Ensino de Biologia em rede (PROFBIO) - Mestrado Profissional

URI Permanente desta comunidade

http://repositorio.ufes.br/handle/10/17606

Programa de Pós-Graduação em Ensino de Biologia em Rede Nacional

Centro: CEUNES
Telefone: (27) 3312 1563
URL do programa: http://biologia.saomateus.ufes.br/

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Agora exibindo 1 - 9 de 9

A conexão universidade-escola para a promoção do ensino de ecologia e da ciência cidadã
(Universidade Federal do Espírito Santo, 2025-03-20) Jabour, Fabrício Moraes; Corte, Viviana Borges ; https://orcid.org/0000-0002-5488-6578; http://lattes.cnpq.br/3694434981958328; https://orcid.org/0009-0003-8825-7248; http://lattes.cnpq.br/1887572599718270; Aoyama, Elisa Mitsuko ; https://orcid.org/0000-0002-3131-2782; http://lattes.cnpq.br/0299586072690797; Santos, Camila Reis dos ; https://orcid.org/0009-0008-4094-5283; http://lattes.cnpq.br/9397038485923046
The banking model of education, still prevalent in Brazil, combined with the lack of meaning attributed to schooling, given its difficulty in relating content to everyday life, leads to a lack of interest among students, specifically in the natural sciences, especially ecology. Despite being a recurring theme, it is difficult to understand and associate it with reality, making it difficult to train critical citizens who are aware of the need to preserve natural resources. In the wake of the educational disinterest, there is also an impact on entry to higher education, motivated mainly by the distance from the university reality, as well as misinformation about access and permanence. So, in an effort to help mitigate these issues, this study set out to create a teaching guide, for teacher planning, to use in order to promote the teaching of ecology, associated with the practice of citizen science, through field classes in the non-formal spaces of the Goiabeiras of UFES campus and contact with the public university. The teaching guide, “Ecologia Cidadã: Guia dos Espaços Não Formais da UFES para o Ensino de Ecologia e Ciência Cidadã” (Citizen Ecology: Guide to UFES' Non-Formal Spaces for Teaching Ecology and Citizen Science), is based on the curriculum guidelines of the state of Espírito Santo, mainly addressing the planning of the field lesson, the presentation of the campus, the itinerary of the visitation areas, detailing the ecological resources available and their connection with the related content, the practice of citizen science and the suggestion of other spaces to be visited in association, in addition to having various linked materials, such as a data collection script and checklists, aimed at helping to promote the proposed practices. Using peer review, the educational resource was validated by eight biology teachers, who recognized its potential to stimulate the teaching of ecology and students' interest in UFES, attesting to it as a facilitator for teachers planning field classes, in order to help overcome bureaucratic impediments, the main reason given for the low adoption of the methodology in everyday school life
A ECOLOGIA POR MEIO DE UM MANUAL DIDÁTICO INSTIGANDO O PROTAGONISMO JUVENIL NO ENSINO MÉDIO
(Universidade Federal do Espírito Santo, 2022-08-29) Bueno, Andreia Lemes de Lima; Aoyama, Elisa Mitsuko; https://orcid.org/0000000231312782; http://lattes.cnpq.br/0299586072690797; https://orcid.org/; http://lattes.cnpq.br/; Souza, Diego Nathan do Nascimento; https://orcid.org/0000-0002-6020-1248; http://lattes.cnpq.br/5514803741124706; Furieri, Karina Schmidt; https://orcid.org/0000-0001-6031-8940; http://lattes.cnpq.br/7741080213355929
Ecology is a science, however little valued, which has been presented in a decontextualized way from the scientific content in high school. These data justify the importance of this research in the area and the creation of a didactic manual with investigative activities with an interdisciplinary bias. The proposal was to stimulate student protagonism, given that Biology teaching in high school, in general, has presented textbooks with activities that have not aroused the interest of students to participate in the teaching and learning process and have contributed little for the awakening of a critical sense about the ecological issues that surround them. In this context, the objective of this work was to develop a theoretical-practical didactic manual that contributes to the teaching of ecology and collaborates with high school teachers, encouraging youth protagonism through teaching through investigation and interdisciplinarity. Thus, encouraging the teaching of Biology and seeking to bring alternatives to improve student learning, analyzes were carried out on some biology textbooks used in public schools; the collection of this material came from the contribution of biology teachers from the public network through a questionnaire. The results obtained were relevant to assist in the construction of a didactic manual with Ecology topics for high school, using an investigative approach, with the purpose of promoting the teaching and learning process in Biology, with an emphasis on Ecology. The creation of the manual was proposed due to the lack of investigative activities not being satisfactorily present in the analyzed books. Learning activities were designed to arouse students' reflection on their understanding of the environment. To this end, two content possibilities were created: one non-experimental and the other experimental. In the nonexperimental theoretical context, some scientific concepts from the areas of ecology were selected and used to create various activities. In the experimental proposal, two systems were built: closed terrarium and compost. These systems provided opportunities for the production of various activities that can be applied both in schools that have little infrastructure and in schools that have adequate infrastructure. The activities proposals are based on the investigative approach and interdisciplinarity. The teaching of ecology must be dynamic and contextualized so that there is youth protagonism. This is a work that involves research and methodologies of bibliographic and qualitative review.
