Ensino de eletrodinâmica por meio da pedagogia histórico-crítica: potencialidades do tema gerador cidades inteligentes
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF) |
Texto Completo: | http://tede.upf.br:8080/jspui/handle/tede/2193 |
Resumo: | The present investigation is based on problems, pointed out in the literature and also from observations of the teacher/researcher, associated with the teaching of Electrodynamics in high school. This teaching is reduced to mathematical formalisms without association with the student's daily life. The importance of providing a study associated with the experiential world of the student is due to the fact that the knowledge close to the reality of the student becomes more significant. And, consequently, it allows him to be an active and active being in the reality he is in, confronting common sense with scientific knowledge. In view of this and verifying the potentialities of the intelligent cities generating theme, the following question was elaborated: What possibilities does the theme intelligent cities open for the teaching of electrodynamics? To answer this question, we sought subsidies in the Theory of Historical-Critical Pedagogy of Saviani (1999) and Gasparin (2015) and as support for the STEM approach. Based on these choices, the objective of the study was to analyze the potentialities of a didactic sequence of teaching of Electrodynamics in a context of Intelligent Cities. This proposal is an educational product in the form of a didactic sequence supported on the steps of Historical-Critical Pedagogy (Initial Social Practice, Problematization, Instrumentalization and Catharsis and Final Social Practice). Research takes a qualitative, action and participant approach, which was collected through the logbook, the materials produced by the students, the recorded classes of the discipline and the report of the kahoot gamified platform. In this context, the steps proposed by the Historical-Critical Pedagogy were used as categories of analyses. The results discussed in these categories indicate that a contextualized approach close to the students' daily lives contributes to a more significant learning of the concepts of Electrodynamics. Especially when the student puts himself in the place of a resident of a Smart City and has the possibility to contribute with intelligent solutions. It was also found that the steps proposed by the Historical-Critical Pedagogy provide subsidies for students to be active beings and active in the reality that they are, because the contents studied in the classroom make sense to them and present possibilities of how they can use this knowledge in their daily life. The didactic proposal was flexible and can be applied in a face-to-face and/or remote environment. Based on the data obtained, it can be concluded that the theme generating Intelligent Cities for the study of Electrodynamics provided a significant learning of the concepts of Electrodynamics. And that through the dimensions worked, according to the theory of Historical-Critical Pedagogy, it is possible to verify the greatest interests of students at a given time and work with them to provide quality teaching, meaningful learning and at the same time transformative. The educational product, in the form of a didactic sequence, that accompanies the study is available in the form of support material for basic education teachers on the program's website and on the eduCapes Portal <http://educapes.capes.gov.br/handle/capes/603303>. |
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Trentin, Marco Antônio Sandini49972987000http://lattes.cnpq.br/474648833325779803533466086http://lattes.cnpq.br/9432630182999496Silva, Bruno Reinaldo da2022-03-29T19:53:15Z2021-05-03SILVA, Bruno Reinaldo da. Ensino de eletrodinâmica por meio da pedagogia histórico-crítica: potencialidades do tema gerador cidades inteligentes. 2021. 125 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade de Passo Fundo, Passo Fundo, RS, 2021.http://tede.upf.br:8080/jspui/handle/tede/2193The present investigation is based on problems, pointed out in the literature and also from observations of the teacher/researcher, associated with the teaching of Electrodynamics in high school. This teaching is reduced to mathematical formalisms without association with the student's daily life. The importance of providing a study associated with the experiential world of the student is due to the fact that the knowledge close to the reality of the student becomes more significant. And, consequently, it allows him to be an active and active being in the reality he is in, confronting common sense with scientific knowledge. In view of this and verifying the potentialities of the intelligent cities generating theme, the following question was elaborated: What possibilities does the theme intelligent cities open for the teaching of electrodynamics? To answer this question, we sought subsidies in the Theory of Historical-Critical Pedagogy of Saviani (1999) and Gasparin (2015) and as support for the STEM approach. Based on these choices, the objective of the study was to analyze the potentialities of a didactic sequence of teaching of Electrodynamics in a context of Intelligent Cities. This proposal is an educational product in the form of a didactic sequence supported on the steps of Historical-Critical Pedagogy (Initial Social Practice, Problematization, Instrumentalization and Catharsis and Final Social Practice). Research takes a qualitative, action and participant approach, which was collected through the logbook, the materials produced by the students, the recorded classes of the discipline and the report of the kahoot gamified platform. In this context, the steps proposed by the Historical-Critical Pedagogy were used as categories of analyses. The results discussed in these categories indicate that a contextualized approach close to the students' daily