http://tede.unicentro.br:8080/jspui/handle/tede/542 Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática 2025-11-23T00:51:06Z http://tede.unicentro.br:8080/jspui/handle/jspui/2448 Título: Metodologias e aprendizagem cognitiva na inclusão de estudantes cegos: percepção dos professores da Educação Especial Autor: Vieira, Laís Mariane Duda Primeiro orientador: Santos, Elaine Maria dos Abstract: One of the challenges in working with diversity in schools today is the initial and continuing education of teachers. With that comes the need for a new configuration in the context of training, passing through the curricular norms and regulations, but accompanying the changes that occur in schools in real time. This great diversity of students with disabilities requires teacher planning and the use of appropriate methodologies to ensure the learning of these students. Thus, the objective of the research was to analyze the perceptions of Special Education teachers regarding the different methodologies and experiences in the classroom, for the inclusion and learning of blind students. Six Special Education teachers participated in this research, who teach at a Specialized Educational Service Center in the area of visual impairment, in a municipality in the interior of Paraná. Data collection took place through a semi-structured script with questions based on Bloom's Taxonomy learning levels, as well as questions about teaching science to blind students. The analysis of the results was performed according to the content analysis, in which the following categories were the guides: Knowledge, Understanding, Analysis, Application, Synthesis and Evaluation. The results showed that specialist teachers use different strategies and methodologies more frequently, practices such as: the use of tactile materials, concrete material, aid of audio description programs for auditory sensitization, making the student protagonist, giving voice to him, in order to ensure their learning, in addition to guiding these methodologies in a good planning. As a result, a synthesis of different methodologies capable of supporting the teaching and learning process of blind and non-blind students was also carried out. Instituição: Universidade Estadual do Centro-Oeste Tipo do documento: Dissertação 2022-02-24T00:00:00Z http://tede.unicentro.br:8080/jspui/handle/jspui/2426 Título: PERSPECTIVAS DE UTILIZAÇÃO DO GOOGLE EARTH COMO RECURSO DIDÁTICO À LUZ DA ABORDAGEM DE ENSINO ETNOMATEMÁTICA Autor: Specht, Kelli Caroline Primeiro orientador: Santos, Clodogil Fabiano Ribeiro dos Abstract: This study highlights the importance of Meaningful Learning in the school context, aiming to identify the indicators of Meaningful Learning related to the use of Google Earth for teaching perimeter and area of plane geometric figures in the light of Ethnomathematics. It is noticeable that, when the student has prior knowledge about a certain subject, studying it in a contextualized way, makes it more meaningful and, consequently, learning tends to be meaningful. It is noteworthy that the insertion of technological and digital resources in the teaching process has become a necessity due to the increased use of Digital Information and Communication Technologies (TDIC), especially with the Covid-19 pandemic, in which classes were remote for a period. In addition, teaching platforms were inserted in the school context. In this perspective, it is understood that resources offered by technologies can help relate pedagogical activities to the social context of the student. Regarding the teaching of Mathematics, when it comes to Rural Education, where most students are children of farmers, one example is working on the concept of perimeter and area of the land owned by the students' parents or relatives, using remote sensing software, among these resources are free access applications, such as Google Earth. In this scope, we seek to answer the following question: what are the indicators of Meaningful Learning provided by the use of Google Earth as a teaching resource from the perspective of the Ethnomathematics teaching approach? To this end, the investigative process of this qualitative and descriptive-comparative research was based on the application of three methodological phases, the first being an exploratory phase, which included a search for works related to the theme in question to establish the research scenario, while the second consisted of data collection to gather detailed information about the objects of study and, finally, data analysis, which followed the perspective of Discursive Textual Analysis (DTA), in order to describe and compare the objects of study. As a result of the research process, an educational product was developed that considers Meaningful Learning, a study anchored in the conception of Moreira (2011, 2017), which is a notebook of Potentially Significant Teaching Units (UEPS), and a manual for the teacher, in order to serve as a subsidy to educators regarding the teaching of the concept