Navegando por Autor "CAIXETA, Juliana Eugênia"

Agora exibindo 1 - 4 de 4
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    Da universidade ao chão da escola: a saga do/a professor/a de ciências em início de carreira
    (2019) SOUZA, Haianne Santos; CAIXETA, Juliana Eugênia; LINHARES, Daniella Fernandes
    Newly graduated teachers state that there is a reality check when they take up teaching positions in different schools. This seems to happen because the teaching profession requires the mobilization of cognitive, social, technical, ethical and aesthetic resources that challenge the newly graduated professional to position themselves quickly and dynamically in face of the diversity of phenomena experienced in the classroom. This work aimed to identify the experience of newly graduated teachers in a Licentiate in Natural Sciences at the beginning of their teaching activity. A narrative research was carried out with 12 newly graduated teachers. Data analysis allowed us to identify that an important problem faced by beginning teachers, trained in science, is entering the labor market. As for the teaching performance, the narratives pointed to knowing how to teach science, considering interdisciplinarity.
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    Educação matemática e ensino de ciências: contribuições da caixa de jogos matemáticos
    (2019) GOMES, Elsilene Lino; CAIXETA, Juliana Eugênia; MEDEIROS, Amanda Marina Andrade
    The teaching of science must be based on an action that values the understanding of natural phenomena. We understand that the use of mathematics, in science teaching, should also be based more on the understanding of mathematical concepts and not only on the domain of algorithms that constitute the calculations that describe natural phenomena. Thus, in this work, we understand that mathematics is an area of knowledge related to science and that, for this reason, it should also be the object of studies and reflections by teachers who teach science. The objective of this work is to present and analyze the Mathematical Games Box Project. A qualitative research was carried out, with a participant research design. Students and teachers of basic education and university participated. The results allowed the construction of a theorization capable of defending the Mathematical Games Box Project to mediate relevant concepts for learning science.
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    Jogos digitais, ludicidade e ensino de ciências: a experiência formativa do Educgame
    (2019) CAIXETA, Juliana Eugênia; CADER-NASCIMENTO, Abdel; ABDALAH, Fatima Ali; ANJOS, Letícia Fernanda Rodrigues dos; SILVA, Thiago Rodrigues; LEITE, Luciana Medeiros; GRIMARÃES, Cristian Ney Vianna; SOARES, Michel da Silva
    In this work, we present and analyze the experience of the EducGame course, offered by the Support and Research Laboratory in Science Teaching, at Faculdade UnB Planaltina, in partnership with the Unified Center of Brasília UDF. The analysis, made from the protocols of the developed digital games, report and field diary, showed that the game construction process is what allowed the construction of scientific concepts about science teaching, since the constructed games could not reach the classification of concept formation games. The course became a rich process of teacher training with regard to thematic concept formation, digital games and playfulness. The biggest challenges were related to the appropriation of the theory of concept formation and playfulness. On the other hand, the achievements referred to learning about how to build digital games and the motivation to build games.
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    Transexualidade: a invisibilidade na atuação docente em ciências e biologia
    (2019) SOUZA, Débora Cynthia Alves de; MELLO, Tarcilla Mariano; CAIXETA, Juliana Eugênia
    Transsexuality, defined as the non-recognition of oneself based on one's biological sex, is an invisible topic in classrooms, especially because it is not understood, in teaching practice, as part of the transversal theme linked to education for sexuality. This study investigated how the topic of transsexuality is dealt with in the school environment, in the discipline of natural sciences and biology. The results were categorized into 3 groups: conceptions, training and teaching performance. The gift A study found that teachers of Natural Sciences and Biology, from public schools in the Federal District, do not address the topic of transsexualism in their classes. This is due to the lack or little academic training, allied to the resistance of the students' parents, mothers or guardians regarding the teaching of topics related to sexuality education at school. Therefore, there is a need to improve the training of teachers in Brazil.