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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A PRODUÇÃO DE JOGOS DIDÁTICOS COMO FERRAMENTA METODOLÓGICA DE ENSINO E APRENDIZAGEM NO ENSINO MÉDIO E SUA INFLUÊNCIA NA FORMAÇÃO DE LICENCIANDOS EM CIÊNCIAS BIOLÓGICAS
(Universidade Federal do Espírito Santo, 2019-06-11) Silva, Alexandre Vieira da; Sobrinho, Tathiana Guerra; https://orcid.org/; http://lattes.cnpq.br/1422155538792844; https://orcid.org/; http://lattes.cnpq.br/; Martins, Liziane; https://orcid.org/; http://lattes.cnpq.br/0875190888563790; Teixeira, Marcos da Cunha; https://orcid.org/; http://lattes.cnpq.br/9783956535209540
abstract
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.
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.
DESENVOLVENDO O OLHAR INVESTIGATIVO NO ENSINO MÉDIO: DESCOBRINDO OS INVERTEBRADOS NOS AMBIENTES MARINHOS
(Universidade Federal do Espírito Santo, 2019-07-11) Carvalho, Abia; Costa, Karla Goncalves da; https://orcid.org/; http://lattes.cnpq.br/5558591861739453; https://orcid.org/; http://lattes.cnpq.br/; Alencar, Isabel de Conte Carvalho de; https://orcid.org/; http://lattes.cnpq.br/; Teixeira, Marcos da Cunha; https://orcid.org/; http://lattes.cnpq.br/9783956535209540
This master’s dissertationis an approach on the biology teaches as an investigative way and the subject used was invertebrates in marine environments. The works was accomplished by 20-year high public-school students of Cariacica. Questionnaries were used as a way of evaluating research. The practical part of the investigative activity carried out by the students began in the marine environments located in Anchieta and ended at school. Anchieta was chosen as a non-formal teaching biodiversity space, easy access, clean beaches and preserved mangrove. The chosen research activity presents relevant aspects to teaching, it is dedicated to problems that students be more actives, elaborating hypothesis, investigating facing an interactive learning by not memorization. The work resulted in didactic zoological collection and a in basic guide. The collection enchants by the wealth of details and innovative material in basic education, by using the technique of plastination for its construction. The didactic guide contains didactic proposals for Marine Biology in an investigative form at high school.
A lagoa do Dinah Borges, Eunápolis, Bahia, como espaço não formal para o Ensino de Biologia
(Universidade Federal do Espírito Santo, 2019-07-19) Silva, Anerleia Barbosa da; Barata, Diogina; https://orcid.org/; http://lattes.cnpq.br/2173274073008235; https://orcid.org/; http://lattes.cnpq.br/; Silva, Luiz Fernando Duboc da; https://orcid.org/; http://lattes.cnpq.br/7017253515050575; Amado, Manuella Villar; https://orcid.org/; http://lattes.cnpq.br/
abstract
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/; http://lattes.cnpq.br/7017253515050575; https://orcid.org/; http://lattes.cnpq.br/; Aoyama, Elisa Mitsuko; https://orcid.org/0000000231312782; http://lattes.cnpq.br/0299586072690797; Nascimento, Cristiane Alves da Silva do; https://orcid.org/; http://lattes.cnpq.br/
abstract
A saúde de uma comunidade escolar pública do município de Santa Maria de Jetibá-ES: um estudo sobre a esquistossomose
(Universidade Federal do Espírito Santo, 2019-07-26) Buss, Glauciomar; Silva, Erica Duarte; https://orcid.org/; http://lattes.cnpq.br/5490896888924309; https://orcid.org/0000-0002-5591-6759; http://lattes.cnpq.br/5372607022173324; Pereira, Carlos Luis; https://orcid.org/0000-0001-7074-8661; http://lattes.cnpq.br/
Schistosomiasis is one of the main aquatic parasitic diseases of world. With the evacuation of population from countryside to urban centres, great amount of people started to live in reduced spaces (vilas, favelas, comunidades cariocas) at the periphery of big cities, in a social structure similar of colonial Brazil ages. As strategies destinated to control Schistosomiasis, we can cite: detection and mapping of intermediate host and the places where it occurs. The transmission of the disease is endemic in 47 of 78 cities of Espirito Santo state. Santa Maria do Jetibá city was a settlement colony founded by Emperor Pedro II from Brazil. Their objectives were the reconstruction of Brazilian social space. Whatever, by reasons