Mestrado Profissional em Ensino de Biologia em Rede Nacional

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Navegando Mestrado Profissional em Ensino de Biologia em Rede Nacional por Autor "Almeida, Renato de"

Agora exibindo 1 - 4 de 4
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    A etnobotânica como elemento de valorização da cultura local no ensino de biologia
    (Universidade Federal do Espírito Santo, 2025-03-28) Alencar, Antônio Eugenio Sousa; Teixeira, Marcos da Cunha; https://orcid.org/0000-0002-3564-2180; http://lattes.cnpq.br/9783956535209540; https://orcid.org/0000-0003-2640-1665; http://lattes.cnpq.br/1011418519312737; Agrizzi, Ana Paula ; https://orcid.org/0000-0002-1983-4078; http://lattes.cnpq.br/3424195023254886; Almeida, Renato de; https://orcid.org/0000-0002-1242-3495; http://lattes.cnpq.br/4634993957243950
    The socio-environmental problem, in addition to impacting the physical environment, has direct consequences on the preservation and appreciation of knowledge and elements that characterize the cultural richness of local communities. In this sense, this work aims to test and validate sequential activities involving ethnobotany from the perspective of contributing to the teaching of biology by valuing knowledge about plants characteristic of the social group of the indigenous village of Caieiras Velha. The methodology is configured as an investigative teaching approach, of a qualitative nature, through participatory research of an analytical nature. Data production considers the application of a specific form and creation of an ethnobotanical guide, as part of the educational product of the research, with suggestions for activities aimed at teaching botany. We conclude that the use of plants is a reality in the sociocultural context of the Caieiras Velha community, seen as an element that gives meaning to ethnic manifestations and interpersonal relationships between residents, especially when it comes to medicinal use
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    A etnoornitologia como elemento de integração do conhecimento popular ao ensino de biologia
    (Universidade Federal do Espírito Santo, 2024-07-03) Rezende, Jardel Pedro de Oliveira; Hoffmann, Diego; https://orcid.org/0000-0001-7542-5933; http://lattes.cnpq.br/; Teixeira, Marcos da Cunha; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Barata, Diogina; https://orcid.org/; http://lattes.cnpq.br/; Almeida, Renato de; https://orcid.org/; http://lattes.cnpq.br/
    This research addresses ethno-ornithology in high school as a strategy to value popular knowledge and integrate it into the school curriculum. The central problem investigates how the inclusion of ethno-ornithological knowledge can enrich biology education, promoting a deeper understanding of local biodiversity and environmental conservation. The objective is to explore ethno-ornithology as a pedagogical tool to strengthen students' connection with their environment, encouraging interdisciplinary learning and respect for nature. The methodology adopted involved the application of didactic sequences based on ethno-ornithological knowledge, collected through participatory research in local communities. The results demonstrated that the ethno-ornithological approach in biology teaching favors the appreciation of traditional knowledge, stimulates students' scientific curiosity and promotes awareness of the importance of conserving birds and their habitats. It is concluded that the integration of ethnoornithology in biology teaching programs is essential for effective environmental education, capable of forming conscious citizens responsible for the preservation of natural and cultural heritage.
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    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
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    POTENCIALIDADES DO PARQUE ESTADUAL DE ITAÚNAS NO PLANEJAMENTO DE SEQUÊNCIAS DIDÁTICAS INVESTIGATIVAS PARA O ENSINO DE BIOLOGIA
    (Universidade Federal do Espírito Santo, 2020-12-14) Pereira, Joene Alves; Teixeira, Marcos da Cunha; https://orcid.org/; http://lattes.cnpq.br/9783956535209540; https://orcid.org/; http://lattes.cnpq.br/; Almeida, Renato de; https://orcid.org/; http://lattes.cnpq.br/; Barata, Diogina; https://orcid.org/; http://lattes.cnpq.br/2173274073008235
    Biology teaching is related to formal and non-formal education spaces, so it promotes the insertion of practices that use teaching by investigation, WHERE the student has effective protagonism. These educative spaces are relevants in the learning of sever