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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    Atividades Investigativas no Estudo do Sistema Digestório: Explorando a Interdisciplinaridade na Experimentoteca
    (Universidade Federal do Espírito Santo, 2024-03-28) Saraiva, Fernanda Guimarães; Corte, Viviana Borges; https://orcid.org/0000-0002-5488-6578; http://lattes.cnpq.br/3694434981958328; https://orcid.org/0000-0001-5849-9092; http://lattes.cnpq.br/9098988697779769; Pirovani, Juliana Castro Monteiro; https://orcid.org/0000-0002-4157-6503; http://lattes.cnpq.br/1554318438405230; Araújo, Michell Pedruzzi Mendes; https://orcid.org/0000-0003-4596-5386; http://lattes.cnpq.br/6141634183456644
    The problems affecting the education and learning system, particularly in the teaching of Natural Sciences, are not recent and have been diagnosed for several years, leading different groups of researchers to reflect on their causes and consequences. As a way to mitigate these challenges, the study is based on Inquiry-Based Learning, a pedagogical approach recognized for its effectiveness in teaching natural sciences, which promotes active construction of knowledge by students through investigation. The research, conducted with 22 youths aged 16 to 18 at a Public State School in ES, adopted a qualitative-quantitative empirical experimental research approach, using the action research method. Thus, this work sought to develop, apply, and validate the Investigative and Interdisciplinary Teaching Sequence, which addresses Biology, Chemistry, and Physics content on the Digestive System, through the reformulation of practical activity scripts from the Experimentoteca Project, considering the current perspectives of Science Education proposed by the New High School, aiming to stimulate student leadership in problem-solving. The positive results of activity validation by students led to the reformulation of two practical activity scripts to align them with Investigative Teaching. These efforts aim to provide a dynamic and participatory learning environment, where students play a central role in knowledge construction, while offering practical resources that facilitate educators' work in the classroom, promoting more efficient teaching of natural sciences classes.
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    Engajamento de Estudantes do Ensino Médio Diante de Uma Sequência Didática Sobre Educação Sexual
    (Universidade Federal do Espírito Santo, 2024-03-25) Vasco, Thiago Mendes da Silva; Garcia, Junia Freguglia Machado; https://orcid.org/0000-0002-6597-9235; http://lattes.cnpq.br/5889291921323079; Pirovani, Juliana Castro Monteiro; https://orcid.org/0000-0002-4157-6503; http://lattes.cnpq.br/1554318438405230; https://orcid.org/0000-0003-1384-1848; http://lattes.cnpq.br/6960588039427142; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Faria, Alexandre Fagundes; https://orcid.org/0000-0002-5629-0612; http://lattes.cnpq.br/0040621540867052
    Sexuality is part of human life and it is in adolescence that it becomes more evident and, in this context, school then becomes a suitable environment to discuss the vulnerabilities that our young people face, such as early pregnancy, menstrual poverty and Sexually Infectious Diseases. Transmissible. Due to the fact that teenagers start their sexual life at an increasingly earlier age, it is possible to see the impacts of this early sexual life in the classroom. In view of this, a didactic sequence is proposed for adolescent students aged between 16 and 18 years old in the 2nd year of the New High School with activities that address topics related to adolescents' vulnerable situations, such as: I) Teenage Pregnancy; II) Menstruation and Menstrual Poverty; III) Sexually Transmitted Infections and IV) Contraceptive Methods. With the aim of identifying, categorizing and discussing the students' levels of behavioral, cognitive and emotional engagement, a narrative was made of the main events that occurred throughout the implementation of the activities in the classroom. The activities included games, dynamics, reading texts, researching the prices of items for newborns, making models and flowcharts. It was possible to verify several indicators of engagement at all levels (behavioral, cognitive and emotional) such as Involvement in solving tasks, Observation and adherence of students to the norms and agreements established in the group and in the class as a whole; Effort, persistence and concentration in resolution and tasks; Cognitive investment in understanding the phenomena focused on by the task; Joy, Happiness, Pride and Boredom as well as the lack of engagement in extracurricular activities. It was also possible to conclude that engagement is a necessary condition for investigative activities and this teaching proposal is not viable without the protagonism and intellectual presence of students.