investigated at this work, the poor sanity and environmental degradation creates opportunities for the appearance of schistosomiasis. Moreover, it was observed citizen reinfected themselves to receive governamental care and aid. Based on this questions, the present work performed a ethnographic-like research (trabalho do tipo etnográfico) in the community of EEEFM Frederico Boldt school. The specific objectives were: identify potencial sites of Schistosomiasis dissemination and educate students about Healthy public political knowledge. It was developed a bilingual didactic material, in Portuguese and Pomerano to educate how to avoid Schistosomiasis, and also, it was performed an educational research and an educational action (pesquisa-ação) with the objective to capacity students as educators agents to teaching community how to avoid Schistosomiasis. Based on this, we hope that students teach population of places with the presence of intermediate host and communicated the school and the government to make the control of Schistosomiasis. During the thesis construction, it was philosophed that water and sanity are the main profilaxia of Schistosomiasis. By this way, it was produced a series of pocket books about water and sanity in shelters of Latin American, based on UNESCO orientations for sustainable development. The volume is about how to avoid Schistosomiasis at Santa Maria do Jetibá, em Portuguese and German, in the way spoked by Santa Maria do Jetibá citizen, an almost extant Europe language from Germany/Poland region. At educational research and educational action the main results were: diagnostic research of previous students knowledgment about Schistosomiasis, participation of students in Science Fair Competition, and the win of second place with science work about Water, course of formation of educators agents to teach scholar community how avoid Schistosomiasis. Students understood very well Schistosomiasis information. A quiz were performed a week after classes and the number of rights answers were higher if compared with quiz of diagnostic evaluation. Moreover, educational practices were successful and students could dialogue very well theory and practice. A lot of students commented data from lectures and classes in school environment
Protozoários no ensino médio: modelos e jogos como facilitadores no processo de ensino e aprendizagem em uma sequência didática
(Universidade Federal do Espírito Santo, 2019-07-29) Andriao, Luciano Careta; Mancini, Karina Carvalho; https://orcid.org/0000000332750693; http://lattes.cnpq.br/4993110466694381; https://orcid.org/0000-0002-1120-6915 ; http://lattes.cnpq.br/3934652285422276; Alencar, Isabel de Conte Carvalho de; https://orcid.org/0000-0002-5808-7087; http://lattes.cnpq.br/0405928639594404; Souza, Marco Antonio Andrade de; https://orcid.org/0000-0003-1190-8834; http://lattes.cnpq.br/4683031081739485
This study aimed to develop visual and interactive didactic material for teaching Protozoa which was applied in didactic sequence as facilitating tools in the teaching-learning process. For the initial diagnosis, free evocation of words and semi-structured questionnaire were used, which showed that students (1) strongly associate protozoa with bacteria and diseases; (2) assertively associate cells, microorganisms, microscopes and unicellular cells; (3) have difficulties in differentiating prokaryotes / eukaryotes; (4) believe that they live in the human body and fresh water; (5) consider that they exist in the river of the city of ecological importance. A brainstorm instigated the students to think in an investigative way. Ten-dimensional biscuit models of free and parasitic forms were used to explore cell morphology. Interactive life cycle panels were also used for parasite forms. To the end of the sequence, the game "Face-to-face with protozoa" and the same semi structured questionnaire were applied, which demonstrated a significant increase in correct responses and correct appropriation of scientific terms. In all stages of the product, the students were engaging, dedicated and enthusiastic, especially with the models. A didactic sequence showed to represent an interactive methodological alternative that stimulated the protagonism of the student and acquired the learning of the same.
