Relato de prática com as narrações multimodais - Oficina Articula ambiente com alunos da educação de jovens e adultos/EJA
Data
2024-09-02
Autores
Pontes, Jasmini Cristina de Arruda 
Orientadores
Cruz, Eliane de Souza
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O presente trabalho de conclusão de curso tem como foco uma intervenção ambiental - oficina articula - realizada com alunos da EJA na E.E. Prof. Lydes desenvolvida de forma articulada com outros dois estudos, a saber: Mestrado “Percepção Ambiental de alunos da Educação de Jovens e Adultos (EJA)” de Débora Cordeiro; trabalho de conclusão de curso, intitulado Práticas experimentais de baixo custo sobre Meio Ambiente na Educação de Jovens e Adultos/EJA, da aluna Michelli Marcos de Oliveira. O objetivo do estudo foi elaborar um relato de prática via instrumento de narração multimodal (NM) sobre a intervenção ambiental na EJA. A oficina articula foi realizada no pátio da escola por meio de 3 atividades (muro das lamentações, árvores dos sonhos e portal das ações). O relato via NM tem por definição o foco nas tarefas realizadas pelos alunos. A partir das transcrições dos vídeos e compilação de fotos e materiais didáticos da intervenção, foi elaborada a NM com o propósito de avaliar a implementação da prática de intervenção na EJA. O relato de prática via NM com foco nas tarefas demonstrou que tanto nas respostas escritas como nas interações com os professores ocorreu o alinhamento do conteúdo curricular e a realidade dos alunos. Este estudo contribuiu para: (i) construção de conhecimento sobre a temática ambiente e relatos de prática via narrações multimodais na EJA; (ii) futuras práticas de ensino de ciências e intervenções na área da educação ambiental tanto da educação regular como da EJA; (iii) melhoria contínua da formação de professores de ciências (formadores, licenciandos e supervisores nas escolas) através da articulação entre pesquisa-ensino-extensão (mestrado-TCCs-escola parceira na extensão universitária). Como este TCC foi desenvolvido de forma articulada com um mestrado e outro TCC, certamente contribuiu para a formação de professores de Ciências da equipe colaborativamente e será um exemplo de parceria na pesquisa-ensino-extensão a fim de criar diálogo com os pares.
This degree conclusion work (DCW) focuses on an environmental intervention - articula workshop - carried out with YEA students at Prof. Lydes State School, developed in an articulated manner with two other studies, namely: Master's Degree in Environmental Perception of Students of Youth and Adult Education (YAE) by Débora Cordeiro; final project, entitled Low-cost experimental practices on the Environment in Youth and Adult Education/YAE, by student Michelli Marcos de Oliveira. The objective of the study was to prepare a report of practice using a multimodal narration (MN) instrument on the environmental intervention in YEA. The articulated workshop was carried out in the schoolyard through 3 activities (wailing wall, dream trees and portal of actions). The report via MN has, by definition, the focus on the tasks performed by the students. Based on the transcriptions of the videos and compilation of photos and teaching materials of the intervention, the MN was prepared with the purpose of evaluating the implementation of the intervention practice in YAE. The practice report via MN focusing on tasks demonstrated that both in the written responses and in the interactions with teachers there was alignment between the curricular content and the reality of the students. This study contributed to: (i) the construction of knowledge on the environment theme and practice reports via multimodal narratives in YEA; (ii) future science teaching practices and interventions in the area of environmental education in both regular education and YAE; (iii) continuous improvement of science teacher training (trainers, undergraduates and supervisors in schools) through the articulation between research-teaching-extension (master's degree, DCWs and partner school in university extension). As this DCW was developed in an articulated manner with a master's degree and another DCW, it certainly contributed to the training of science teachers on the team collaboratively and will be an example of partnership in research-teaching-extension in order to create dialogue with peers.
This degree conclusion work (DCW) focuses on an environmental intervention - articula workshop - carried out with YEA students at Prof. Lydes State School, developed in an articulated manner with two other studies, namely: Master's Degree in Environmental Perception of Students of Youth and Adult Education (YAE) by Débora Cordeiro; final project, entitled Low-cost experimental practices on the Environment in Youth and Adult Education/YAE, by student Michelli Marcos de Oliveira. The objective of the study was to prepare a report of practice using a multimodal narration (MN) instrument on the environmental intervention in YEA. The articulated workshop was carried out in the schoolyard through 3 activities (wailing wall, dream trees and portal of actions). The report via MN has, by definition, the focus on the tasks performed by the students. Based on the transcriptions of the videos and compilation of photos and teaching materials of the intervention, the MN was prepared with the purpose of evaluating the implementation of the intervention practice in YAE. The practice report via MN focusing on tasks demonstrated that both in the written responses and in the interactions with teachers there was alignment between the curricular content and the reality of the students. This study contributed to: (i) the construction of knowledge on the environment theme and practice reports via multimodal narratives in YEA; (ii) future science teaching practices and interventions in the area of environmental education in both regular education and YAE; (iii) continuous improvement of science teacher training (trainers, undergraduates and supervisors in schools) through the articulation between research-teaching-extension (master's degree, DCWs and partner school in university extension). As this DCW was developed in an articulated manner with a master's degree and another DCW, it certainly contributed to the training of science teachers on the team collaboratively and will be an example of partnership in research-teaching-extension in order to create dialogue with peers.