Navegando por Autor "Lima, Analice de Almeida"

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A química dos materiais de limpeza: uma proposta para a abordagem de conteúdos de química orgânica no ensino médio
(2025-03-17) Santana, Rafael José Dutra de; Lima, Analice de Almeida; http://lattes.cnpq.br/2273105974559580; http://lattes.cnpq.br/0309041821933557
A pesquisa teve como objetivo analisar como uma sequência de ensino baseada na química dos materiais de limpeza pode contribuir para o ensino de química orgânica no ensino médio. Foi feito um estudo qualitativo com quatro docentes que trabalham em escolas particulares e públicas. Para isso, houve a elaboração de dois planos de aula que abordassem a química orgânica juntamente com a temática química da limpeza, para serem validados por esses professores. Foi elaborado um conjunto de 4 questões para a validação dos planos de aula e para 2 professores as perguntas foram respondidas na forma de uma entrevista estruturada e para os demaisas perguntas foram respondidas no formato de questionário. Durante o processo de análise, observamos que foram sugeridas adições valiosas por parte dos participantes da pesquisa para a melhoria dos planos elaborados pelo pesquisador. As respostas relacionadas à validação do plano de aula mostraram-se satisfatórias, uma vez que os conteúdos e as práticas não foram apenas mantidos, mas, de fato, aprimorados. As impressões sobre os professores revelam que as respostas variadas podem ser atribuídas às diferentes realidades escolares, que envolvem tanto instituições públicas quanto particulares, ou até mesmo a experiência de atuação em ambos os contextos. Essa diversidade de cenários impacta significativamente a abordagem didática adotada pelos docentes, refletindo nas escolhas que fazem sobre como a aula deve ser conduzida. O enfoque pode variar consideravelmente, dependendo das características do ambiente escolar, podendo ser mais voltado para um caráter teórico ou mais centrado na prática. As particularidades de cada tipo de instituição influenciam diretamente a forma como o ensino é planejado e executado, moldando as estratégias pedagógicas adotadas para atender às necessidades e realidades dos estudantes. Essa análise permitiu compreender como as reflexões dos docentes se articulam com a adaptação curricular e a inovação didática, reforçando a relação entre teoria, contexto e ação pedagógica.
Ciência, tecnologia, sociedade e arte como estratégia didática para aplicação da Lei 10.639/03 no ensino de Química em turmas da educação de jovens e adultos
(2024-03-08) Aquino, Jhonatan Rafael da Silva; Lima, Analice de Almeida; Alves, Cláudia Thamires da Silva; http://lattes.cnpq.br/1831217277642775; http://lattes.cnpq.br/2273105974559580; http://lattes.cnpq.br/7708146705135822
In the 21 years since the promulgation of Law 10639/2003 by President Luís Inácio Lula da Silva, there has been a resistance established by public and private schools in applying the legal provisions of this law in their educational curricula. Given this resistance, this work aimed to analyze the contributions of a didactic sequence related to law 10639/03 from the CTS Arte perspective for teaching Chemistry in Youth and Adult Education. The sequence was created with the target audience being students of Youth and Adult Education in the third module. To prepare the sequence, we started from the theoretical assumptions of Oliveira and Queiroz (2013), contemplating: - the choice of a social theme based on a relationship with art; -introduction of a technology; -study and discussion of science and its relationship with technology and society, and -proposing to students the creation of a final scientific-artistic product in the area. The elaborated sequence initially presented a socioeconomic analysis, then a presentation was suggested through the contents of chemistry (scientific knowledge), social issues and artistic elements regarding the composition of vitamins, minerals, carbohydrates, etc. and, finally, creation of artistic activities by students based on the content discussed. The didactic sequence elaborated in this work was guided by the assumptions of the Science, Technology, Society and Arts (CTS-Art) perspective, presenting socio-scientific elements and artistic elements that throughout history we know is a libertarian and fighting instrument in our society, being more an instrument of reflection and struggle in the racist society in which we live.