Da escola ao Jequitibá: potencializando espaços não formais de ensino
(Universidade Federal do Espírito Santo, 2019-07-29) Dalfior, Micherlle da Silva Sian; Muscardi, Dalana Campos; https://orcid.org/0000-0001-7936-7363; http://lattes.cnpq.br/7585552685515553; https://orcid.org/0000-0002-0328-7671; http://lattes.cnpq.br/8813873329601478; Fraile, Ofelia Ortega; https://orcid.org/0000-0003-1080-2165; http://lattes.cnpq.br/4680777935955498; Teixeira, Marcos da Cunha; https://orcid.org/0000-0002-3564-2180; http://lattes.cnpq.br/9783956535209540
abstract
Percepcões de professores de biologia sobre a transversalidade do tema meio ambiente no ensino médio
(Universidade Federal do Espírito Santo, 2019-07-29) Andrade, Elzimeire Abreu Araújo; Teixeira, Marcos da Cunha; https://orcid.org/0000-0002-3564-2180; http://lattes.cnpq.br/9783956535209540; https://orcid.org/0000-0001-6521-2125; http://lattes.cnpq.br/8514379367425509; Muscardi, Dalana Campos; https://orcid.org/0000-0001-7936-7363; http://lattes.cnpq.br/7585552685515553; Alencar, Isabel de Conte Carvalho de; https://orcid.org/; http://lattes.cnpq.br/
A polemic persists about the ways to insert the theme “environment” in the curriculum of the Brazilian basic school: to create a discipline or to the mainstream it? With the polemic also persist the different conceptions and perceptions of the teachers about the concepts of environment and the field of action of environmental Education. After that, in this study we sought to investigate the perceptions of a group of Biology teachers in the educational network of the State of Espírito Santo on: (1) the concepts of environment, (2) the field of environmental education and (3) the ways in which it is addressed in the curriculum. Using a mixed research approach, the data were produced through the application of a semi-structured questionnaire with 28 teachers from 23 schools located in 14 cities. The results obtained evidenced that 42% of the participants already had some access to courses, projects or specific environmental education events. When indicating themes that should be addressed in environmental education activities, teachers indicated economics, partisan politics, prejudice, poverty, social inequality and infant mortality, with a frequency below 70%, while sustainable development, pollution, ecosystem conservation, species extinction and Global warming had frequencies ranging between 90% to 100%. Therefore, it can be inferred that in the perception of the teachers are different macro trends, but with prevalence of the naturalistic concept of environment. Within the perception about the most urgent environmental issues to be addressed in secondary education, according to the geographical scales (community, municipality and state), it was registered a total of 91 evocations divided into 24 themes that were grouped according to Santos (2007) guidelines for which the following frequencies were obtained: (1) Pedagogy of the nonhuman nature: 17.58%; (2) Pedagogy of human nature: 48.35% and (3) Integrative pedagogy: 34.06%. A total of 46.42% of the teachers defended the creation of an Environmental Education discipline, whose justifications were: the low hours of their subjects, the relevance of the subject that is little discussed in other disciplines, the complexity of the subject and the teacher‟s unpreparedness. However, 59.25% of teachers state that all disciplines are appropriate to address the environmental theme, although they also claim that Biology and Geography are more proper than others. The naturalistic feature in perception was corroborated when 39.28% stated that Biology is important for Environmental Education because it favors the awareness and protection of biodiversity. Only 10.71% declared their importance due to their potential for critical formation. Among the difficulties to approach environmental education, stood out: the need to gather knowledge from different areas, the legal aspects that involve the theme and lack of infrastructure of the schools. The predominant didactic strategies were the lectures, indicated by 36.36%, followed by reading and interpretation of texts with 22.72%. From the results, the limitations and possibilities for the accomplishment of the transversality of the environmental theme in the discipline of Biology were discussed. In addition, the results served as input for the development of a guide that could contribute with the teacher in the task of identifying, in the contents of Biology, the opportunities to approach socio-environmental themes, therefore fulfilling the task of the theme‟s transversality.
