Navegando por Autor "MOCROSKY, Luciane Ferreira"

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    Mapeamento das dissertações que versam sobre o uso de tecnologias educacionais no ensino de física
    (2018) MOTTA, Marcelo Souza; KALINKE, Marco Aurélio; MOCROSKY, Luciane Ferreira
    This article presents a mapping of the dissertations that relate the use of educational technologies to the teaching of Physics, based on these interests, the focus was given to researches carried out in the Professional Master's Program in Scientific, Educational and Technological Formation (PPGFCET) of the Federal University of Technology - Paraná (UTFPR) in the period from 2013 to the first half of 2018. The methodological procedure adopted has as a characteristic a documentary investigation, in the perspective of an inventorizing work. To make these tasks possible, it was used as a procedure the mapping technique proposed by Fiorentini (2002). Initially, 77 papers were identified in the institutional repository and on the program page, also were used 11 dissertations were part of the research's scope. After the categorization process, we performed the summarization of the works and, in some cases, the texts were read completely. The researches were organized into three focus areas and six thematic sub focus, which presented the main contributions of the studies about Physics' teaching. The results indicated the relevance of the researches and educational products developed, but also pointed out the need of a greater diversification in the themes that involve educational technologies in the teaching of Physics.
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    Prática de ciência e tecnologias na rede municipal de ensino de Curitiba: re-visitando a historicidade do pesquisado
    (2019) SIMEÃO, Manuelle Pereira da Costa; MOCROSKY, Luciane Ferreira
    This article presents understandings about the historical marks that underpin the teaching of Science and Technology in the initial years of the Municipal Education Network of Curitiba. It was decided to follow a path of elaborating a re-vision of the trajectory of the Science and Technology (TC) in this network, in the context of full-time education. It is understood that (re) knowing the paths already traced can favor pedagogical action by understanding ways of conceiving this teaching, so as to contribute to children's scientific literacy. From the study carried out with the guidance documents for full-time education, as well as curriculum of Sciences, public policies of implementation and effectiveness of the practice and authors who studied the theme, it was verified that the Science and Technology Practice in RME de Curitiba is immersed in a dynamic process of constant (re)elaboration on scientific and technological knowledge and everything that it involves. Many of the changes occur with each new management, which could imply in discontinuity if it were not the prevalence of the pedagogical team. From the explicit about TC as an educational practice, historical marks have been pointing to scientific and technological literacy as the trait of Science Teaching in the early years.