Navegando por Autor "VIVEIRO, Alessandra Aparecida"
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- ItemAtividade com alunos de pedagogia sobre aprendizagem cooperativa e educação ambiental no ensino de ciências(2016) ROCHA, Pedro Neves; VIVEIRO, Alessandra AparecidaThe present work consists of an experience report on an activity coordinated by the author of this article, in a four-hour class, with a class of the fifth semester of the Degree in Pedagogy, in the discipline "School and Knowledge in Natural Sciences", taught by author teacher. This proposal aimed to promote to students a working experience with a curriculum theme of Science articulated to Environmental Education, in a perspective guided by Cooperative Learning. After this activity, we concluded that the experience was quite interesting as a way to encourage students to use cooperative learning methodologies. The option for a practical experience of the methodology seemed to us, due to the discussion with students, to be much more significant than a theoretical exposition of the theme. We also believe that the experience was able to show students that there is a possibility of working with EE without giving up school curricula.
- ItemEditorial(2017) VIVEIRO, Alessandra Aparecida; ROSA, Marcelo D'AquinoIt presents the tenth volume of the Revista Ciência em Foco, with the issues commemorating the 20 years of the Formar-Sciences Study and Research Group, from the Faculty of Education, Unicamp.
- ItemEditorial(2017) VIVEIRO, Alessandra Aparecida; ROSA, Marcelo D'AquinoIt presents the tenth volume of the Revista Ciência em Foco, with the issues commemorating the 20 years of the Formar-Sciences Study and Research Group, from the Faculty of Education, Unicamp.
- ItemEditorial(2016) VIVEIRO, Alessandra AparecidaIt presents volume nine of the Revista Ciência em Foco, organized by Grupo FORMAR-Ciências, from the Faculty of Education at Unicamp.
- ItemEditorial(2016) VIVEIRO, Alessandra AparecidaIt presents volume nine of the Revista Ciência em Foco, organized by Grupo FORMAR-Ciências, from the Faculty of Education at Unicamp.
- ItemEditorial(2018) VIVEIRO, Alessandra Aparecida; ROSA, Marcelo D'AquinoEdition that marks the commemoration of ten years of Revista Ciências em Foco, inviting professors from different places to participate in this space.
- ItemElementos motivacionais, saberes e práticas relacionadas ao plantio de árvores em ações de protagonismo ambiental:uma revisão bibliográfica(2017) NASCIBEM, Fábio Gabriel; VIVEIRO, Alessandra Aparecida; GONÇALVES JÚNIOR, OswaldoThis article aims to make a theoretical discussion followed by bibliographical research on what has been studied in relation to motivational elements, knowledge and actions related to afforestation practices. Thus, we problematize that the environmental issue should not be resolved by those conceptions that led to its collapse. A new rationality that takes account of the multidimensionality and plurality of human and natural manifestations is urgently needed. We discuss the environmental theme from the perspective of the complexity paradigm, which proposes the integration of different knowledge in dialogue. We brought different authors who think that knowledge in dialogue is central to opening new paths. Then, from these lenses that justify searching for what knowledge and actions are present in such practices, we explained that there is no return in bibliographic research that resonates with the objectives of our research. Finally, we believe that such research will contribute to new paths in the area.
- ItemEnsino de ciências para crianças: vivências sobre saúde e ambiente em uma abordagem CTSA(2017) MARQUES, Núria Araújo; VIVEIRO, Alessandra AparecidaThe work arises from the researcher's participation in the meetings of the Project called Teaching Science for Children, developed by the group FORMAR – Sciences of the Faculty of Education at Unicamp. The research aims to investigate a process of elaboration of a didactic sequence about experiences in Environmental Education, in a Science, Technology and Society (STS) approach, analyzing possibilities and limits of the proposal for scientific literacy in the school context. The preparation of the sequence initially relied on a bibliographical research, seeking to survey works carried out in the school environment. After sharing the information with a team of teachers and students, the preparation of the material begins. During the process, field diaries, meetings and discussions constituted important working tools. In the final result, the didactic sequence with the dengue theme is obtained. This research aimed at scientific literacy, seeking to contribute to a greater access of individuals to scientific culture.
- ItemFormação de professores para o ensino de ciências nos anos iniciais da escolarização: breve panorama da produção científica (2009-2015)(2018) RIBEIRO, Deborah Gomes; VIVEIRO, Alessandra AparecidaThe aim of the study was to provide a brief overview of scientific production on teacher education for Science Teaching in the early years of schooling. The research was carried out in some journals in the field of Science Teaching. The title and abstract of all articles published in the period from 2009 to 2015 were read, selecting those that addressed aspects of science teacher education that, in our view, could bring contributions to the dialogue on teacher education for the early years of schooling. Initially, the articles were organized based on prominent themes and, subsequently, the look was turned specifically to those dealing with the Early Years of Elementary School and Kindergarten. All articles emphasize the importance and need for teacher education to effectively contemplate Science Teaching.
- ItemSaberes e fazeres populares relacionados à agricultura e diálogos com o conhecimento científico: propostas para o ensino de ciências(2016) NASCIBEM, Fábio Gabriel; VIVEIRO, Alessandra AparecidaWe investigate popular knowledge and practices of a group of residents of a rural settlement in São Paulo regarding land management. Therefore, we work in a qualitative approach, and as an instrument, we use interviews with semi-structured scripts, investigating aspects such as: use of fires, influence of moon phases, crop rotation, pesticides and soil fertilization. The results were analyzed in line with aspects of the agroecology area. The idea is that such knowledge subsidizes, at a later time, proposals for the insertion of popular knowledge in science education that consider regional realities.