A educação de jovens e adultos no estado do Espírito Santo: uma análise construtiva e reflexiva do livro didático de Biologia
(Universidade Federal do Espírito Santo, 2019-06-28) Martinelli, Rogger; Aoyama, Elisa Mitsuko; https://orcid.org/0000000231312782; http://lattes.cnpq.br/0299586072690797; https://orcid.org/0000-0001-6613-7171; http://lattes.cnpq.br/0958596042288080; Prado, Gustavo Machado; https://orcid.org/0000000200442656; http://lattes.cnpq.br/3357539375137456; Teixeira, Marcos da Cunha; https://orcid.org/; http://lattes.cnpq.br/9783956535209540
In order to contribute to the development of new perspectives and reflections on youth and adult Education (EJA), a survey was conducted on the trajectory of EJA in Brazil. Through the study, it was realized that the elaboration of public policies for education has always been tied to religious, political and economic interests. The education of youths and adults began with the arrival of the Jesuit priests in Brazil in the sixteenth century, who were responsible for the education and catechesis of the Amerindians in order to bring new believers to the Catholic Church. With the expulsion of the Jesuits from Brazil, the Brazilian state assumed the role of organizing and regulating education. Since then, an intense debate over the education of young people and adults has been held between various sectors of society for the establishment of a quality education capable of provide subsidies for the integral education of the students. It is noticed that the education of young people and adults has gained prominence in the debates around the elaboration of the laws that govern the Brazilian educational system, until becoming a teaching modality with the Law of Directives and Bases of the Brazilian Education (LDB, 9394/96). A long way has already been crossed, but the debate around the EJA should continue, drawing up specific public policies for this type of education, training teachers and developing teaching materials appropriate to the reality of the learners. Through the Sheet of Evaluation of the Student’s Textbook, made available by the Ministry of Education - MEC, the textbook of biology, available at the school, were analyzed. It has been found that the amount of books available at the school were not enough to attend all the students, and in several aspects, the books were inadequate to the reality of the subjects within the modality of youth and adult education. The research was conducted at the School of Primary and Secondary Education “Serra Sede”, with students from the EJA high school, in the night shift. The students answered a questionnaire demonstrating their perceptions about the textbook and its importance in the classroom. Through the research, we aimed to generate information that can contribute to the strengthening of the EJA in the state of Espírito Santo, which will be released through the publication of a book.and adult Education (EJA), a survey was conducted on the trajectory of EJA in Brazil. Through the study, it was realized that the elaboration of public policies for education has always been tied to religious, political and economic interests. The education of youths and adults began with the arrival of the Jesuit priests in Brazil in the sixteenth century, who were responsible for the education and catechesis of the Amerindians in order to bring new believers to the Catholic Church. With the expulsion of the Jesuits from Brazil, the Brazilian state assumed the role of organizing and regulating education. Since then, an intense debate over the education of young people and adults has been held between various sectors of society for the establishment of a quality education capable of provide subsidies for the integral education of the students. It is noticed that the education of young people and adults has gained prominence in the debates around the elaboration of the laws that govern the Brazilian educational system, until becoming a teaching modality with the Law of Directives and Bases of the Brazilian Education (LDB, 9394/96). A long way has already been crossed, but the debate around the EJA should continue, drawing up specific public policies for this type of education, training teachers and developing teaching materials appropriate to the reality of the learners. Through the Sheet of Evaluation of the Student’s Textbook, made available by the Ministry of Education - MEC, the textbook of biology, available at the school, were analyzed. It has been found that the amount of books available at the school were not enough to attend all the students, and in several aspects, the books were inadequate to the reality of the subjects within the modality of youth and adult education. The research was conducted at the School of Primary and Secondary Education “Serra Sede”, with students from the EJA high school, in the night shift. The students answered a questionnaire demonstrating their perceptions about the textbook and its importance in the classroom. Through the research, we aimed to generate information that can contribute to the strengthening of the EJA in the state of Espírito Santo, which will be released through the publication of a book.
