https://rd.uffs.edu.br/handle/prefix/4581 2025-12-17T11:17:07Z 2025-12-17T11:17:07Z Moura, Tanise da Silva https://rd.uffs.edu.br/handle/prefix/8954 2025-11-11T18:39:10Z 2025-01-01T00:00:00Z

Title: O trabalho docente e a inclusão de um aluno autista em aulas de ciências Author: Moura, Tanise da Silva First advisor: Bonotto, Danusa de Lara Abstract: This research aims at discussing the topics of autism and the teaching work and is linked to the research line Teacher’s Training and Pedagogical Practices of the Graduate Program in Science Education (PPGEC) at the Federal University of Fronteira Sul – Cerro Largo Campus – RS. The objective of the article is to understand the work of the researcher teacher considering the inclusion of a student with Autism Spectrum Disorder (ASD). This is a qualitative research study from the perspective of Action Research (IFA), consisting of a self-reflective spiral mediated by a practice of Science Modeling (MC) in the form of a case study. Action Research goes through the cycles of problem, observation, reflection, planning, and action. The first cycle of IFA is triggered by the work context of the researcher teacher, who has a student diagnosed with ASD in her classroom and uses methodological strategies to contribute to that student's learning and development. In this initial movement, the review study helped the researcher understand the characteristics of students with ASD, as well as the difficulties and challenges of their inclusion in the regular classroom, revealing the methodological strategies used by teachers. The second cycle of the self-reflective spiral consists of action planning and is based on the assumptions of MC, passing through the stages of Perception and Apprehension, Comprehension and Explicitation, Meaning and Expression. The planning was implemented in the classroom with a 6th-grade elementary school class. To do that, the data for this research were compiled from the training diaries and recorded video lessons. The analytical process of the training diaries is based on the procedures of Discursive Textual Analysis (DTA), from which it is possible to discuss: 1) the intermediation of the researcher teacher; 2) the specificities of the student with ASD; and 3) the relationship among other students and the construction of an inclusive environment. These subcategories represent the final category, called ‘teacher's work in classroom diversity’. The metatext is metaphorically constructed by the “wind chime,” which represents inclusion as a wind that blows through the classroom, bringing with it diversity, challenges, and new teaching opportunities. Based on the results discussed, it is important to point out the need for the school context to create mechanisms so that inclusion can occur and that undergraduate courses provide training for inclusive teachers. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação

2025-01-01T00:00:00Z Hendges, Ana Paula Butzen https://rd.uffs.edu.br/handle/prefix/8506 2025-04-10T18:52:59Z 2023-01-01T00:00:00Z

Title: Questões de gênero e a (in)visibilidade da figura feminina na ciência-tecnologia: uma análise em livros didáticos de física Author: Hendges, Ana Paula Butzen First advisor: Santos, Rosemar Ayres dos Abstract: This research addresses the low visibility of women as scientists in Science Education. Therefore, the aim is to offer contributions to rethink the incentives given to this genre through the school curriculum to be inserted in the scientific-technological field. Starting from the research problem: what and how are the relationships between gender issues and Science-Technology (ST) shown in Physics textbooks (TB) contemplated by the 2018 National Book and Teaching Material Program? The aim is to understand and analyze how the relationships between gender issues and ST are presented in the collections. Starting from the problematic and general objective, the research was divided into specific problems and objectives, being subdivided into 4 chapters, each corresponding to an article published, submitted or to be submitted in a journal. The first and second chapter/article correspond to bibliographic reviews with a view to contributing to the theoretical-methodological contribution of the dissertation. While the first deals with a review of Brazilian theses and dissertations that deal with women in ST in Science Teaching, the second addresses how gender and ST issues have been discussed, specifically, in Physics Teaching. The third chapter/article presents an analysis of the images of people related to the history of ST or involved in scientific-technological activities. The fourth chapter/article investigates the female and male mentions of scientists in the field of Natural Sciences and their Technologies that appear in the TB. The methodology involves bibliographical and documentary research, both using Discursive Textual Analysis as an analysis methodology. In this context, throughout the chapters, we demonstrate, based on the results found, how much the ST values experiences and behaviors socially considered masculine, that the scientist figure is linked to the male gender and white people, with the almost total absence of women as scientist in the Physics textbooks, either through images or mentions, in addition, we point to an important fact, the little reflection on gender issues in the ST present in the textbooks. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação

2023-01-01T00:00:00Z Krüger, Eliane Weiss https://rd.uffs.edu.br/handle/prefix/8505 2025-04-10T18:50:29Z 2022-01-01T00:00:00Z

