http://memoria.ifrn.edu.br/handle/1044/1158 2026-04-19T06:01:52Z http://memoria.ifrn.edu.br/handle/1044/2034 O livro didático e o enfoque CTS: possibilidades para o estudo dos gases no ensino médio The STS (Science-Technology-Society) studies represent a vast and complex branch of knowledge, with many thematic foci and that aggregates many researchers. The STS movement emerged in the United States, in college education, between the 1960s and 1970s. In Latin America, the origin of the STS discussions is found in the reflection of Science and Technology as a responsibility of public policies. The Latin American Thought About Science-TechnologySociety emerges at the end of the 1960s as criticism of the situation of science and technology and of some aspects of state politics (VACCAREZZA, 1998). As the years went by, this focus has been gaining projection. With the objective to understand the role of the Chemistry textbook in the possibility of adoption of the STS approach to the concept of Study of Gases, the present work proposes the analysis, through a state of knowledge, of how the literature specialized in teaching treats the concepts related to the Study of Gases. In this perspective, it was performed a bibliographical research, from a systematic study with eleven periodicals chosen according to Qualis CAPES about the concept Study of Gases. With the data obtained from this systematic study, it was observed that, from the 20 articles found, 11 approached the concept. In their vast majority, the periodicals treated the concept in a manner directed to laboratory practices, with gaps being pointed out about the approach of this concepts in the periodicals analyzed. It was also performed an analysis of textbooks, with the goal to identify if those works presented STS approach in the concept Study of Gases. This analysis was performed in 6 high-school Chemistry textbooks that were approved by the National Textbook Program (PNLD), that were implemented in the schools in the academic year of 2018. The categories of analysis were reasoned with the assumptions of Bardin's Content Analysis (2011); furthermore, it was used, based in these criteria and fundamentals, Minayo (2002), Gil (2002), Marconi (2010), Ricardson et al. (2011). In this analysis, it was highlighted aspects a priori of philosophical, sociological, historical, political, economic and humanistic nature that characterize, according to Rosenthal (1989), the aspects related to Science in its broadest dimension for the contents of the STS curriculum. From this analysis, and considering that the work presented the STS approach, it was specified, through subcategories, which strands were characterized: the European, the North American or from the reflection of the Latin American Thought About Science-Technology-Society. It was also performed interview with five Chemistry teachers of the public school system, State and Federal, for identification of the teachers' thoughts about the STS interactions in the high-school Chemistry textbooks. In the content analysis of the interviews, it was noticed that the teachers identified the importance of the concept for the formation of students, its role in situations that occur in their daily lives. It was identified in the speech of many teachers the concern with approaching the concept as preparation for ENEM. Only one of the five teachers identified the importance and aspects of the STS interactions in the textbooks. 2019-02-26T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/1688 Fundamento filosófico da interdisciplinaridade no componente curricular de história no ensino médio: o sujeito em sua historicidade Considering that a) teaching, as a pedagogical activity, is configured as a more complex than the common tradition of linear exposition of the theoretical Sciences; b) that the center of the school process is the subject in its formation for citizenship; c) that the teaching-learning process can not dispense with interdisciplinarity as ground; d) that the conduct of the teachinglearning process is based on the contradiction between the solipsism of the subject and the complexity of the real the understanding of the role of the curriculum will become transparent and, its exercise, soberly practicable. Before the question: how does interdisciplinarity, based on the epistemological structure of the subject, contributes to a construction (teaching) of the history discipline in High School? For the elucidation of the question, it is aimed, taking as background the teaching of the discipline of history: 1) to show the structure of the subject in the light of philosophy (subject epistemological) and of historical science (historical subject) mediated by the geography (spatial subject ) and sociology (post-structural subjects) - disciplines present in the curriculum of human sciences of High School; 2) demonstrate the preeminence of interdisciplinarity as an epistemological condition inherent in the teachinglearning; 3) discuss the curriculum as a place of conflict and as a dialectical result between the subject and socially constituted knowledge and as a place of access to the consciousness of his condition and epistemological constitution of author of knowledge. The methodology used to achieve the listed goals is a bibliographical research aimed at clarifying what is the idea of subject; to prove it as the foundation of the discipline of history and that, with understanding of this pre-eminence, the pertinence of the pedagogical role of this curricular component in the achievement of the objectives assigned to High School. To this end, the dialectical-historical method, according to Marx (2001, 2008), is used, since the construction of human consciousness is grounded in its historical-material relations. Thus, together with Heidegger's phenomenological-hermeneutic method (2000), once human actions are directly conditioned to the interpretation of reality and, for this reason, reason, the deeper this interpretation enters into the truth of being, the better apprehension of the world in its truth (contextual, procedural). In this way, it has been found in this research that the state of knowledge in the approach of teaching history, is perceived as neglecting the ontological nature of the man, subject autonomous interpreter, although conditioned, developing exposures that touch the surface of the problem without going into its heart. Thus, it can be concluded that researches aimed at teaching (here, specifically, the teaching of history) can not dispense with a hermeneutics that reveals the ontological conditions that underlie the historical-social context of the subject - the center of the educational process - for understanding the this type of reflection has in the comprehension of the amplitude of the gnosiological spectrum of the student, so that the teaching activity, based on this perception, develop the competences to get the stimulus of creative curiosity in the pedagogical process towards a gnosiological and epistemological necessary for the development of the intellectual autonomy, that is a preamble to ethical autonomy and, consequently, politics in citizen praxis. 