Concepções de licenciandos em química da UFRPE–Sede sobre o uso de analogias e suas influências no processo de ensino-aprendizagem de ciências
(2018-08-01) Oliveira, José Elivelton Gomes de; Souza, Sandra Rodrigues de; Lima, Analice de Almeida; http://lattes.cnpq.br/2273105974559580; http://lattes.cnpq.br/4678692939311710; http://lattes.cnpq.br/8408629611124567
The analogical reasoning is present in scientific theories, textbooks and researches based on the use of analogies as a teaching resource for the teaching of chemistry and for this reason, it is essential to analyze the conceptions of chemistry undergraduate of UFRPE-SEDE "future teachers" on the use of analogies and their influences in the teaching-learning process of the sciences. The instruments for data collection were two questionnaires, group resolution and discussion about an ENADE 2017 issue, observation and audio recording. The subjects of the research were composed of fifteen undergraduates who studied the subject of Compulsory Supervised Internship I in the 7th night of chemistry degree at the Federal Rural University of Pernambuco - UFRPE unit SEDE in Dois Irmãos. The results show that only six undergraduates defined the analogies using the terms comparison and association, but also two undergraduates confuse this concept with an example. Furthermore, during questionnaire II, it is perceived that they recognize the analogies as facilitator of the teaching-learning process, but they believe that there are limitations in their use. Therefore, they think that it is very important the initial training for the teacher preparation in the use of this didactic resource, and for them the use of analogies in their classes would be pertinent, however, they would be planned and could be done also spontaneously to answer some questioning of the students. When questioned the presence of the study of analogies during the graduation, it is noticed that the majority considered that the time dedicated to the subject was not enough, and this result together with the research studied, warn that, during their initial formation, there is a need for a more specific preparation in relation to analogue resources. For, the undergraduates did not recognize any methodology for the use of analogies as a didactic resource, even in the final phase of the graduation course, and when participating in this research they were able to revise their conceptions regarding teaching practices with analogies, starting with the resolution of questionnaire II and of the question of ENADE, in which they established pedagogical justifications for the use or not of analogies.
Impressões de um grupo de licenciandos em Química da UFRPE sobre a sua formação inicial
(2024-10-01) Cesário, Lucas da Silva; Lima, Analice de Almeida; http://lattes.cnpq.br/2273105974559580; http://lattes.cnpq.br/9217362239710121
The present research aimed to analyze the impressions of students of the Chemistry Degree course at the Federal Rural University of Pernambuco (UFRPE) about their initial training. For this, a qualitative study was carried out with ten undergraduate students in chemistry of this Institution who were in the final periods of the course. The research instrument was a narrative interview in which the exmanents (research questions or questions of interest to the researcher) were thought out and defined. These questions were aimed at guiding the conversation between the interviewee and the interviewer in order to address the themes addressed in the research and thus meet the established objectives. The results show a diversity of impressions about the teaching career, including positive and critical views about initial training. The undergraduates highlight the need for greater integration between theoretical content and practical experiences and point out that the experience of institutional programs related to teaching and supervised internships are essential for this integration. However, the students' criticisms of the disconnection between theory and school reality suggest the need for curricular adaptations and longitudinal studies that accompany their trajectories, aiming to improve training and better prepare future teachers for the challenges of their careers.
