Atividades experimentais investigativas no ensino de ciências: implicações e desafios em sala de aula
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UEPB |
Texto Completo: | http://tede.bc.uepb.edu.br/jspui/handle/tede/3771 |
Resumo: | Since the first changes of perspective, in relation to the role of the student and the teacher in the process of teaching and learning, the desired goals in terms of student education have also been modified. With regard to Science Teaching, the student is expected to develop an understanding of the nature of scientific knowledge and some very unique skills and attitudes of scientific thought, which can lead them to Scientific Literacy, in its broadest sense. In this sense, we are considering that investigative experimental activities are important for the development of scientific attitudes in problem solving, thus expanding the capacity to use knowledge both inside and outside the classroom. Thus, the objective here proposed is to analyze an experience in Science Teaching (with emphasis on Physics Teaching), from experimental activities developed in the context of the Science discipline in the 9th grade of the Governador Mário Covas Municipal School, in the city of Passa e Fica / RN. In pursuit of this objective, some interventions were made based on the proposal of Carvalho et al.(2009) and, based on the systematization of this experience, a Didactic Guide (educational product) was built, which will be made available for use by other teachers in other settings. This is a quantitative research in which the data collection instruments were basically participant observation, recording of activities, speeches by students involved in the process and interviews with teachers. The use of strategies and also the promotion of the basis for conducting the research is from the perspective of authors such as Vygotsky (1991), Chassot (2016), Germano (2011), Sasseron e Carvalho (2008 and 2011), Carvalho et al. (2009); Carvalho et al. (2010); Gaspar (2014); in addition to the official documents used in basic education such as: the Common National Curriculum Base (Brazil, 2017), the National Curriculum Parameters (brazil 1998) and the Law of Guidelines and Base for Basic Education (Brasil, 2013) - where the latter mark aa transition dev teaching rules and standards. The Didactic Guide was born from this experience with the necessary adjustments and questions that students can make and the teacher's reflection at the end of the process. This work resulted in experiences and activities experienced by the students and recorded in drawing and writing form, which were used for the results of this research, since they are natural representations of the knowledge acquired through the investigative experimental activities. |
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Germano, Marcelo Gomes368.679.264-87http://lattes.cnpq.br/0279191804042650Germano, Marcelo Gomes368.679.264-87http://lattes.cnpq.br/0279191804042650Castro, Paula Almeida dehttp://lattes.cnpq.br/7813446738576212Brito, Francisco Assis dehttp://lattes.cnpq.br/429416159921345710039580440http://lattes.cnpq.br/1157942703303146Santos, Aline de Lima Faustino2021-07-18T17:37:21Z2021-04-15SANTOS, A. L. F. Atividades experimentais investigativas no ensino de ciências: implicações e desafios em sala de aula. 2021. 119 f. Dissertação (Mestrado Profissional em Formação de Professores) - Universidade Estadual da Paraíba, Campina Grande, 2021.http://tede.bc.uepb.edu.br/jspui/handle/tede/3771Since the first changes of perspective, in relation to the role of the student and the teacher in the process of teaching and learning, the desired goals in terms of student education have also been modified. With regard to Science Teaching, the student is expected to develop an understanding of the nature of scientific knowledge and some very unique skills and attitudes of scientific thought, which can lead them to Scientific Literacy, in its broadest sense. In this sense, we are considering that investigative experimental activities are important for the development of scientific attitudes in problem solving, thus expanding the capacity to use knowledge both inside and outside the classroom. Thus, the objective here proposed is to analyze an experience in Science Teaching (with emphasis on Physics Teaching), from experimental activities developed in the context of the Science discipline in the 9th grade of the Governador Mário Covas Municipal School, in the city of Passa e Fica / RN. In pursuit of this objective, some interventions were made based on the proposal of Carvalho et al.