A saúde sexual no contexto escolar
(Universidade Federal do Espírito Santo, 2019-07-30) Rodrigues, Paulo Ricardo; Pirovani, Juliana Castro Monteiro; https://orcid.org/0000-0002-4157-6503; http://lattes.cnpq.br/1554318438405230; https://orcid.org/0000-0003-1562-744X; http://lattes.cnpq.br/7079497732674965; Martins, Liziane; https://orcid.org/0000-0001-8015-4656; http://lattes.cnpq.br/0875190888563790; Gradella, Debora Barreto Teresa; https://orcid.org/0000-0003-1512-675X; http://lattes.cnpq.br/8752877408344935
Sexuality is a fundamental part of life. It develops from childhood to adulthood and it is shaped by aspects from our biology, history, culture, and society. In Brazil, a 2016 country-wide poll of school students (Pesquisa Nacional de Saúde do Escolar - PeNSE) showed that 27.5% of senior year middle school students had engaged in sexual intercourse. When looking at students aged 17, the figure increases to 54.7%, revealing the importance of sexual/reproductive health as a topic in Brazilian schools. The increase in cases of sexually transmitted infections (STI) among teens older than 15, which have tripled in the past decade, and the increase in unplanned parenthood demonstrate the importance of government policies targeting teenagers. Issues regarding gender, sexual orientation, reproductive rights, STI, unplanned parenthood and other matters regarding sexuality should be part of teaching practices in schools and partnered institutions. This paper’s objective is to evaluate the boundaries and the possibilities of an e-book for the discussion about the teenagers sexual healthy. The e-book’s chapters were planned using anonymous polls with second-year high school students from a public school in the city of Serra, in the state of Espírito Santo, Brazil. The topics most frequently mentioned by the students were sex (24.7%), sexually transmitted infections (21.7%), contraception methods (16.9%), pregnancy (13.9%) and the reproductive system (10.2%). The e-book answered their questions regarding those topics and it was supplemented with extra information from texts, images, and videos. One of the chapters in the e-book was analyzed by second and third-year high school students and by science and/or biology teachers. The use of supplementary teaching materials in Science and biology classes were regarded as important and helpful to the learning experience by every teacher and close to 80% of students. As for the e-book, the wording employed was considered fitting and the contents of the material were considered important by more than 90% of students. Every teacher and 98.1% of students considered the videos and images as useful additions to the information presented in the texts. At the end of their analysis, both teachers (100%) and students (96.2%) stated their wish to use the e-book in their science and biology classes. The e book is expected to aid in the discussion of sexual health in schools, supporting the reduction of risk behaviors among teens.
Sala de aula como recurso no processo de ensino e aprendizagem da disciplina de biologia
(Universidade Federal do Espírito Santo, 2019-11-18) Ucelli, Leonardo; Barata, Diogina; https://orcid.org/; http://lattes.cnpq.br/2173274073008235; https://orcid.org/0000-0001-6041-5660; http://lattes.cnpq.br/4082949655766843; Cardoso, Katia Aparecida Kern; https://orcid.org/0000-0001-7977-5885; http://lattes.cnpq.br/5194854548349342; Mancini, Karina Carvalho; https://orcid.org/0000000332750693; http://lattes.cnpq.br/4993110466694381
With the increasing use of technological resources by young people, a virtual classroom can be an incentive for learners to have a greater interest in taught content. We used to do this work the Google application, Google Classroom, to create virtual classrooms. Initially, students were offered some content previously addressed in the classroom for further study. Subsequently, the contents were made available before being approached in the classroom, which allowed students the possibility of building autonomy in their learning and experimenting with the inverted room methodology. The topics used for these activities were human reproduction, Mendelian genetics, blood group genetics, and the Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR), the acronym used to represent the process of editing DNA. Different types of media were used in virtual classrooms, such as texts, images, animations, concept maps and video lessons, all available for free on websites such as Youtube, Biology blogs and Education Portals. In the second stage of the activity, students had the opportunity to create their own material for posting. Several videos, where they covered topics related to sexuality, were made available in the classroom or published on Youtube. Another activity with student protagonism was the creation of concept maps, which were made entirely by the students and posted in the application for sharing. For the analysis of the activity, a pre-test was applied, in the form of a questionnaire that sought initial information about the participating public, and at the end of the work, a post-test, to make quantitative and qualitative surveys about the students' perceptions of the media and the methodology used that most pleased the students. Based on the results presented, it was possible to observe that in the students' perception, the media and the methodology that most favored their learning were the video lessons and the content available before the class. This work provided students with knowledge of different learning methodologies, in which content was available before and after class, with an Flipped Classroom experience, and the results showed that they are interested in activities that promote their learning autonomy in the teaching and learning process.