of perimeter and area of flat geometric figures through the technological resource Google Earth, addressing a way of working these concepts in a contextualized and meaningful way. It was possible to identify Meaningful Learning indicators related to the use of Google Earth for teaching areas of flat geometric figures in light of the Ethnomathematics teaching approach and, in effect, the results of this research will provide strategies for Mathematics teachers to introduce these resources into their teaching practices. Instituição: Universidade Estadual do Centro-Oeste Tipo do documento: Dissertação 2024-12-16T00:00:00Z http://tede.unicentro.br:8080/jspui/handle/jspui/2425 Título: O uso do simulador Vascak no ensino do Ciclo de Carnot Autor: Reviliau, Sonia Maria Primeiro orientador: Miyahara, Ricardo Yoshimitsu Abstract: Using platforms to teach physics is a pedagogical proposal that has often been discussed by teachers, since it is a technological resource that tends to improve student learning, causing a major change in the teaching-learning process. Faced with the challenges faced by many teachers in minimizing students' difficulties in assimilating physics content, alternatives have been sought to help teach the subject. One way of improving learning is through the use of virtual laboratories, including the Vascak simulation platform, which can be a great ally for teachers in the classroom. Therefore, using simulation platforms in physics can be a good option for improving students' cognitive development. This work used a simulation platform with the aim of creating an educational product, presenting a guide to using the Vascak simulator, which covers the physics topic of the Carnot Cycle. The content was worked on in accordance with the educational product "The Use of the Vascak Simulator in Physics Teaching (Carnot Cycle)" and, during the lessons, the students studied the theoretical concepts of the content and then used the simulation platform. In order to obtain a final analysis of the research, the questionnaire answered by the students during the simulation classes was used to evaluate the didactic intervention in terms of the content learned, as well as the students' perception of the use of the simulator in the classroom. Based on the Meaningful Learning Theory, in which students are able to explain a concept in their own words, the results obtained using the Vascak simulation platform were positive. The students' learning progress was evident, as they expressed the concepts they had learned by integrating their previous knowledge with the new, attributing meaning to learning and to the simulation tool. In this way, the use of this resource in physics teaching favors student learning. Instituição: Universidade Estadual do Centro-Oeste Tipo do documento: Dissertação 2024-02-09T00:00:00Z http://tede.unicentro.br:8080/jspui/handle/jspui/2405 Título: INVESTIGAÇÃO SOBRE AS CONCEPÇÕES E PRÁTICAS DE EDUCAÇÃO AMBIENTAL NA GESTÃO PÚBLICA Autor: Ferreira, Maristela Procidonio Primeiro orientador: Kataoka, Adriana Massaê Abstract: The history of Environmental Education (EE) reflects its growing importance in addressing the environmental crisis that has been worsening in the current context. EE has emerged as a fundamental pillar in public management, being recognized for its crucial role in promoting public policies for a more sustainable society, aware of current environmental challenges. The integration of EE into public policies and management practices not only broadens understanding and appreciation of the natural and built environment but also fosters a culture of socio-environmental responsibility. Through awareness, education, and action, formal, non-formal, and informal EE plays an important role in shaping citizens, and its three-dimensional approach allows different segments of society to be reached and engaged. Thus, the present research focused on public management executed by the Municipal Department of the Environment of Guarapuava (SEMAG) in the city of Guarapuava, Paraná, Brazil, aiming to verify the conceptions of Environment, EE, Conservation Unit (CU), and how EE permeates different sectors, with the purpose of developing an educational product in the form of an ebook to support the integration of EE in all departments. This research adopted a qualitative exploratory approach, involving 25 employees from the departments of Environmental Licensing and Inspection, Environmental Education, Animal Protection, Solid Waste, Environmental Projects, and Plant Production, with the participation of SEMAG’s legal advisory team. The results were obtained through questionnaires and analyzed according to Bardin (1977), and the data were interpreted based on Layrargues and Lima (2014), revealing that most employees hold a naturalistic conception of the environment and a conservative view of EE, recognizing the importance of EE in all actions. Instituição: Universidade Estadual do Centro-Oeste Tipo do documento: Dissertação 2024-08-07T00:00:00Z