(2009) and, based on the systematization of this experience, a Didactic Guide (educational product) was built, which will be made available for use by other teachers in other settings. This is a quantitative research in which the data collection instruments were basically participant observation, recording of activities, speeches by students involved in the process and interviews with teachers. The use of strategies and also the promotion of the basis for conducting the research is from the perspective of authors such as Vygotsky (1991), Chassot (2016), Germano (2011), Sasseron e Carvalho (2008 and 2011), Carvalho et al. (2009); Carvalho et al. (2010); Gaspar (2014); in addition to the official documents used in basic education such as: the Common National Curriculum Base (Brazil, 2017), the National Curriculum Parameters (brazil 1998) and the Law of Guidelines and Base for Basic Education (Brasil, 2013) - where the latter mark aa transition dev teaching rules and standards. The Didactic Guide was born from this experience with the necessary adjustments and questions that students can make and the teacher's reflection at the end of the process. This work resulted in experiences and activities experienced by the students and recorded in drawing and writing form, which were used for the results of this research, since they are natural representations of the knowledge acquired through the investigative experimental activities.Desde as primeiras mudanças de perspectiva, em relação aos papéis do aluno e do professor no processo de Ensino e Aprendizagem, os objetivos almejados em termos de formação dos alunos também têm sido modificados. No que diz respeito ao Ensino de Ciências, espera-se que o aluno desenvolva uma compreensão da natureza do conhecimento científico e algumas habilidades e atitudes muito próprias do pensamento científico, o que pode levá-los a uma Alfabetização Científica, em seu sentido mais amplo. Neste sentido, estamos considerando que as atividades experimentais investigativas são importantes para o desenvolvimento de atitudes científicas na resolução de problemas, ampliando a capacidade de utilização de saberes dentro e fora da sala de aula. Assim, o objetivo aqui proposto é o de analisar uma experiência no Ensino de Ciências (com ênfase no Ensino de Física), a partir de atividades experimentais investigativas desenvolvidas no contexto da disciplina de Ciências, no 9º ano da Escola Municipal Governador Mário Covas, na cidade de Passa e Fica/RN. Em busca deste objetivo foram feitas algumas intervenções baseadas na proposta de Carvalho et al. (2009) e, a partir da sistematização e análise desta experiência, foi construído um Guia Didático (produto educacional) que será disponibilizado para utilização por outros professores, em outros cenários. Trata-se de uma pesquisa qualitativa, em que os instrumentos de coleta dos dados foram basicamente a observação participante, o registro das atividades, falas dos estudantes envolvidos no processo e entrevistas com professores. A utilização das estratégias e também da fomentação da base para a realização da pesquisa está sob a perspectiva de autores como Vygotsky (1991), Chassot (2016), Germano (2011), Sasseron e Carvalho (2008 e 2011), Carvalho et al. (2009); Carvalho et al. (2010); Gaspar (2014); além dos documentos oficiais usados na educação básica como: a Base Nacional Comum Curricular (BRASIL, 2017), os Parâmetros Curriculares Nacionais (BRASIL, 1998) e Lei de Diretrizes e Base para a Educação Básica (BRASIL, 2013) – onde esses últimos marcam a transição de regras e normas de ensino. O Guia Didático nasceu dessa experiência, com os necessários ajustes e questionamentos que os alunos possam fazer e a reflexão do professor ao final do processo. Este trabalho resultou em experiências e atividades vivenciadas pelos alunos e registradas em forma de desenho e escrita, que foram utilizados para os resultados dessa pesquisa, uma vez que são representações naturais do conhecimento adquirido através das atividades experimentais investigativas.Submitted by Concluintes Mestrado (concluinte.mestrado@setor.uepb.edu.br) on 2021-07-15T18:53:02Z No. of bitstreams: 3 Dissertação - Aline de Lima Faustino Santos.pdf: 3317865 bytes, checksum: 00b446399a4c52c6d6d516549ec46dad (MD5) Termo-de-autorizacao-de-insercao-de-tese-ou-dissertacao-no-Sistema-TEDE-da-BDTD_Modelo-Atual.pdf: 91154 bytes, checksum: 43ab2510acea2e247695d007b169251e (MD5) Termo-de-confirmacao-e-cadastramento-para-publicacao-de-TDE-da-BDTD_Modeloatual.pdf: 264227 bytes, checksum: 5dbf784f08580e0be20ff6c05b3dd751 (MD5)Approved for entry into archive by Iris Gomes Barreto (irisgbarreto@uepb.edu.br) on 2021-07-16T17:48:59Z (GMT) No. of bitstreams: 3 Dissertação - Aline de Lima Faustino Santos.pdf: 3317865 bytes, checksum: 00b446399a4c52c6d6d516549ec46dad (MD5) Termo-de-autorizacao-de-insercao-de-tese-ou-dissertacao-no-Sistema-TEDE-da-BDTD_Modelo-Atual.pdf: 91154 bytes, checksum: 43ab2510acea2e247695d007b169251e (MD5) Termo-de-confirmacao-e-cadastramento-para-publicacao-de-TDE-da-BDTD_Modeloatual.pdf: 264227 bytes, checksum: 5dbf784f08580e0be20ff6c05b3dd751 (MD5)Made available in DSpace on 2021-07-18T17:37:21Z (GMT). No. of bitstreams: 3 Dissertação - Aline de Lima Faustino Santos.pdf: 3317865 bytes, checksum: 00b446399a4c52c6d6d516549ec46dad (MD5) Termo-de-autorizacao-de-insercao-de-tese-ou-dissertacao-no-Sistema-TEDE-da-BDTD_Modelo-Atual.pdf: 91154 bytes, checksum: 43ab2510acea2e247695d007b169251e (MD5) Termo-de-confirmacao-e-cadastramento-para-publicacao-de-TDE-da-BDTD_Modeloatual.pdf: 264227 bytes, checksum: 5dbf784f08580e0be20ff6c05b3dd751 (MD5) Previous issue date: 2021-04-15application/pdfporUniversidade Estadual da ParaíbaPrograma de Pós-Graduação Profissional em Formação de Professores - PPGPFPUEPBBrasilPró-Reitoria de Pós-Graduação e Pesquisa - PRPGPEnsino de ciênciasEnsino de físicaAlfabetização científicaAtividades experimentais investigativasEDUCACAO::ENSINO-APRENDIZAGEMAtividades experimentais investigativas no ensino de ciências: implicações e desafios em sala de aulainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis5620692928460873310600600600524871450381110278-4452917836576020174info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEPBinstname:Universidade Estadual da Paraíba (UEPB)instacron:UEPBORIGINALDissertação - Aline de Lima Faustino Santos.pdfDissertação - Aline de Lima Faustino Santos.pdfapplication/pdf3317865http://tede.bc.uepb.edu.br/jspui/bitstream/tede/3771/2/Disserta%C3%A7%C3%A3o+-+Aline+de+Lima+Faustino+Santos.pdf00b446399a4c52c6d6d516549ec46dadMD52Termo-de-autorizacao-de-insercao-de-tese-ou-dissertacao-no-Sistema-TEDE-da-BDTD_Modelo-Atual.pdfTermo-de-autorizacao-de-insercao-de-tese-ou-dissertacao-no-Sistema-TEDE-da-BDTD_Modelo-Atual.pdfapplication/pdf91154http://tede.bc.uepb.edu.br/jspui/bitstream/tede/3771/3/Termo-de-autorizacao-de-insercao-de-tese-ou-dissertacao-no-Sistema-TEDE-da-BDTD_Modelo-Atual.pdf43ab2510acea2e247695d007b169251eMD53Termo-de-confirmacao-e-cadastramento-para-publicacao-de-TDE-da-BDTD_Modeloatual.pdfTermo-de-confirmacao-e-cadastramento-para-publicacao-de-TDE-da-BDTD_Modeloatual.pdfapplication/pdf264227http://tede.bc.uepb.edu.br/jspui/bitstream/tede/3771/4/Termo-de-confirmacao-e-cadastramento-para-publicacao-de-TDE-da-BDTD_Modeloatual.pdf5dbf784f08580e0be20ff6c05b3dd751MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Atividades experimentais investigativas no ensino de ciências: implicações e desafios em sala de aula |
title |
Atividades experimentais investigativas no ensino de ciências: implicações e desafios em sala de aula |
spellingShingle |
Atividades experimentais investigativas no ensino de ciências: implicações e desafios em sala de aula Santos, Aline de Lima Faustino Ensino de ciências Ensino de física Alfabetização científica Atividades experimentais investigativas EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Atividades experimentais investigativas no ensino de ciências: implicações e desafios em sala de aula |
title_full |
Atividades experimentais investigativas no ensino de ciências: implicações e desafios em sala de aula |
title_fullStr |
Atividades experimentais investigativas no ensino de ciências: implicações e desafios em sala de aula |
title_full_unstemmed |
Atividades experimentais investigativas no ensino de ciências: implicações e desafios em sala de aula |
title_sort |
Atividades experimentais investigativas no ensino de ciências: implicações e desafios em sala de aula |
author |
Santos, Aline de Lima Faustino |
author_facet |
Santos, Aline de Lima Faustino |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Germano, Marcelo Gomes |
dc.contributor.advisor1ID.fl_str_mv |
368.679.264-87 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0279191804042650 |
dc.contributor.referee1.fl_str_mv |
Germano, Marcelo Gomes |
dc.contributor.referee1ID.fl_str_mv |
368.679.264-87 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0279191804042650 |
dc.contributor.referee2.fl_str_mv |
Castro, Paula Almeida de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7813446738576212 |
dc.contributor.referee3.fl_str_mv |
Brito, Francisco Assis de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/4294161599213457 |
dc.contributor.authorID.fl_str_mv |