Da molécula de DNA às proteínas: dinamizando o ensino por meio de materiais didáticos e ludicidade
(Universidade Federal do Espírito Santo, 2019-11-28) Paes, Kelly Cristina; Mancini, Karina Carvalho; https://orcid.org/0000000332750693; http://lattes.cnpq.br/4993110466694381; https://orcid.org/0000-0002-9657-2665; http://lattes.cnpq.br/9339264619682749; Gontijo, Andreia Barcelos Passos Lima; https://orcid.org/0000-0003-3422-4398; http://lattes.cnpq.br/2762003128008528; Tosta, Vander Calmon; https://orcid.org/0000-0003-3069-5221; http://lattes.cnpq.br/2908060681009416
DNA is a leading molecule accountable for storing and transmitting genetic information. It is constantly mentioned by the media when it comes to genetic engineering, genome design, paternity testing, biotechnology, transgenic foods, recombinant ADN, cloning and, when studied in the classroom, arouses fascination in students. Though, those have trouble understanding their composition, organization and operation, in what it refers to replication, transcription and translation processes. Therefore, this work proposed a didactic sequence applicating problematization, discussion of articles, videos and a ludic kit “Unraveling the mysteries of ADN” built on felt, zipper and velcro pieces. Data collection was given through by pre- and post- questionnaires and observations of the proponent in the classroom. The didactic sequence was validated in 1st and 2nd grades on high school and the results showed that the students achieved a better understanding of the content using methodological diversity and playful tool, reflecting on learning. The students of the first year, who had not previously studied the subject, obtained expressive positive result in understanding, reaching up to 90% of correct answers in the questionnaires offered at the end of the whole didactic sequence and the kit. The 2nd year students, who had previously studied the subject in lectures, presented conceptual flaws that were resignified in the didactic sequence. The whole didactic sequence (together with the kit) was evaluated by the students in a positive way indicating its validity in relation to the clarification of the concepts covered. A Teacher’s Guide has been prepared allowing the construction of the kit and development of the didactic sequence.
“A FÁBRICA COMO UMA GRANDE CÉLULA”: USANDO ANALOGIAS PARA O ENSINO DE BIOLOGIA CELULAR
(Universidade Federal do Espírito Santo, 2020-10-22) Perim, Samyra Cardozo Santos; Mancini, Karina Carvalho; https://orcid.org/0000000332750693; http://lattes.cnpq.br/4993110466694381; https://orcid.org/; http://lattes.cnpq.br/; Gradella, Debora Barreto Teresa; https://orcid.org/; http://lattes.cnpq.br/8752877408344935; Mendes, Ana Nery Furlan; https://orcid.org/0000000164885483; http://lattes.cnpq.br/8266113579775016
To work on Cell Biology, immersed in the microscopic universe, it is necessary to use methodologies that provide an affective understanding and, consequently, a meaningful learning. The present work aimed to use teaching by investigation, analogy and play
GENÉTICA NO ENSINO MÉDIO: UMA SEQUÊNCIA DIDÁTICA PARA ENSINAR HERANÇAS GENÉTICAS A PARTIR DA CONSTRUÇÃO DE ÁRVORES GENEALÓGICAS E DAS DISCUSSÕES SOBRE O PRECONCEITO ÉTNICORACIAL
(Universidade Federal do Espírito Santo, 2020-10-26) Silva, Tiago de Freitas; Gontijo, Andreia Barcelos Passos Lima; https://orcid.org/; http://lattes.cnpq.br/2762003128008528; https://orcid.org/; http://lattes.cnpq.br/; Cardoso, Katia Aparecida Kern; https://orcid.org/; http://lattes.cnpq.br/; Pirovani, Juliana Castro Monteiro; https://orcid.org/; http://lattes.cnpq.br/1554318438405230
abstract