Title: Avaliação da aprendizagem no ensino de ciências: um olhar para documentos curriculares Author: Krüger, Eliane Weiss First advisor: Uhmann, Rosangela Ines Matos Abstract: The present research addresses the Avaliação da Aprendizagem nos Currículos do Ensino de Ciências (EC). For this research we observed in the dissertations and thesis published in the Biblioteca Digital de Teses e Dissertações (BDTD) how the curriculum studies have appropriated the theme assessment of learning, respective to the recurrent references for the theme in question. It is noteworthy that this research came from the analysis of research found in BDTD, the proceedings of the event of the National Association of Associação Nacional de Pós-Graduação e Pesquisa em Educação (Anped), 2019, the Base Nacional Comum Curricular (BNCC), 2018 and the Projetos Políticos Pedagógicos (PPP), 2015 to 2021, totaling 27 public schools of the 17th Coordenadoria Regional de Educação (CRE), characterizing a qualitative research (LÜDKE; ANDRÉ, 2011). And for data analysis, the two perspectives of Uhmann (2015) were used, namely: perspective of the classificatory evaluation of reproduction (based on the pedagogical relationship of authoritarianism with alienation) and perspective of the emerging evaluation of recreation (based on the pedagogical relationship of authority with negotiation and emancipation). Finally, the results were supported in the two evaluative perspectives of Uhmann (2015), being possible to observe that the perspective of classificatory assessment prevails in BDTD research, in Anped's works and in the BNCC, while in the PPP, the emerging assessment of recreation. What allowed us to recognize the indispensable study to provide subsidies for the curricular organization, in this favoring the pedagogical action. Thus, we understand that it is appropriate for the teacher to use the evaluative perspective emerging from the recreation to assist in the involvement of the student, in problem solving, placing him as the protagonist of the teaching and learning process. Therefore, this research calls attention to the importance of dialog and investment in research that reaches teachers about the curriculum and learning evaluation to be included in their teaching practices. The elaboration of curricular documents such as the PPP in the CE in a social, cultural and identitary way, and, above all, in the re-signification of the different evaluative strategies of learning, to be a primordial factor in the process of learning evaluation in the CE. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação

2022-01-01T00:00:00Z Souza, Vanessa de https://rd.uffs.edu.br/handle/prefix/8504 2025-04-10T18:49:32Z 2024-01-01T00:00:00Z

Title: De maravilhas a desafios: constituições, percalços e possibilidades do fazer docente em ciências biológicas Author: Souza, Vanessa de First advisor: Santos, Eliane Gonçalves dos Abstract: This thesis explores qualitative research in the fields of Science and Biology Teaching, focusing on teacher training, professionalism, subjectivity and professional insertion of Biological Sciences teachers. The study explores the distinct nature of the teaching process, along with the challenges and potential of the profession. Eleven graduates of the Biological Sciences Course at the Universidade Federal da Fronteira Sul – UFFS, Campus Cerro Largo/RS, formed an operative group (Pichon Rivière), with teaching experience spanning up to a decade. The instruments used were semi-structured individual interviews and two virtual group meetings, held via Google Meet, which were recorded and later transcribed. The data were analyzed based on Bardin's Content Analysis (2011) and linked to the allegory of Lewis Carroll's Alice in Wonderland (2021) to contemplate the marvels, (un)certainties, anxieties and subjectivities of teaching. The dissertation is structured into five distinct chapters, covering topics that range from theoretical principles to analysis and reflections on the teaching practice of UFFS graduates in Biological Sciences. The findings indicate (dis)similarities between the perceptions of professional insertion in Brazilian research and the actual experiences of the graduates interviewed. The distinctive role of UFFS as a space for education and support, the emotional bonds between teachers and students, and the importance of the Teaching Initiation programs stand out. It is clear that continuous education, opportunities for introspection, and a reevaluation of the teaching profession are essential. Starting a teaching career requires peer support, and is a significant period for professional advancement. Our assumption is that entering the teaching profession demands more than just academic qualifications. Through the observation of routine situations, we conclude that teaching is a valuable function that contributes to the subject's identity, creating both subjective and other (pre)established marks in professional performance. Despite the challenges, there are potentialities (wonders), and group methodologies contribute to enhance relationships, promote new learning and reshape existing ones. We recognize the need for further exploration on this topic, expanding it to other geographical environments, to understand the implications of training (training institution) for the subjectivity of those who pursue teaching careers. We recognize the possible repercussions of interventions/influences of the organizational structure and/or legal regulations of each school context/region on the training and integration of teachers. Publisher: Universidade Federal da Fronteira Sul Type: Dissertação

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