Practical activity of alternative energies as a facilitating way of teaching the Sciences to students of the Education of Youth and Adults (EYA)
DOI:
https://doi.org/10.5902/2236130820459Keywords:
Sciences, EYA, Alternative energies, Practical activities, LearningAbstract
The present work discourses about the use of alternative teaching resources as a facilitating way in the teaching learning process of Sciences in the Education of Youth and Adults (EYA) modality, emphasizing experiments and a playful pedagogic gymkhana, by way of an interacionist method for the building of knowledge and of an analytical being with frequent interactions with objects and the environment. This activity was developed at Magda Ivana Municipal School, for the second segment fundamental EYA students which was very useful, for they learned concepts and practices that helped them to develop playful pedagogic teaching activities, promoting the interaction and collaboration of all.Downloads
References
BRASIL. Ministério da Educação. Secretaria de Educação Fundamental. Educação de Jovens e Adultos. Ensino Fundamental: Proposta Curricular – 2º Segmento – 5ª a 8ª série. vol. 1. Brasília, 2002. Disponivel em: http://portal.mec.gov.br/secad/arquivos/pdf/eja/propostacurricular/segundosegmento/vol3_matematica.pdf. Acessado em 14/08/2013.
FONSECA, M.C.F.R. A Educação Matemática e EJA. ConstruçãoColetiva:Contribuições à Educação de Jovens e Adultos. Edições MEC / UNESCO, Brasília- F, junho, p 321, 2006
FREIRE, P. Pedagogia da Autonomia: Saberes Necessários À Prática Educativa. Rio de Janeiro: Paz e Terra, p 143, 1997.
FREIRE, P. Pedagogia do oprimido. 49ª Ed, Editora Paz e Terra, Rio de JaneiroRJ, p 213, 2010.
LINCOLN, Y. S.; GUBA, E. G. Controvérsias Paradigmáticas, Contradições E Confluências Emergentes. In DENZIN, N K,; LINCOLN, Y. S. 2. Ed. Porto Alegre: Artmed, p. 192, 2006.
MACEDO, Lino; PETTY, Ana L. S.; PASSOS, Norimar C. Aprender Com Jogos e Situações Problema. Porto Alegre: Artmed, p. 120, 2000.
OLIVEIRA, M. K. Jovens e adultos como sujeitos de ensino e aprendizagem. Revista Brasileirade Educação, n. 12, p.73, set/out/nov/dez. 1999.
PIAGET, J. A Linguagem e o Pensamento da Criança. 7. ed. Rio deJaneiro: Editora Fundo de Cultura p 307, 2005.
SANT´ANNA, Ilza Martins; MENEGOLLA, Maximiliano. Didática: Aprender a Ensinar- Técnicas e reflexões pedagógicas para formação de formadores. São Paulo: Loyola, p 126, 2002.
SOUZA, Pedro; BARROS, Marcelo. Jogos Interativos: Uma Possibilidade no Ensino De Ciências Para A Educação De Jovens E Adultos. III Encontro Nacional de Ensino de Ciências da Saúde e do Ambiente, Niterói, 2012. Disponível em www.ensinosaudeambiente.com.br/eneciencias/anaisiiieneciencias/trabalhos/T59.pdf.
VYGOTSKY, L. A Formação Social da Mente: O Desenvolvimento dos processos psicológicos superiores. 5ª ed. São Paulo: Martins Fontes, p 186, 2007.
Downloads
Published
How to Cite
Issue
Section
License
Ethical guidelines for journal publication
The REMOA is committed to ensuring ethics in publication and quality of articles.
Conformance to standards of ethical behavior is therefore expected of all parties involved: Authors, Editors, Reviewers, and the Publisher.
In particular,
Authors: Authors should present an objective discussion of the significance of research work as well as sufficient detail and references to permit others to replicate the experiments. Fraudulent or knowingly inaccurate statements constitute unethical behavior and are unacceptable. Review articles should also be objective, comprehensive, and accurate accounts of the state of the art. The authors should ensure that their work is entirely original works, and if the work and/or words of others have been used, this has been appropriately acknowledged. Plagiarism in all its forms constitutes unethical publishing behavior and is unacceptable. Submitting the same manuscript to more than one journal concurrently constitutes unethical publishing behavior and is unacceptable. Authors should not submit articles describing essentially the same research to more than one journal. The corresponding author should ensure that there is a full consensus of all co-authors in approving the final version of the paper and its submission for publication.
Editors: Editors should evaluate manuscripts exclusively on the basis of their academic merit. An editor must not use unpublished information in the editor's own research without the express written consent of the author. Editors should take reasonable responsive measures when ethical complaints have been presented concerning a submitted manuscript or published paper.
Reviewers: Any manuscripts received for review must be treated as confidential documents. Privileged information or ideas obtained through peer review must be kept confidential and not used for personal advantage. Reviews should be conducted objectively, and observations should be formulated clearly with supporting arguments, so that authors can use them for improving the paper. Any selected referee who feels unqualified to review the research reported in a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process. Reviewers should not consider manuscripts in which they have conflicts of interest resulting from competitive, collaborative, or other relationships or connections with any of the authors, companies, or institutions connected to the papers.