10039580440 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1157942703303146 |
dc.contributor.author.fl_str_mv |
Santos, Aline de Lima Faustino |
contributor_str_mv |
Germano, Marcelo Gomes Germano, Marcelo Gomes Castro, Paula Almeida de Brito, Francisco Assis de |
dc.subject.por.fl_str_mv |
Ensino de ciências Ensino de física Alfabetização científica Atividades experimentais investigativas |
topic |
Ensino de ciências Ensino de física Alfabetização científica Atividades experimentais investigativas EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
Since the first changes of perspective, in relation to the role of the student and the teacher in the process of teaching and learning, the desired goals in terms of student education have also been modified. With regard to Science Teaching, the student is expected to develop an understanding of the nature of scientific knowledge and some very unique skills and attitudes of scientific thought, which can lead them to Scientific Literacy, in its broadest sense. In this sense, we are considering that investigative experimental activities are important for the development of scientific attitudes in problem solving, thus expanding the capacity to use knowledge both inside and outside the classroom. Thus, the objective here proposed is to analyze an experience in Science Teaching (with emphasis on Physics Teaching), from experimental activities developed in the context of the Science discipline in the 9th grade of the Governador Mário Covas Municipal School, in the city of Passa e Fica / RN. In pursuit of this objective, some interventions were made based on the proposal of Carvalho et al.(2009) and, based on the systematization of this experience, a Didactic Guide (educational product) was built, which will be made available for use by other teachers in other settings. This is a quantitative research in which the data collection instruments were basically participant observation, recording of activities, speeches by students involved in the process and interviews with teachers. The use of strategies and also the promotion of the basis for conducting the research is from the perspective of authors such as Vygotsky (1991), Chassot (2016), Germano (2011), Sasseron e Carvalho (2008 and 2011), Carvalho et al. (2009); Carvalho et al. (2010); Gaspar (2014); in addition to the official documents used in basic education such as: the Common National Curriculum Base (Brazil, 2017), the National Curriculum Parameters (brazil 1998) and the Law of Guidelines and Base for Basic Education (Brasil, 2013) - where the latter mark aa transition dev teaching rules and standards. The Didactic Guide was born from this experience with the necessary adjustments and questions that students can make and the teacher's reflection at the end of the process. This work resulted in experiences and activities experienced by the students and recorded in drawing and writing form, which were used for the results of this research, since they are natural representations of the knowledge acquired through the investigative experimental activities. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-07-18T17:37:21Z |
dc.date.issued.fl_str_mv |
2021-04-15 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTOS, A. L. F. Atividades experimentais investigativas no ensino de ciências: implicações e desafios em sala de aula. 2021. 119 f. Dissertação (Mestrado Profissional em Formação de Professores) - Universidade Estadual da Paraíba, Campina Grande, 2021. |
dc.identifier.uri.fl_str_mv |
http://tede.bc.uepb.edu.br/jspui/handle/tede/3771 |
identifier_str_mv |
SANTOS, A. L. F. Atividades experimentais investigativas no ensino de ciências: implicações e desafios em sala de aula. 2021. 119 f. Dissertação (Mestrado Profissional em Formação de Professores) - Universidade Estadual da Paraíba, Campina Grande, 2021. |
url |
http://tede.bc.uepb.edu.br/jspui/handle/tede/3771 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
5620692928460873310 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
524871450381110278 |
dc.relation.cnpq.fl_str_mv |
-4452917836576020174 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual da Paraíba |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação Profissional em Formação de Professores - PPGPFP |
dc.publisher.initials.fl_str_mv |
UEPB |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP |
publisher.none.fl_str_mv |
Universidade Estadual da Paraíba |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UEPB instname:Universidade Estadual da Paraíba (UEPB) instacron:UEPB |
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