Navegando por Autor "CUNHA, Samuel Loubach da"

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    Pinturas uma obra interdisciplinar: uma proposta de diálogo entre o ensino de ciências e artes
    (2019) CUNHA, Samuel Loubach da; PAES, Frederico Rocha; SLVA, Thatianny Alves de Lima
    This research sought to analyze the interdisciplinary pedagogical practices experienced through the project “Paintings: An Interdisciplinary Work”, in the scope of science education and art education. This work was configured as a qualitative research, as it allows the understanding of the meanings constructed through the activities developed by the project. The study was carried out with ninety students from the 9th grade of elementary school at a public school in the Federal District (DF). Data were collected through a questionnaire applied at the end of the project, which used the sentence complement technique as a method and were systematized from the dialogical thematic analysis. The results suggest that students received the activities with enthusiasm, critical sense and that interdisciplinarity can be experienced by the pedagogical proposal, which dialogued between different disciplines and teachers of natural sciences and arts, thus demonstrating the feasibility and effectiveness of these interdisciplinary articulations.
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    Sala das sensações do big bang: o universo numa sala de aula
    (2019) MANGUEIRA, Mayra Samara Francisca; SANTOS, Celina Souza; ALMEIDA, Letícia; CUNHA, Samuel Loubach da; COSTA, Douglas da Silva
    This experience report demonstrates that the use of the Big Bang sensation room, using sensations and perceptions, images and audiovisual content help in the construction of knowledge and understanding of scientific phenomena, enabling the construction of meaningful learning. Four researchers/students of Natural Sciences, two advisors/masters in Science Teaching, all from FUP (Faculdade UnB de Planaltina), and a student with intellectual disability who has finished high school and a student with dyslexia, a student of Natural Sciences at FUP. In this report, we used the qualitative methodology with a participant research design and for the records of actions, we used photographs, records in field diaries, and drawings made by the students. The corpus of analysis of this research consists of a field diary, and the students' productions. Data analysis was semiotic and the results suggest that the intervention provided the construction of meaningful learning.