SABERES SOBRE ANIMAIS PEÇONHENTOS EM UMA ESCOLA DE ENSINO MÉDIO NO SUL DA BAHIA: CONTRIBUIÇÕES PARA O ENSINO/APRENDIZAGEM EM ZOOLOGIA E SAÚDE
(Universidade Federal do Espírito Santo, 2020-10-29) Silva, Eneias Murilo Cerqueira da; Furieri, Karina Schmidt; https://orcid.org/; http://lattes.cnpq.br/7741080213355929; https://orcid.org/; http://lattes.cnpq.br/; Canete, Carolina Lomando; https://orcid.org/0000000238683703; http://lattes.cnpq.br/4443575779106615; Alencar, Isabel de Conte Carvalho de; https://orcid.org/; http://lattes.cnpq.br/
This research addressed the teaching/learning about venomous animals in high school. Its general objective is to produce coursewear for the study of venomous animals at the high school level as a way to help in biology classes specifically in the contents
ATIVIDADES PRÁTICAS INVESTIGATIVAS NO ENSINO DE BIOQUÍMICA
(Universidade Federal do Espírito Santo, 2020-10-29) Milanez, Erica da Cunha Maciel; Souza, Marco Antonio Andrade de; https://orcid.org/; http://lattes.cnpq.br/4683031081739485; https://orcid.org/; http://lattes.cnpq.br/; Franca, Flavia Dayrell; https://orcid.org/; http://lattes.cnpq.br/; Goncalves, Paola Rocha; https://orcid.org/; http://lattes.cnpq.br/1241885466744185
Biochemistry corresponds to a broad theme that has gained more and more space in the scientific and educational environment, however challenges exist when addressing the basic concepts of biochemistry in the classroom due to its complexity, high degree of
TRADIÇÃO E CIÊNCIA: UMA PROPOSTA DE SEQUÊNCIA DE ENSINO INVESTIGATIVA E INTERDISCIPLINAR SOBRE O USO DE PLANTAS MEDICINAIS
(Universidade Federal do Espírito Santo, 2020-10-29) Tosta, Efigenia Monteiro; Corte, Viviana Borges; https://orcid.org/0000000254886578; http://lattes.cnpq.br/3694434981958328; https://orcid.org/0000000343617986; http://lattes.cnpq.br/; Santos, Camila Reis dos; https://orcid.org/; http://lattes.cnpq.br/; Araujo, Michell Pedruzzi Mendes; https://orcid.org/; http://lattes.cnpq.br/
This study proposes a sequence of investigative and interdisciplinary teaching (SEII), which aims to overcome the fragmentation of curricular subjects and launches a coordinated action with the Biology, Chemistry, History and Portuguese teachers, recogniz
QUEM GERA O TEMA GERADOR?
(Universidade Federal do Espírito Santo, 2020-10-30) Arnholz, Erineti; Muscardi, Dalana Campos; https://orcid.org/; http://lattes.cnpq.br/7585552685515553; https://orcid.org/; http://lattes.cnpq.br/; Jesus, Janinha Gerke de; https://orcid.org/; http://lattes.cnpq.br/4245026471647635; Barata, Diogina; https://orcid.org/; http://lattes.cnpq.br/2173274073008235
This work raises through a concern about the methods in the dissemination of scientific knowledge in the school environment, based on understanding of the proposed subjects need to be approached in the context of the classroom to motivate the teachers to
ENSINO DE BOTÂNICA EM ESPAÇOS NÃO FORMAIS DE EDUCAÇÃO NA GRANDE VITÓRIA-ES: UMA PROPOSTA DE GUIA ILUSTRADO COMO POTENCIALIZADORA DA PRÁXIS DOCENTE
(Universidade Federal do Espírito Santo, 2020-10-30) Junger, Ana Paula Fantecelle; Corte, Viviana Borges; https://orcid.org/0000000254886578; http://lattes.cnpq.br/3694434981958328; https://orcid.org/; http://lattes.cnpq.br/; Santos, Camila Reis dos; https://orcid.org/; http://lattes.cnpq.br/; Araujo, Michell Pedruzzi Mendes; https://orcid.org/; http://lattes.cnpq.br/
Teaching in Brazil is still very focused on a traditional approach, which ends up generating disinterest and demotivation in students. Within the subject Biology, the content that suffers the most from this is Botany, overlooked by students and teachers,

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