À margem da lagoa : uma proposta de sequência didática investigativa para o ensino de artrópodes em espaço educativo não formal
(Universidade Federal do Espírito Santo, 2024-07-31) Bourguignon, Larissa Raizer Borges; Cañete, Carolina Lomando ; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Muscardi, Dalana Campos ; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Aoyama, Elisa Mitsuko ; https://orcid.org/; http://lattes.cnpq.br/; Gonçalves, Emerson Nunes da Costa ; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
Stimulating curiosity, reflection, and critical analysis to investigate causes, formulate hypotheses, and solve problems based on scientific knowledge presents a promising approach to addressing the challenges encountered in high school teaching and learning, particularly in the context of teaching arthropods. This topic poses challenges for both teachers and students, necessitating the use of varied methodological approaches, such as the implementation of investigative strategies, to facilitate the educational process. This research aimed to analyze the impact of an investigative didactic sequence, applied in a non-formal educational setting, on the learning of arthropods. The study resulted in the development of a pedagogical guide for teachers, designed to support the teaching of this content. The methodology involved the creation and application of an investigative didactic sequence, focused on the systematics and classification of arthropods, with 24 third-year high school students at a lagoon in Linhares, ES. The sequence included observation activities, specimen collection, classification, and reflection on scientific criteria, utilizing the lagoon as a non-formal learning space. The findings indicated that students' prior knowledge was limited to the morphology of arthropods. However, by the end of the didactic sequence, most students were able to accurately classify arthropods, showing increased motivation and interest in learning, thereby underscoring the effectiveness of investigative activities in the construction of scientific knowledge
Compreensão da anatomia funcional animal comparada no ensino médio através da utilização de modelos didáticos
(Universidade Federal do Espírito Santo, 2019-07-26) Gomes, Bruno Pinheiro; Silva, Luiz Fernando Duboc da; https://orcid.org/0000-0003-1299-5212; http://lattes.cnpq.br/7017253515050575; https://orcid.org/0000-0002-5533-9525 ; http://lattes.cnpq.br/2162991958585400; Aoyama, Elisa Mitsuko; https://orcid.org/0000000231312782; http://lattes.cnpq.br/0299586072690797; Nascimento, Cristiane Alves da Silva do; https://orcid.org/0000-0001-6455-6292; http://lattes.cnpq.br/1702733038147611
Biology teachers are challenged in the exercise of their profession, because in the modality in which they work, teaching should not be centered on memorizing and repeating scientific knowledge. The approach to content such as Animal Functional Anatomy, which is full of complex terms, often turns out not to be very motivating for students. In addition, teachers need physical structure, didactic materials and other resources that are scarce in most schools, and this is one of the main justifications for not developing different classes. It is important to pay attention to the teaching of Anatomy and Human Physiology, which occurs almost in isolation, without a connection with other animals, reinforcing the anthropocentric view. Add to this the bureaucratic difficulties of using animals in classes, which is quite limited by specific laws in Brazil. Through these challenges faced by teachers and the need to optimize the teaching of Comparative Functional Animal Anatomy, the proposal of using low cost alternative material was presented, being anatomical models of representatives of the vertebrate classes and preferentially native of the region where it is found inserted the school. Aiming to test the effectiveness of the didactic models, two classes of the 3rd stage EJA (Youngster and Adults Education), here titled 2018.2 and 2019.1, were selected. Being that, the didactic sequence was applied in the first group, consisting only of expositive and dialogic classes, different from the second, in which there was also the application of the didactic models. From the collected data, it was possible to identify the Thematic Interest Index (TII) of each class, transforming their values into results by means of U-test. A higher TII and a smaller variation among the medians in the 2019.1 class were noteworthy, which presents the conclusion that the didactic models are effective for the understanding of the comparative anatomy
Desafio da imagem: uso da fotografia no processo de ensino-aprendizagem de botânica
