Navegando por Autor "CAMARGO, Eder Pires de"

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    Blindness and science conceptualization: the perception of basic education teachers and students
    (2019) VERASZTO, Estéfano Vizconde; CAMARGO, José Tarcísio Franco de; SILVA, Elisa Ramos da; CAMARGO, Eder Pires de
    This paper presents the results of a research with the objective of understanding how the process of science conceptualizing occurs from the perspective of congenitally blind students and teachers or specialists in visual impairment. It is a qualitative research in which the information was collected in real scenarios to understand the meaning of physical phenomena to the surveyed subjects. The survey was elaborated considering that although concepts and sensitive phenomena are interrelated by their meanings, they are parts of different categories of consciousness. To facilitate the analysis, the answers were grouped into three topics: “congenital blindness and scientific work,” “congenial blindness and the nature of light,” and “congenital blindness, concepts and scientific phenomena.” The results demonstrate that in a world dominated by sight, it’s natural to establish associations of dependence between sight and thinking capacity, knowledge, study and work—in such a way that those who are visually impaired are considered incapable of performing these functions.
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    Explorando o ar: o ensino de ciências para estudantes com autismo nos anos finais do ensino fundamental
    (2021) MOURA, Tiago Fernando Alves de; CAMARGO, Eder Pires de
    The objective of this work is to socialize a pedagogical proposal that aimed to contribute to the integral development of six students aged between nine and thirteen years diagnosed with autism. For this, we used the investigative teaching sequence (SEI), proposed by Dr. Anna Maria Pessoa de Carvalho, exploring situations in which the displacement of air produces movement in objects. For data collection we used audio recordings, which were later transcribed and notes in a field notebook. The data obtained were tabulated and categorized taking into account the different stages of a Content Analysis proposed by Bardin. The activities provided students with conceptual, procedural and attitudinal developments. We highlight the contribution that multisensory materials can add to the learning process of learners, enabling more complex explanations about the relationship between air and the movement of objects.
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    Explorando o ar: o ensino de ciências para estudantes com autismo nos anos finais do ensino fundamental
    (2021) MOURA, Tiago Fernando Alves de; CAMARGO, Eder Pires de