzes revealed how several pedagogical practices lead students to a process of pathologization and, consequently, to medicalization at school, contributing to the precariousness of their schooling and maintenance of the exclusion/inclusion cycle.
17
  • BELMARA COELHO BARROS
  • Games in health education as a tool to support the Wolbito Project to fight diseases caused by Aedes aegypti
  • Advisor : CARLOS DORNELS FREIRE DE SOUZA
  • COMMITTEE MEMBERS :
  • CARLOS DORNELS FREIRE DE SOUZA
  • MICHAEL FERREIRA MACHADO
  • TARCÍSIO FULGÊNCIO ALVES DA SILVA
  • Data: Oct 16, 2023


  • Show Abstract
  • Arboviruses are so named because part of their replication cycle occurs in insects, with the potential for the virus to be transmitted to humans or other animals through blood-sucking arthropods. The diseases caused by mosquito bites of great relevance to public health are mainly dengue, chigunha and zika. There are great difficulties and challenges to face the prevention of these diseases, given that the reasons are diverse and difficult to be controlled, such as deforestation, lack of basic sanitation, climate change, etc. In this context, the Wolbito project emerges, as an alternative to insufficient combat prevention methods, which includes education in this process. Thus, the general objective of this study is to develop educational games as a support tool for the “Wolbito na Escola” project to combat arboviruses. The methodology used will be the systematic review and meta-analysis to build the theoretical framework about the object of study. Expected result will be the systematic review, elaboration of a manual and the construction of games.

18
  • ANA JÚLIA SOARES SANTANA
  • TEACHING THROUGH RESEARCH AND BIOLOGY: AN INVESTIGATIVE ACTIVITY ABOUT FUNGI IN HIGH SCHOOL
  • Advisor : MARIA DANIELLE ARAUJO MOTA
  • COMMITTEE MEMBERS :
  • MARIA DANIELLE ARAUJO MOTA
  • ANA PAULA SOLINO BASTOS
  • RAQUEL CROSARA MAIA LEITE
  • LÚCIA HELENA SASSERON ROBERTO
  • Data: Nov 20, 2023


  • Show Abstract
  • This dissertation deals with Teaching by Research in the Teaching of Biology from a perspective of Scientific Literacy and the Nature of Science Biology, the work starts from the challenges and possibilities of the approach through the context of Brazilian public schools with a view to providing a teaching of Biology that meets the purpose of Scientific Literacy. Thus, the research aims to investigate the implementation of an Investigative Activity in the teaching of Biology from a perspective of Scientific Literacy in a High School class of a public school in Alagoas. In view of this, the methodology was of the qualitative type based on a case study in a class of the first year of High School in the component of Laboratory of Experimental Practices that make up the Alagoas Program of Integral Education. Data collection took place through the recording and transcription of classes and the recording of students from the development of an Investigative Activity on fungi, which were submitted to Discursive Textual Analysis. The results were organized into three categories: the elements of Teaching by Inquiry in an Investigative Activity on fungi, in which the key activities of the Investigative Activity developed were discussed; the indicators of Scientific Literacy emerged in the implementation of the Investigative Activity on fungi, presenting the indicators of the process; contributions of the Didactic Approach to the Nature of Biology, emphasizing the approach of the Nature of Science Biology in the proposed activities, which was characterized by the time and ethical implications of experiments with living beings. Finally, it was possible to highlight the main results related to the implications of teacher training for the use of the approach, especially in relation to class and time management during application, as well as the importance of the approach for the emergence of CA indicators; adequacy to the characteristics of Biology, namely: methodology for the study of fungi, time required, bioethics and biosafety; in addition to highlighting the importance of the Biology laboratory for the development of activities such as the one proposed, results that subsidized considerations about the potential of Teaching by Research for the teaching of fungi, the main one being the possibility of addressing the aspects of time and ethics of the Nature of Biology.

19
  • AMANDA TENER LIMA
  • THE PANDEMIC IN THE TEACHING: THE PERCEPTION OF ELEMENTARY PHYSICAL EDUCATION TEACHERS

  • Advisor : MIYUKI YAMASHITA
  • COMMITTEE MEMBERS :
  • BENEDITO CARLOS LIBORIO CAIRES ARAUJO
  • JOELMA DE OLIVEIRA ALBUQUERQUE
  • MIYUKI YAMASHITA
  • Data: Dec 14, 2023


  • Show Abstract
  • The world was unexpectedly impacted by the emergence of the coronavirus pandemic -SARS-CoV-2 -, which brought COVID-19 to the reality of all sectors of human life, in the educational field it was no different. With the replacement of face-to-face classes for classes in digital media and considering some specificities of physical education teaching practice, the present study sought to analyze the impacts of the pandemic on physical education teaching practices in Alagoas. This is a descriptive, exploratory and qualitative research, based on the answers provided by 16 physical education teachers who work in elementary schools in Alagoas, collected through an online questionnaire, consisting of 35 questions. These data were analyzed in the light of the literature, relating them to the theoretical aspects necessary for their understanding. In addition to being presented in an adaptation of the content analysis developed by Bardin (2010), whose development dismembers the data into categories. The research revealed that the necessary adaptations made during the pandemic went far beyond just adaptations in their home environments, teachers underwent a significant restructuring of their work routines. Some positive aspects can be mentioned, however, the difficulties reported by the educators were many. And despite efforts to do an effective job, remote classes do not have a significant impact on student learning, as a result of insufficient family involvement, and give minimal adherence to both remote classes and teacher-student interaction when present.

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