Modelos, modelagens e analogias: uma revisão da literatura em cinco periódicos no período de 2007 a 2020
(2021-12-09) Porto, Shyrlana Souza; Lima, Analice de Almeida; http://lattes.cnpq.br/2273105974559580; http://lattes.cnpq.br/0949749320823271
Models, models and analogies: a literature review in five journals from 2007 to 2020 aims to provide a bibliographic survey in important Brazilian journals in this time frame. They are: Science and Education (Bauru), Experiences in Science Teaching, Investigations in Science Teaching, Brazilian Journal of Education and Magazine Debates in Chemistry Teaching, all classified as Qualis CAPES A or B, in order to analyze trends , in the literature, related to models, models and analogies in Science teaching. To achieve the objectives, the research field of each journal was searched and articles that addressed the themes of the work presented here were selected. The reading of the texts and screening of the subjects that were in the perspective of this research were carried out, and in the end there were 70 articles that were in line with this proposal. Regarding the first objective, categories were established in order to carry out the analysis and discussion. For the second objective, the articles were read and grouped according to the similarity of the topics covered. From the results obtained, it was possible to assess that in these 13 years analyzed there is a considerable number of articles in the chosen magazines, which shows that research in the line of models, models and analogies is being developed, with a small peak in 2011 and intensifying more from the year 2016. When compiling the analyzed articles, it was observed that they presented trends for the theme models, with 65.3%, followed by the theme analogies with 20% and modeling, with 14.7% of the works evaluated. A great emphasis was observed in the field research approach, carried out in schools and universities, for example, in research from the student's perspective and in relation to the chemistry contents covered, Atomic Models, Molecular Geometry, Chemical Kinetics, Isomerism and Solubility. Modeling-related research needs to reach the classroom, as well as studies aimed at other didactic teaching strategies as well. There are many works by researchers who were willing, studied, applied and published, but somehow this knowledge faces obstacles to reaching the students' reality.
Perspectivas teóricas sobre a implementação da Lei 10.639/2003: abordando o ensino das relações étnico-raciais nos livros didáticos de química
(2025-03-20) Silva, Vanessa Araújo da; Lima, Analice de Almeida; Batista, Maria de Fátima Oliveira; http://lattes.cnpq.br/8195873385841154; http://lattes.cnpq.br/2273105974559580; http://lattes.cnpq.br/4925017833973638
A pesquisa justifica-se pela necessidade de compreender e evidenciar a lacuna existente na abordagem das contribuições dos povos africanos e afro-brasileiros nos materiais didáticos de Química. O estudo tem como objetivo analisar a presença e o tratamento dos conteúdos relacionados à História e Cultura Afro-Brasileira e Africana nos livros didáticos da coleção Ciências da Natureza e Suas Tecnologias – Multiversos Ciências da Natureza (1ª ed.), da Editora FTD, distribuída pelo Programa Nacional do Livro e do Material Didático (PNLD 2020) para o ensino médio. Busca-se identificar avanços ou permanências no que se refere à invisibilidade histórica da população negra nesses materiais, considerando sua conformidade com as diretrizes legais e educacionais. A pesquisa levanta a seguinte questão: até que ponto os livros didáticos aprovados pelo PNLD evoluíram na inclusão dessa temática? E como essa evolução — ou sua ausência — impacta a desconstrução de estereótipos e preconceitos no contexto do ensino brasileiro? Para atingir os objetivos propostos, utilizou-se uma abordagem qualitativa de Minayo (2001), com base no método exploratório-descritivo. A discussão fundamenta-se em autores como Gomes (2023), Domingues (2007), Benite (2018) e Pinheiro (2018), abordando temas como o papel do movimento negro na educação, a articulação entre políticas públicas e práticas pedagógicas, e a influência dos livros didáticos no ensino de Química. Os resultados indicam que, apesar da obrigatoriedade legal prevista na Lei 10.639/2003, ainda persistem lacunas significativas na formulação curricular e nos conteúdos apresentados, o que demonstra a necessidade urgente de uma revisão nos materiais didáticos, com vistas à construção de uma educação mais inclusiva e antirracista.
Saberes da formação específica e atuação no contexto escolar: desafios no ensino e aprendizagem de Química
(2021-03-02) Araújo, Flávio Ribeiro; Lima, Analice de Almeida; http://lattes.cnpq.br/2273105974559580; http://lattes.cnpq.br/0819343533418318