lives contributes to a more significant learning of the concepts of Electrodynamics. Especially when the student puts himself in the place of a resident of a Smart City and has the possibility to contribute with intelligent solutions. It was also found that the steps proposed by the Historical-Critical Pedagogy provide subsidies for students to be active beings and active in the reality that they are, because the contents studied in the classroom make sense to them and present possibilities of how they can use this knowledge in their daily life. The didactic proposal was flexible and can be applied in a face-to-face and/or remote environment. Based on the data obtained, it can be concluded that the theme generating Intelligent Cities for the study of Electrodynamics provided a significant learning of the concepts of Electrodynamics. And that through the dimensions worked, according to the theory of Historical-Critical Pedagogy, it is possible to verify the greatest interests of students at a given time and work with them to provide quality teaching, meaningful learning and at the same time transformative. The educational product, in the form of a didactic sequence, that accompanies the study is available in the form of support material for basic education teachers on the program's website and on the eduCapes Portal <http://educapes.capes.gov.br/handle/capes/603303>.A presente investigação parte de problemas, apontados na literatura e, também, de observações do professor/pesquisador, associados ao ensino de Eletrodinâmica no Ensino Médio. Ensino esse que é reduzido a formalismos matemáticos sem associação com o cotidiano do estudante. A importância de proporcionar um estudo associado ao mundo vivencial do educando deve-se ao fato de que os conhecimentos próximos à realidade do aluno se tornam mais significativos. E, consequentemente, permite com que ele seja um ser ativo e atuante na realidade em que se encontra, confrontando o senso comum com os conhecimentos científicos. Diante disso e verificando as potencialidades do tema gerador Cidades Inteligentes, elaborou-se a seguinte pergunta: Quais são as possibilidades que a temática Cidades Inteligentes abre para o ensino de Eletrodinâmica? Para responder a esse questionamento, buscaram-se subsídios na Teoria da Pedagogia Histórico-Crítica de Saviani (1999) e Gasparin (2015) e, como apoio, a abordagem STEM. A partir dessas escolhas, formulou-se, como objetivo do estudo, analisar as potencialidades de uma proposta didática de ensino de Eletrodinâmica num contexto de Cidades Inteligentes. Tal proposta é um Produto Educacional na forma de sequência didática apoiada sobre os passos da Pedagogia Histórico-Crítica (Prática Social Inicial, Problematização, Instrumentalização e Catarse e Prática Social Final). A pesquisa tem uma abordagem qualitativa, ação e participante; sua coleta de dados se deu por meio do Diário de Bordo, dos materiais produzidos pelos estudantes, das aulas gravadas da disciplina e do relatório da plataforma gamificada Kahoot. Nesse contexto, foram usados, como categorias de análises, os passos propostos pela Pedagogia Histórico-Crítica. Os resultados discutidos nessas categorias apontam que uma abordagem contextualizada e próxima ao cotidiano dos estudantes contribui para uma aprendizagem mais significativa dos conceitos de Eletrodinâmica. Principalmente quando o estudante se colocar no lugar de um morador de uma Cidade Inteligente e tiver a possibilidade de contribuir com soluções inteligentes. Também se constatou que os passos propostos pela Pedagogia Histórico-Crítica fornecem subsídios para os estudantes serem seres ativos e atuantes na realidade na qual se encontram, pois os conteúdos estudados em sala de aula fazem sentido a eles e apresentam possibilidades de como podem usar esses conhecimentos no seu dia a dia. A proposta didática construída se mostrou flexível, podendo ser aplicada em um ambiente presencial e/ou remoto. Com base nos dados obtidos, pode-se concluir que o tema gerador Cidades Inteligentes para o estudo da Eletrodinâmica proporcionou uma aprendizagem significativa dos conceitos de Eletrodinâmica e que, por meio das dimensões trabalhadas, segundo a teoria da Pedagogia Histórico-Crítica, é possível verificar os maiores interesses dos estudantes em um determinado momento e trabalhar com eles para proporcionar um ensino de qualidade, uma aprendizagem com significado e ao mesmo tempo transformadora. O Produto Educacional, em formato de sequência didática, que acompanha o estudo está disponibilizado na forma de material de apoio para professores da Educação Básica no site do programa e no Portal eduCapes <http://educapes.capes.gov.br/handle/capes/603303>.Submitted by Jucelei Domingues (jucelei@upf.br) on 2022-03-29T19:53:15Z No. of bitstreams: 1 2021BrunoReinaldodaSilva.pdf: 6518957 bytes, checksum: 95493fae0d4b22db77a3983ec7bab090 (MD5)Made available in DSpace on 2022-03-29T19:53:15Z (GMT). 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dc.title.por.fl_str_mv |
Ensino de eletrodinâmica por meio da pedagogia histórico-crítica: potencialidades do tema gerador cidades inteligentes |
title |
Ensino de eletrodinâmica por meio da pedagogia histórico-crítica: potencialidades do tema gerador cidades inteligentes |
spellingShingle |
Ensino de eletrodinâmica por meio da pedagogia histórico-crítica: potencialidades do tema gerador cidades inteligentes Silva, Bruno Reinaldo da Física (Ensino médio) - Estudo e ensino Eletrodinâmica Aprendizagem CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
Ensino de eletrodinâmica por meio da pedagogia histórico-crítica: potencialidades do tema gerador cidades inteligentes |
title_full |
Ensino de eletrodinâmica por meio da pedagogia histórico-crítica: potencialidades do tema gerador cidades inteligentes |
title_fullStr |
Ensino de eletrodinâmica por meio da pedagogia histórico-crítica: potencialidades do tema gerador cidades inteligentes |
