DSpace Coleção:https://rd.uffs.edu.br/handle/prefix/25212023-09-27T19:24:22Z2023-09-27T19:24:22ZA evasão no ensino superior público, na perspectiva dos estudantes dos cursos de licenciaturaFerreira, Lísia Reginahttps://rd.uffs.edu.br/handle/prefix/66042023-06-16T14:11:52Z2023-02-28T00:00:00ZTítulo: A evasão no ensino superior público, na perspectiva dos estudantes dos cursos de licenciatura
Autor(es): Ferreira, Lísia Regina
Instituição: Pontifícia Universidade Católica de Campinas
Tipo: Relatório de Pesquisa2023-02-28T00:00:00ZRelações entre trabalho escolar e trabalho didático no ensino médioLisovski, Lisandra Almeidahttps://rd.uffs.edu.br/handle/prefix/65282023-05-10T13:05:51Z2019-06-01T00:00:00ZTítulo: Relações entre trabalho escolar e trabalho didático no ensino médio
Autor(es): Lisovski, Lisandra Almeida
Primeiro Orientador: Terrazzan, Eduardo Adolfo
Abstract/Resumen: The present research aims to establish possible challenges for a better
articulation between the School Work developed in Public High Schools
and the Didactic Work developed by Nature Sciences teachers working
in these schools. Therefore, we propose to answer the following
problem: “What relations can be established between the School Work
developed in Public High Schools based in the city of Erechim-RS and
the Didactic Work developed by teachers of the curricular area?” To
help answer this problem, we unfold it into two research questions: 1)
How is School Work organized and developed in Public High Schools
based in Erechim-RS?; 2) What are the main characteristics of the
Didactic Work developed by teachers of the “Natural Sciences”
curriculum area acting in these schools? It is a research of a qualitative
nature, in which we use as sources for the collection of subject
information (statements of 23 Teachers of the curricular area "Sciences
of Nature" acting in High School) and space of social interaction
(observation of and classes of Biology and a Physics). The devices used
to collect information were structured interviews and classroom
observations. For the organization and the treatment of the collected
information, we use the orientations resulting from the Grounded
Theory. Through the analyzes and in response to the objective proposed
in this research, we conclude that Teachers' Teaching Work occurs
individually, alone, without articulation with their peers, occurs in the
classroom, unconnected with the School's Political-Pedagogical Project
and its management. For this reason, Teaching Work can no longer be
recognized and reduced to pedagogical practice, but it needs to be
known as intellectual and reflective work. It is also necessary to
organize the School Work, in order to allow the creation of times and
spaces for teachers to participate in the management process, to discuss
about the best ways for the learning process of students, deciding the
direction of the school. It also needs to organize spaces that contribute
to the professional development of teachers through reflection on their
own practice. All of these actions result directly over the didactic work
planned and performed in the classroom
Instituição: Universidade Federal de Santa Catarina
Tipo: Tese2019-06-01T00:00:00ZEducação científica e educação tecnológica: a identificação de relações a partir de atividades pedagógicas com robótica educativaSchaeffer, André Gustavohttps://rd.uffs.edu.br/handle/prefix/65272023-05-10T13:00:09Z2019-12-01T00:00:00ZTítulo: Educação científica e educação tecnológica: a identificação de relações a partir de atividades pedagógicas com robótica educativa
Autor(es): Schaeffer, André Gustavo
Primeiro Orientador: Angotti, José André Peres
Abstract/Resumen: The recent advent of free platforms which allow the creation of
educational robotics projects, has brought new possibilities for
education, even if doubts remain about methodologies and the learning
achieved in pedagogical processes mediated by new digital
technologies. Anyway, educational robotics projects are already part of
the curriculum in many private schools, and begin to be present in
public schools as well. If doubts remain about the relationship between
content and technology, it is possible that technological education will
be approached in a fragmented way and oriented to a pragmatism that
would assume as valid only the applicable scientific knowledge. If this
occurs, it is also possible for graduates of higher education courses to
remain limited to the use and to the implementation of technologies
rather than being oriented to protagonism attitudes face the need for
innovation. Thus, this research turned to a verification about the stage of
knowledge of teachers in basic education level regarding to the
relationship between scientific knowledge and technological knowledge.