(Universidade Federal do Espírito Santo, 2019-06-14) Silva, Vanessa Thomazini da; Aoyama, Elisa Mitsuko; https://orcid.org/0000000231312782; http://lattes.cnpq.br/0299586072690797; https://orcid.org/0000-0002-1890-7802; http://lattes.cnpq.br/7468717707061157; Oliveira, Denise Maria Trombert de; https://orcid.org/; http://lattes.cnpq.br/4190300140322728; Barata, Diogina; https://orcid.org/; http://lattes.cnpq.br/2173274073008235
In the modern context, most people who go through basic education see Botany as an arid, boring and out of the modern context school subject. Although plants surround and cater for us all the time, they are hardly seen, identified or exemplified as living beings. Taking into account that image is prior to other signs in the construction of ideas, being itself one of the first channels of perception of the human being, in addition to technological progress and the growth of social networks increasingly expanding the role of photography in society, we question the utility of this resource for teaching plant biology. Against that background, the aim of the present research was to develop a didactic sequence that promotes the study of Botany through the use of photographic language, carrying out the construction of a notebook to guide its application/use in High School. The study was conducted by means of research-action in a school located in a municipality of the state of Espírito Santo reaching two classes of third year of a three-year high school and covering 61 students; the data were obtained through photographic records, diaries of observations and dialogue with participants, and the information collected was checked by analysis in a qualitative approach. Upon the methodological procedures explained, considering the theoretical assumptions and by means of the execution of the didactic sequence, it was possible to demonstrate the great potential of the use of photography for the teaching of Botany and, furthermore, it could be used in other areas as well. We also highlight that the photographic image can be itself a source of learning, and could be used as a tool of research by evoking previous knowledge and even as exercise of evaluation. We perceived that the conception of photographic language can sharpen the students’ and also teachers’ perspectives on several topics, both when promptly received, or when its creation is demanded, supporting the student’s lead role in the process of consolidating a certain knowledge, making way to new ones or even can be used in evaluative processes.
Espaços não formais de aprendizagem: guias e roteiros de campo para o ensino de botânica
(Universidade Federal do Espírito Santo, 2025-03-19) Paixão, Geovane da Silva; Aoyama, Elisa Mitsuko; https://orcid.org/0000-0002-3131-2782; http://lattes.cnpq.br/0299586072690797; http://lattes.cnpq.br/2238639776855207; Nascimento, Diego Nathan do; https://orcid.org/0000-0002-6020-1248; http://lattes.cnpq.br/5514803741124706; Almeida, Renato de; https://orcid.org/0000-0002-1242-3495; http://lattes.cnpq.br/4634993957243950
Inquiry-based teaching in non-formal learning environments is characterized as an active methodology, with a pedagogical approach that stimulates critical thinking, curiosity, and the active participation of students in their learning process. In this approach, learning is guided by exploration, discovery, and experimentation, allowing students to take the lead in constructing their knowledge. This study aims to develop, implement, and evaluate a teaching guide with a learning sequence focused on plant diversity. The research was conducted with 28 students from the 3rd year of regular high school at the State School of Elementary and High School Education of Mucurici (EEEFM), located in Espírito Santo, Brazil. The teaching guide was developed based on the principles of inquiry-based learning, with the intention of bringing students closer to the plant diversity present in their own territory. Its organization included six stages: (1) pre test, (2) field class, (3) application of a post-fieldwork guide, (4) preparation of exsiccates, (5) production and presentation of scientific posters, and (6) post-test. Each stage was designed to foster autonomy, observational skills, and scientific thinking. The material included clear instructions for teachers, recording tools for students, and suggestions for practical activities based on the collection and analysis of plant species. The use of the guide during the field class proved to be an effective tool to guide students in observing and recording plant species. The research results showed that the adopted strategy significantly contributed to the development of investigative skills, encouraging students' curiosity and protagonism, in addition to promoting a contextualized and practical understanding of botany content
O uso do plano de estudo da pedagogia da alternância no ensino e aprendizagem de bioquímica em uma escola pública regular urbana: uma experiência de ensino investigativo a partir da realidade