2019-05-09T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/1645 Educação estatística na perspectiva CTS: uma proposta de sequência didática para o ensino de estatística no ensino médio This paper aims to present a proposal of a didactic sequence in a Science-TechnologySociety approach (CTS) for the teaching of statistics in High School. It is understood that the adopted teaching product is an alternative that contributes to the formation of critical-reflexive attitudes towards science and technology, allowing students to elucidate the commitment of statistical knowledge to the social context. The main theoretical anchors related to Statistical Education, which support this research, are based on Campos, Wodewotzki and Jacobini (2011), Cazorla, Kataoka and Silva (2010), Delmas (2002), Gal (2002), Runsey 2002), Costa and Capovilla (1997), Walton (1990), Nisbett (1993), Garfield (2002), Delmas (2002), among others. The methodological guidelines are based on a quantitative-qualitative approach according to the emerging paradigm, whose analyzes led to the structuring of the didactic sequence to teach Statistics with a CTS approach in High School. The methodological foundations of the nature of the research are supported by the arguments of Moreira (1990), Minayo (1993), Santos Filho and Gamboa (1997), Grecca (2002), Günther, 2006, Tozoni-Reis (2009), Gerhardt and Silveira ) and Silveira and Córdova (2009). Thus, a study on the academic productions in the field of Statistical Education in high school in Brazilian postgraduate programs was developed in this state of art modality, based on theses and dissertations. The data were approached according to the content analysis, with categories that emerged from the reading of the localized works. The results of this research showed a discontinuity of the productions in the area. In addition, a second research sought to know the attitudes of high school students about Statistics Teaching. At this stage, a questionnaire was used, composed of open questions and a Likert scale. The reliability of the quantitative data was estimated by the Cronbach's alpha method and the data treated according to the descriptive statistics. Finally, a proposal of a didactic sequence to be used in Mathematics in High School was developed. The material is structured under the CTS approach, in order to provide a dynamic learning of the contents of statistics, exploring a structuring theme and critical-reflective formation for the student. 2018-04-30T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/1644 Projetos integradores no IFRN: reflexões sobre os documentos norteadores e o contexto da prática no campus Mossoró The present work is part of the research line of Human and Social Sciences Teaching (POSENSINO) and seeks to present an analysis on the Integrative Projects at the IFRN, Mossoró Campus. In this way, we try to answer the following problem: how the Integrative Projects are conceived, planned and developed in the Technical Course of Middle Level Integrated in Informatics in this institution of Professional Education. In order to answer such questioning, we are guided by the theoretical-analytical framework formulated by Ball, Maguire and Braun (2016), seeking the relation of these projects with the institutional documents of the IFRN and the understanding of the configurations of how their production process takes place in the context of practice, based on the principles of Interdisciplinarity. The chosen approach considers a continuous cycle constituted by three main contexts: the context of influence, in which the decisions and the diverse political discourses are initiated and / or constructed; the context of the production of text, in which texts with the political definitions are produced; and the context of practice, in which curricular definitions are recreated and reinterpreted.Research is characterized as qualitative and exploratory research. The methodological procedures of the investigation included a theoretical-methodological matrix composed of several instruments, namely: literature review, documentary analysis, open interviews and application of questionnaires. During the fieldwork period, we collected primary data, through interviews with three servers that worked on the Integrator Project and through semi-structured questionnaires with 24 students. The content analysis of the data presented in the institutional documents revealed that the IFRN's Political-Pedagogical Project presents texts with hybrid meanings, since it affirms that the Integrating Projects can be developed in a disciplinary or interdisciplinary way. Thus, the divergent discourse adopted in the PPP shows that it, like any other document, is subject to the interests, disputes and negotiations of the disciplinary communities. The hybrid senses found express this possible negotiation, distancing itself from what is understood as integrating character of the proposal. The work also verified that the way in which the Integrator Project has been produced shows significant distances with respect to the IFRN institutional documents. We also noticed that the Integrator Project in the Technical Course of Integrated Higher Level in Informatics, when developed, did not yet allow an articulation of the curricular components nor the articulation of the knowledge of the general formation with the knowledge of the technical formation, and, therefore, was able to produce differentiated effects for the students, thus expressing that the subjects of the school recreate and reinterpret what is placed to them. The study recognizes that the difficulties of the IFRN in the implementation of this interdisciplinary proposal do not eliminate the commitment of the Institute to promote an interdisciplinary approach that puts in a relational and global perspective technical areas and areas of general formation. We believe, however, that there is a need to reformulate the proposal for the implementation of the integrating project, since such difficulties can lead to losses in the development of a comprehensive and interdisciplinary training, as advocated in the IFRN guiding documents. 2018-12-22T00:00:00Z