It is important the understanding that there is a relationship between
science and technology, and consequently between school science
content and current technologies, which goes against statements that
content studied at the school are unrelated to the technological world in
which children and adolescents are immersed. The research also
investigated what is present in the various types of educational robotics
dissemination material, including open access documents, technical
manuals, scientific articles, academic dissertations and theses, official
Brazilian educational documents, as well as the documentation of the
Brazilian Olympiad of Robotics, because these materials will be taken
as basis by teachers interested in using educational robotics in their
pedagogical approaches. In addition, training activities were conducted
with teachers of basic education regarding the pedagogical perspectives
of educational robotics, with answers to a thirty statements questionnaire
about the subject. It is possible to conclude that teachers not only
recognize the relationship between their areas of knowledge and the
creation of technologies but also recognize that the contents addressed
by them contribute to the formation of individuals with the capacity to
create new technological products. However, activities related to this
research also showed that they know superficially or are not aware of
such advances and consequently the ways of transposing the resulting
complexities to curricular contents. Those teachers, who demonstrate
maturity in relation to democratic perspectives of technological constructions, also present substantivist understandings about
technology recognizing it as neutral and as an application of science.
The materials that constituted the documental corpus of the research
were methodologically studied under the light of Discursive Textual
Analysis, from which emerged categories indicating that current
activities with educational robotics do not harmonize the complexities
involved, while at the same time show pragmatists preferences. In order
to reach these conclusions, current technologies and scientific advances
were taken into account as well as studies in the field of Philosophy of
Technology, having also epistemological support in the rationality and
conception of science of Gaston Bachelard.
Instituição: Universidade Federal de Santa Catarina
Tipo: Tese2019-12-01T00:00:00ZO conceito de falha metabólica em articulação com a perspectiva agroecológica e da sustentabilidade: contribuições ao ensino de ciênciasMohr, Matheus Fernandohttps://rd.uffs.edu.br/handle/prefix/65262023-05-10T12:58:24Z2019-07-01T00:00:00ZTítulo: O conceito de falha metabólica em articulação com a perspectiva agroecológica e da sustentabilidade: contribuições ao ensino de ciências
Autor(es): Mohr, Matheus Fernando
Primeiro Orientador: Marques, Carlos Alberto
Abstract/Resumen: The present work refers to investigative studies of a theoretical nature, with bibliographical
and documentary analysis, involving possible articulations between the Teaching of Sciences
(of Nature (SN) and Agrarian) and the agroecological and sustainability perspective, from a
concept proposed by us as structurally called “Metabolic Failure” (MF). Karl Marx, originally
developed this concept when analyzing the privatization and exploitation of land (a common
good) whose appropriation of its nutrients and plant organisms for exchange purposes
produces, intensifies and accelerates the inexorable irreversibility of replacement of these. It
produces and intensifies irreversibly, therefore, both MF and the possibility of achieving
sustainability (environmental). To this end, we discourse the origin, formation, composition,
management and use of soils as fundamental elements in search of restoring greater unity
between human beings and nature, besides helping to a better understanding of the
contradictions arising from agricultural production dependent on artificial inputs. We seek to
argue that agroecological science can contribute to the understanding (and minimization) of
the set of deleterious effects that cause exacerbation of MF and the disturbances around the
relationship between human beings and nature, especially when agroecological practices and
studies establish dialogues with postulates and concepts concerning the sciences of nature. We
argue favorably that this perspective can also feedback the formative processes in
agroecology, based on the mediations built around an interdisciplinary proposal and
sustainability. Finally, we seek to maintain that the concept of MF mobilizes, highlights,
problematizes and articulates a set of themes and concepts of the areas of Sciences Nature
(SN) and agroecology, which, aided by the “Unifying Concepts”, aim at a restructuring of
thinking about sustainability committed to education and training in agroecology.
Instituição: Universidade Federal de Santa Catarina
Tipo: Tese2019-07-01T00:00:00Z