http://memoria.ifrn.edu.br/handle/1044/1158 Sun, 13 Sep 2026 17:11:58 GMT 2026-09-13T17:11:58Z http://memoria.ifrn.edu.br/handle/1044/3312 Geração de resíduos sólidos urbanos e o consumismo: uma proposta de construção da cidadania à luz da CTS The generation of urban solid waste is a very expensive socio-environmental problem for our society. And the efforts of the National Solid Waste Policy (PNRS) have not yet managed to reach acceptable targets in this regard. In this perspective, the wave of consumerism incorporated as a fad for the population through social networks comes to be a negative reinforcement in relation to achieving balance in terms of managing this waste. In addition to this, it is perceived that the teaching of Chemistry may play a role in safeguarding socio-environmental issues in its pedagogical work. Therefore, an important aspect that is considered in this study is that the “Basic Concepts of Organic Chemistry” indicates the potential that could create an interdisciplinary dialogue with these socio-environmental demands mentioned above. In this structure, the focus or educational approach Science-TechnologySociety - STS emerges. In view of the above, this work aimed to investigate how the implementation of a didactic sequence of STS approach can enable the construction of citizenship from the "Generation of Urban Solid Waste" and "Consumerism" with an indication of connection with the "Concepts Basics of Organic Chemistry”. We can classify this research as explanatory and exploratory and, regarding the approach of the collected data, quantitative and qualitative. Our theoretical foundation was basically based on: ABRELPE (2020); BRAZIL (2010); Santos, Costa and Santos (2019); Bittencourt (2011); Costa (2012); Von Linsenger (2007); Auler (2003); Xavier and Alves (2022); Setti, Gibin and Ferreira (2018) and Macedo (2018) while our methodological path was based on: Bogdan and Biklen (1997); Morettin and Bussab (2010); Bardin (2011); Monteiro and Hora (2013); Tripp (2005); Albino et. al. (2021); Camargo and Justo and Alonço (2022). Basically, our methodological path was divided into three distinct stages. The first was the survey and analysis of academic productions mediated by the IRAMUTEQ software and also through floating readings. Then, we had the documental analysis that included the National Common Curricular Base (BNCC), Pedagogical Political Project (PPP) and PNRS, according to the content analysis technique of Bardin (2011). Finally, action research was developed and applied in the form of “workshops” for third grade high school students at EEM Lauro Rebouças de Oliveira. Regarding the content analysis of the BNCC, PPP and PNRS, it was possible to observe the emergence of categories such as “Teaching Chemistry” and “STS Approach” (BNCC); “Interdisciplinarity in school teaching at the service of training for citizenship” (PPP) and Generation of Urban Waste and Consumption (GRSU). Since, such emerging categories of the investigated documents communicate directly or indirectly with our aforementioned research object. Regarding the State of Knowledge, we consider that the relationship between the management of urban waste and consumerism for the teaching of Chemistry is configured as an innovative pedagogical action, since none of the academic productions surveyed set up a strategy along these lines. About the third stage of this research, in which meetings were held in workshop formats, which were called “Working with Consumerism” and “The construction of flat formulas from the reuse of waste”. These had a considerably positive acceptance by the students, as indicated by the final questionnaire. It is worth mentioning that the Directed Textual Production (PDT) was both able to provide us with a detailed overview of what they think about these themes and it was also an opportunity for students to weave and mature their arguments regarding these addressed issues, an action in which it is of great value for the construction of citizenship. Thu, 13 Jul 2023 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3312 2023-07-13T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3311 Considerações acerca da leitura crítica de vídeos mashups do youtube The present research aims to analyze how the work with mashups videos can cooperate for the training of critical analysts of content, taking into consideration the production components of the AMV remix (Anime Music Video) and the intertextuality. For this, the Pedagogy of Multiliteracies, the studies on remix and on intertextuality are the theoretical basis of this work. For these theoretical bases to gain methodological operability, we chose to develop a documentary research, which made possible the analysis of the aesthetic aspects (concept, effects and synchronizations) and of the intertextuality present in three mashups videos that we selected in the YouTube site, from the following criteria : we search for videos that are composed of mixtures of elements from different sources to form a new composition and that deal with ethics in the Brazilian public service. The analysis of these data authorizes us to conclude that, in the three videos analyzed, the authors produce, in a humorous way, a criticism of people who, according to them, have hurt ethics in the public service. We realize that the concept is what guides the selection choices of effects and synchronizations. We also verified that the three videos present intertertextual relations by derivation of the parody type. This process of analyzing the reading of mashups leads to an awareness of the ethical and aesthetic choices of these videos. Wed, 25 Apr 2018 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3311 2018-04-25T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3306 Avaliação, decolonialidade e práticas docentes This research arises from the light of a problematic that came from a personal