(Universidade Federal do Espírito Santo, 2022-07-15) Capaz, Josieli Parteli; Muscardi, Dalana Campos; https://orcid.org/0000-0001-7936-7363; http://lattes.cnpq.br/7585552685515553; https://orcid.org/0000-0001-7966-4464; http://lattes.cnpq.br/5981146544555130; Aoyama, Elisa Mitsuko; https://orcid.org/0000000231312782; http://lattes.cnpq.br/0299586072690797; Barrella, Tatiana Pires; https://orcid.org/0000-0001-8061-4341; http://lattes.cnpq.br/9138274506570489
In urban regular public schools (RPS), the idea of the superiority of scientific content in relation to everyday knowledge still prevails, fragmenting knowledge and subalternizing popular knowledge. As a strategy to overcome this configuration and seeking for the school to act based on the totality of knowledge, so that the lived reality is part of the teaching and learning processes, we seek Teaching by Investigation and the Pedagogy of Alternation as inspiration to promote processes of teaching and learning in Biology contextualized and guided by the exercise of questioning and critical reflection. The understanding, for example, about the biochemistry of food, which was the focus with which we worked, allows students to make more conscious decisions, basing their choices about which foods are important, beneficial and necessary for the maintenance of health. and which ones are harmful, being necessary to avoid them. In addition, the study of biochemistry allows us to understand the effects of food and nutrients on the body. However, the approach to this content is not always in a way that allows this critical awareness to the student, who, as a result, often finds it difficult to understand, which is related to the teaching and learning perspective. adopted in the classroom. Commonly, the approach to content is based on the intense use of expository methods, causing students to not feel motivated or to take ownership of the content. To avoid this, in an urban RPS, we used the Study Plan (SP), a mediation typical of the pedagogy of alternation, used in rural schools, seeking to develop a differentiated didactics in the Biology discipline in a school characterized by traditional pedagogy. In this context, the dissertation presented here has as its research problem the following question: how can the Study Plan for the Pedagogy of Alternation be used in the discipline of Biology in a regular public school and what is its impact on the teaching and learning processes? To answer this question, the study made use of qualitative-quantitative approaches and the action research method, aiming to consolidate, in a pedagogical material, a teaching and learning experience that pointed out the potential of the SP for the teaching of biochemistry in urban RPS's . The production of data took place with a class of the 1st grade of high school located in São Gabriel da Palha, northwest of Espírito Santo, using a combination of techniques. To collect them, we used observation recorded in a logbook, document analysis - the documents, in this case, were reports produced by students during the development of the SP - and application of questionnaires. The analysis of data from structured questions was performed using graphs and took into account the data collected by the set of techniques, promoting their intertwining. The data obtained with the unstructured items, in turn, were, as well as those obtained in observation, subjected to content analysis, as recommended by Bardin (2016). The conclusion obtained is that the Study Plan for the Pedagogy of Alternation presents several possibilities of use outside its original context and that teaching based on the reality of the subjects contextualizes scientific knowledge and drives the teaching and learning processes. Experience has shown that, although different, there is an approximation between SP and research teaching, which leads us to defend the use of this combination in urban RPS's.
PESQUISANDO A HISTÓRIA AMBIENTAL E APRENDENDO BIOLOGIA COM A PRODUÇÃO DE UM TEATRO CIENTÍFICO: UMA PROPOSTA COM ABORDAGEM INVESTIGATIVA
(Universidade Federal do Espírito Santo, 2020-12-04) Sonegheti, Sabrina; Aoyama, Elisa Mitsuko; https://orcid.org/0000000231312782; http://lattes.cnpq.br/0299586072690797; https://orcid.org/; http://lattes.cnpq.br/; Prado, Gustavo Machado; https://orcid.org/0000000200442656; http://lattes.cnpq.br/3357539375137456; Silveira, Andrea Pereira; https://orcid.org/; http://lattes.cnpq.br/
This work is born from the desire of teaching Biology with contextualization according to regional characteristics, and activated by the union of Investigative Learning Process and Scientific Theater. Therefore, the objective is the development of an inve

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