http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/4367 Fri, 17 Apr 2026 17:45:54 GMT 2026-04-17T17:45:54Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9841 Título: A prática docente de professores leigos de química: um olhar a partir da teoria da atividade Autor: SILVA, Danúbia Santos Brito Primeiro orientador: AMARAL, Edenia Maria Ribeiro do Abstract: This research aims to analyze the context of action for lay teachers of Chemistry in public high schools, in Paulista (Pernambuco, Brazil), to understand the teaching practice of a Chemistry lay teacher from a system of activity. To support this study, we took as a basis the Second Generation of the Activity Theory in a viewpoint proposed by Engeström (1987) for associating the subjectivity and actions of individuals to their historical-cultural contexts. As a methodological path, we conducted a qualitative study composed of two main steps: (a) mapping the profiles of lay Chemistry teachers in the mentioned town; and (b) the choice of one of these professionals for observation of Chemistry classes and interview searching for deeper understanding on her teaching practice. The results showed, for example, that most of the lay chemistry teachers we found: (a) had a degree in Biological Sciences; (b) had been working in the public high schools in Paulista (PE) for less than six years; (c) started teaching Chemistry due to the lack of qualified professionals in schools; (d) is or has been a lay teacher of another discipline(s); (e) and considers that the contents of Chemistry that involve mathematics calculations are the most difficult to teach. In addition, the construction of the activity system corresponding to the lay teaching practice of the investigated lay Chemistry teacher showed us, mainly: (a) a subject with a degree in Biological Sciences who is dissatisfied in teaching Chemistry, unconfidents faced to his students in teaching situations in Chemistry classes and who dedicates too much time to plan them compared to what she would spend working in her area of training; and (b) the teaching object does not correspond to the expectations of a professional who does not have professional formation for Chemistry teaching. Finally, the analyses carried out in this dissertation both made us reflect on the reality faced by lay Chemistry teachers who work in Paulista (PE) and sensitized us to future studies to help these educators. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação Wed, 20 Dec 2023 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9841 2023-12-20T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9776 Título: Conhecimentos profissionais de futuros professores de matemática sobre as propriedades da igualdade : um processo formativo mediado por tarefas de aprendizagem profissional Autor: SILVA, Samuel Ribeiro da Primeiro orientador: ALMEIDA, Jadilson Ramos de Abstract: In this research, we seek to understand the professional knowledge of future mathematics teachers about the content and teaching of the properties of equality for the 6th year of Elementary School. With a qualitative and interpretative approach, along the lines of an intervention research, we adopted the Mathematics Teacher's Specialized Knowledge (MTSK) as a theoretical framework and in the analysis of descriptive data, which assumes that the professional knowledge of the mathematics teacher is specialized. Data production took place through a training process mediated by a Professional Learning Task (TAP) and orchestrated by the Professional Learning Opportunities (OAP) model, whose acronym in English is PLOT (Professional Learning Opportunities for Teachers). Data come from audio recordings, written records and discursive interactions that took place during the training course, in which 19 Mathematics undergraduates participated in the exploratory phase (questionnaire) and six, in the training period. All were taking the Mandatory Supervised Internship III (ESO III) course at a public university in the state of Pernambuco, with the course teacher also participating (trainer teacher). The results showed evidence that undergraduates have, in relation to the properties of equality: knowledge of mathematical content (KoT), although they do not frequently use the notion of equivalence in solving mathematical tasks; knowledge of the structure of Mathematics (KSM), when they identify connections with past and future contents; knowledge of mathematical practice (KPM), evidenced at various times; knowledge of mathematics learning characteristics (KFLM), as they try to interpret students' errors and obstacles; knowledge of teaching mathematics (KMT), even though they do not know many digital resources for teaching; knowledge of the parameters of mathematics learning (KMLS), when they identify the levels of education relating them to the proposed task, however, there is a gap with regard to the knowledge of the official curriculum documents, as verified in the analysis of the previous questionnaire. Furthermore, we confirmed the formative potential of the Professional Learning Tasks (TAP) to promote the Professional Learning Opportunities (OAP), considering that, through reflections around the proposed task, discursive interactions and mediation by the trainer teacher, future teachers revealed to improve their knowledge. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação Tue, 12 Dec 2023 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9776 2023-12-12T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9760 Título: O letramento científico na BNCC : possíveis contribuições para a formação continuada de professores de ciências dos anos finais do ensino fundamental Autor: BELCHIOR JUNIOR, Francisco Aucélio Evangelista Primeiro orientador: SILVA, Ivoneide Mendes da Abstract: The social dynamics are related to the advancement of Science and Technology, so there is a need to democratize access to scientific and technological knowledge beyond the preparation of young people for the world of work. Under this view, the Scientific Literacy under the aegis of BNCC, is a relevant discussion, bringing the need for Continuing Education of Teachers to develop activities that corroborate with integral training of the student, overcoming the memorization of contents worked in many times in a decontextualized way. This research aimed to investigate the limits and possibilities of a continuing education in the perspective of Scientific Literacy in the light of the BNCC for science teachers of the final years of elementary school. Therefore, we chose to use a qualitative approach, in order to obtain a broader view regarding the research object. We carried out the analysis of the official BNCC document in its final version approved and published in 2018. The data were analyzed in the light of the pertinent theoretical framework and from some elements of Bardin's (2016) Content Analysis. In possession of the categories that emerged, we structured and planned and carried out the processes of continuing education with Science teachers in order to identify the possible contributions and limitations of the formative process in the perspective of scientific literacy in the light of the BNCC. After the formative processes, narrative interviews were conducted with three Science teachers from the São Lourenço da Mata municipal education network who participated in the formative processes. The narrative interviews were categorized from the technique of Dialogical Thematic Analysis with some elements of Silvia and Borges (2018) and culminated in the construction of maps of meanings with the themes and subthemes of each of the interviewees. After analyzing these maps, we constructed a semiotic map that illustrates the presence of themes common to the three interviewees. Thus, in this work, we consider Scientific Literacy as a process of approximation of the student to the scientific culture. This process aims at a broader educational formation, focused on the development of criticality and the full exercise of citizenship. The Scientific Literacy characterized in the base, points to the possibility of interaction of the individual with scientific and technological elements of social life that collaborate with the decision-making for social well-being. In this context, it is necessary to reflect on the expansion of the repertoire of teachers of natural sciences in order to prepare them for a pedagogical practice based on the development of competencies pertinent to the area. Thus, it is evident the importance of developing continuing education workshops for teachers who can collaborate with the Scientific Literacy prescribed in the Base. Based on what had been built, it is suggested that future studies follow paths that help strengthen the discussions around the implementation of BNCC, the Continuing Education of Science Teachers and Scientific Literacy, so that the necessary conditions for science teaching can be promoted. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação Thu, 20 Jul 2023 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9760 2023-07-20T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9753 Título: Questão sociocientífica acerca do derramamento de óleo nas praias do nordeste brasileiro: possibilidade para o desenvolvimento da argumentação em aulas de ciências nos anos finais do ensino fundamental Autor: BARBOSA, Thiara Vanessa da Silva Primeiro orientador: BATINGA, Verônica Tavares Santos Abstract: Science teaching has been undergoing changes that aim to provide students with training to develop a more critical reading of their reality. In this sense, a social practice that has potential for the construction of knowledge in a critical way is argumentation, which represents one of the dimensions of epistemic practice in the school context. This research is qualitative in nature in relation to the data approach and aimed to analyze how a socio-scientific question (QSC) on the topic of the Oil Spill in the South Atlantic Ocean, which occurred in 2019 on the northeastern coast, can contribute to the development of argumentation in classes science, in the final years of elementary school. This topic was chosen because it involves controversial issues whose key elements for understanding are discussion and debate. To this end, a didactic sequence (SD) was created that incorporates a QSC developed in a 9th year elementary school class at a private school in Recife, Pernambuco. The SD includes six classes of 50 minutes each, to carry out the proposed activities and resolve the QSC. The responses, actions and discursive interactions developed by students in the activities were analyzed based on a priori analytical categories, which refer to: identification of argumentative processes, analysis of their nature and teaching strategies mobilized in these processes. The results showed the presence of argumentative situations throughout the interactions between students, teacher and knowledge, and the discursive and epistemic movements linked to the development of argumentation. It was verified that the QSC worked on was successful for the development of the argument. The arguments elaborated by the students covered environmental, scientific, social and, especially, economic natures, as well as the mobilization, especially, of cognitive and metacognitive strategies. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação Mon, 30 Oct 2023 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9753 2023-10-30T00:00:00Z