uneasiness, from an affliction that frightens everyone who profoundly dedicates themselves for an educational profession. This questioning arose when we referred to this or that specific to the teaching profession. As far as our case is concerned, it is the teacher's evaluative practices that concerns us, more precisely in the following question: which exams should be applied with what kind of teaching methods and techniques that are not "colonial"?. It is the exams who disturb us; the definition of what practices to use in schools, also the teacher’s modus operandi in the classroom. All these questions are extremely important and necessary for teaching work, so these concerns and all others that appear in the school routine is due to the teacher. What bothers us is that, either we notice it or not, every teacher who crosses the classroom’s door poses this question: What decolonial expressions in teaching practices of the teachers, despite the colonial context imposed in brazilian’s public high schools in our day? Thus, we understand it as traditional issue, because it goes in the direction of the fundamentals that we believe to be. The study is characterized as a qualitative and documental research, with theoretical bibliographic research headed to the field of post-critical theories, where the main question is present in the title, we investigate the teaching profession in relation to the study of decoloniality and its disciplinary unfolding in evaluative practices, that is, in the classroom. These aspects are not opposed, they are, on the contrary, interconnected. To achieve this general objective, we divided our writing into four sections, all of which were dissertative and divided into subsections, where we sequentially discussed based on the following stages of investigation: bibliographic review, documental study and conducting interviews. As a theoretical foundation, we problematize Aníbal Quijano (2007, 2012), Catherine Walsh (2013), Cipriano Luckesi (2005), José Carlos Libâneo (1994), Nelson Maldonado-Torres (2012) and Walter Mignolo (2008), among other authors and national curriculum parameters that contributed to this research. If decoloniality exists, or something possible, there are a lot of possibilities of making the teacher's work more aware, looking forward to a more benevolent and dynamic world. With a deep analysis of the documents that govern Brazilian education, especially regarding the evaluative practice of teachers, such as a study of didactic mechanisms, in addition to the observation in loco that allows a better conclusion after the bibliographic research, this research is based on semi-structured interviews, that is, in the application of questionnaires made with teachers from two schools in the city of Mossoró-RN, one in the urban area and the other in the rural area. Thus, the interpretative, investigative, and discursive analysis ways were fundamental to show a plausible explanation of the teacher's evaluative practices in their formative language environment. Coloniality can be surpassed by the understanding that the human being, as himself, can have a transformative and intimate language. We, basic education teachers, have an ethical responsibility with the reinterpretation of our evaluative actions. In this sense, we can build a more critical-reflective and decolonial education in our professional practice, as mediators of information and schooling. It is advised to open our eyes to new ponderations about the concretization of decoloniality, as well as about the integral developing of the teacher for a more humanized evaluative practices in basic education, in a way that the professional practice follows the decolonialization that shows itself in contemporary research and educative actions from a colonized country. Thu, 22 Dec 2022 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3306 2022-12-22T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3304 Formação docente do pedagogo(a) para o ensino de matemática: um olhar histórico para o curso de pedagogia da FE/UERN This paper discusses the importance of the pedagogue‟s teaching education who teaches in the early years, specifically to the teaching of mathematics. In this matter, our research problem is: How the Pedagogy course at FE/UERN has historically trained teachers to teach mathematics in the early years? To answer this question, we have as our general objective to analyze historically the process of the teacher‟s education to act on the teaching of mathematics on the early years through the Pedagogy course of the FE/UERN, since its creation in 1966, and we propose as specific objective: (a) to elaborate a historical contextualization about the teacher education of pedagogues in Brazil; (b) to verify the curricular conceptions, and their maintenances and alterations, that have occurred throughout the years in the Pedagogy course of FE/UERN regarding the formation for the teaching of mathematics; and (c) to elaborate a historical narrative on the subject object of study. For this, we trace discussions about teacher education, enabling historical comprehensions of Brazil and its (inter) relations with the Pedagogy course of FE/UERN and the relations present in the curriculum in the formation of this professional and the teaching of mathematics. This research is a qualitative type, and from the Oral History methodology we will work from bibliographic and documental references and, notably, from the production of the collaborators' narratives that cooperated in the production of information essential to our study, understanding that the Pedagogy course at FE/UERN has undergone some curricular changes to teaching, and the teaching of mathematics can be considered challenging, and that requires the educators the need for continued education. Tue, 21 Dec 2021 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3304 2021-12-21T00:00:00Z