title_full_unstemmed |
Ensino de eletrodinâmica por meio da pedagogia histórico-crítica: potencialidades do tema gerador cidades inteligentes |
title_sort |
Ensino de eletrodinâmica por meio da pedagogia histórico-crítica: potencialidades do tema gerador cidades inteligentes |
author |
Silva, Bruno Reinaldo da |
author_facet |
Silva, Bruno Reinaldo da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Trentin, Marco Antônio Sandini |
dc.contributor.advisor1ID.fl_str_mv |
49972987000 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4746488333257798 |
dc.contributor.authorID.fl_str_mv |
03533466086 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9432630182999496 |
dc.contributor.author.fl_str_mv |
Silva, Bruno Reinaldo da |
contributor_str_mv |
Trentin, Marco Antônio Sandini |
dc.subject.por.fl_str_mv |
Física (Ensino médio) - Estudo e ensino Eletrodinâmica Aprendizagem |
topic |
Física (Ensino médio) - Estudo e ensino Eletrodinâmica Aprendizagem CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
The present investigation is based on problems, pointed out in the literature and also from observations of the teacher/researcher, associated with the teaching of Electrodynamics in high school. This teaching is reduced to mathematical formalisms without association with the student's daily life. The importance of providing a study associated with the experiential world of the student is due to the fact that the knowledge close to the reality of the student becomes more significant. And, consequently, it allows him to be an active and active being in the reality he is in, confronting common sense with scientific knowledge. In view of this and verifying the potentialities of the intelligent cities generating theme, the following question was elaborated: What possibilities does the theme intelligent cities open for the teaching of electrodynamics? To answer this question, we sought subsidies in the Theory of Historical-Critical Pedagogy of Saviani (1999) and Gasparin (2015) and as support for the STEM approach. Based on these choices, the objective of the study was to analyze the potentialities of a didactic sequence of teaching of Electrodynamics in a context of Intelligent Cities. This proposal is an educational product in the form of a didactic sequence supported on the steps of Historical-Critical Pedagogy (Initial Social Practice, Problematization, Instrumentalization and Catharsis and Final Social Practice). Research takes a qualitative, action and participant approach, which was collected through the logbook, the materials produced by the students, the recorded classes of the discipline and the report of the kahoot gamified platform. In this context, the steps proposed by the Historical-Critical Pedagogy were used as categories of analyses. The results discussed in these categories indicate that a contextualized approach close to the students' daily lives contributes to a more significant learning of the concepts of Electrodynamics. Especially when the student puts himself in the place of a resident of a Smart City and has the possibility to contribute with intelligent solutions. It was also found that the steps proposed by the Historical-Critical Pedagogy provide subsidies for students to be active beings and active in the reality that they are, because the contents studied in the classroom make sense to them and present possibilities of how they can use this knowledge in their daily life. The didactic proposal was flexible and can be applied in a face-to-face and/or remote environment. Based on the data obtained, it can be concluded that the theme generating Intelligent Cities for the study of Electrodynamics provided a significant learning of the concepts of Electrodynamics. And that through the dimensions worked, according to the theory of Historical-Critical Pedagogy, it is possible to verify the greatest interests of students at a given time and work with them to provide quality teaching, meaningful learning and at the same time transformative. The educational product, in the form of a didactic sequence, that accompanies the study is available in the form of support material for basic education teachers on the program's website and on the eduCapes Portal <http://educapes.capes.gov.br/handle/capes/603303>. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-05-03 |
dc.date.accessioned.fl_str_mv |
2022-03-29T19:53:15Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVA, Bruno Reinaldo da. Ensino de eletrodinâmica por meio da pedagogia histórico-crítica: potencialidades do tema gerador cidades inteligentes. 2021. 125 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade de Passo Fundo, Passo Fundo, RS, 2021. |
dc.identifier.uri.fl_str_mv |
http://tede.upf.br:8080/jspui/handle/tede/2193 |
identifier_str_mv |
SILVA, Bruno Reinaldo da. Ensino de eletrodinâmica por meio da pedagogia histórico-crítica: potencialidades do tema gerador cidades inteligentes. 2021. 125 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade de Passo Fundo, Passo Fundo, RS, 2021. |
url |
http://tede.upf.br:8080/jspui/handle/tede/2193 |
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por |
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por |
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openAccess |
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Programa de Pós-Graduação em Ensino de Ciências e Matemática |
dc.publisher.initials.fl_str_mv |
UPF |
dc.publisher.country.fl_str_mv |
Brasil |
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Instituto de Ciências Exatas e Geociências – ICEG |
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Universidade de Passo Fundo |
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Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF) - Universidade de Passo Fundo (UPF) |
repository.mail.fl_str_mv |
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