Mestrado Profissional em Ensino de Biologia em Rede Nacional

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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.
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
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.
“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
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/0000-0001-6093-9405; http://lattes.cnpq.br/2173274073008235; https://orcid.org/0000-0002-0653-4543; http://lattes.cnpq.br/1913895402434919; Silva, Luiz Fernando Duboc da; https://orcid.org/0000-0003-1299-5212; http://lattes.cnpq.br/7017253515050575; Amado, Manuella Villar; https://orcid.org/0000-0003-2405-0320; http://lattes.cnpq.br/8408494362639642
The current teacher's challenge to presenting students with science through situations that make sense to them may involves actions that depend on the reality of the school and its sensitivity to the needs of students, to take advantage of their previous concepts and adding them to the experience and the experience inside and outside the classroom. The use of non-formal educational spaces is an alternative to instigate the interest of students and to activate sensitivity for Science. In this perspective, this work explored the pedagogical potential of a pond and its surroundings, located in front of a state public school in the city of Eunápolis, Bahia, for the teaching of biology. The activities were carried out from the stimulus to observation, from the verification of which contents of biology can be worked in the environment in question and from the accomplishment of didactic activities, planned together with the students, thus making them protagonists in the construction of their knowledge. The research in question, which had a qualitative approach with characterization of a case study, was carried out taking advantage of the time and contents that are part of the annual planning of the biology discipline, during which students had an expository class in the classroom, followed by field lecture, research, photographic record and collection of samples around the pond for later exposure. From questionnaires, the students were able to participate in the construction of the study and point out their vision regarding the use of space as an extension of the classroom for teaching biology. Based on the results of the questionnaires, it was possible to notice the participants' change of gaze in relation to the pond in front of the school and how the use of space outside the classroom is efficient in facilitating teaching-learning. This work allowed the elaboration of six products: wildlife album and lagoon’s flora showcase and four didactic sequences, which, in addition to highlighting the meaning of the students' active participation, allow the dissemination of the practice, corroborating the relevance of the use of non-existent spaces, such as the Dinah Borges lagoon for teaching.
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
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; Guerra Sobrinho, Tathiana ; https://orcid.org/0000-0003-1567-0122; http://lattes.cnpq.br/1422155538792844; https://orcid.org/; http://lattes.cnpq.br/; Martins, Liziane; https://orcid.org/0000-0001-8015-4656; http://lattes.cnpq.br/0875190888563790; Teixeira, Marcos da Cunha; https://orcid.org/0000-0002-3564-2180; http://lattes.cnpq.br/9783956535209540
Reading and interpreting images as well as the development of didactic methodological resources, that bring Biology teaching closer to of the student’s everyday life, has become a valuable strategy in the teaching and learning process. The aim of this study was to investigate the contribution of pedagogical games as a facilitating process in the appropriation of subjects in the short term. In addition, to analyze the influence of the discipline Laboratory of Reading and Production of Images (LLPI in Portuguese) for the acquisition of skills correlated to the use of images, production, and insertion of educational didactic resources in Biology teachers’ training. Therefore, the work was obstinate to contribute with the construction of the knowledge of high school students, through the production of educational games on the subject of Anatomy and Human Physiology, which is attractive but presents difficulties in its appropriation by the students. Subsequently, this material was under investigation of Biological Sciences students, so that by means of the spontaneous analysis of the resource produced, the technique of free recall and filling of a semi-structured questionnaire, the data were investigated. In order to trace the profiles of two different groups where one of them had already attended LLPI classes and one that had not. Among the students, those who were involved in the production of didactic games showed better assimilation of the subjects. Since the evaluation instrument answered by them, presented a higher number of correct answers than those belonging to groups that did not produce games. In reference to the undergraduate students it was observed that the group which had not yet attended the LLPI classes envisioned in the games a component of teaching and learning, but at the same time emphasized the aspects of the fun that is tied to this methodological tool. On the other hand, the group that had already studied the discipline, minimized the aspects considered playful in this process, giving the material the most intrinsic teaching and learning function. However, this group’s analysis of the games was more judicious than the first one. At the end of all the steps, we have as a result, the valorization of educational mechanisms that provide students the condition to build their own learning, acquiring cognitive autonomy and providing through an investigative methodology, their direct participation in the teaching and learning process
A REALIDADE LOCAL COMO INSTRUMENTO DE TRANSVERSALIDADE DA EDUCAÇÃO AMBIENTAL NO ENSINO MÉDIO
(Universidade Federal do Espírito Santo, 2020-12-15) Pinto, Marisa Cristina; Teixeira, Marcos da Cunha; https://orcid.org/; http://lattes.cnpq.br/9783956535209540; https://orcid.org/; http://lattes.cnpq.br/; Corte, Viviana Borges; https://orcid.org/0000000254886578; http://lattes.cnpq.br/3694434981958328; Amado, Manuella Villar; https://orcid.org/; http://lattes.cnpq.br/
The experience reported here was conceived in the relationship between the principles of critical environmental education and the teaching of biology in an investigative perspective. The present work proposed to involve the students of the first grade of
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
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.
As restingas como elemento de transversalização da educação ambiental no ensino médio: uma análise a partir da percepção de estudantes e professores de biologia
(Universidade Federal do Espírito Santo, 2021-03-08) Oliveira, Welds Duarte; Teixeira, Marcos da Cunha; https://orcid.org/0000-0002-3564-2180; http://lattes.cnpq.br/9783956535209540; https://orcid.org/0000-0001-6533-2258; http://lattes.cnpq.br/9928555602323960; Sobrinho, Tathiana Guerra; https://orcid.org/0000-0003-1567-0122; http://lattes.cnpq.br/1422155538792844; Furieri, Karina Schmidt; https://orcid.org/0000-0001-6031-8940; http://lattes.cnpq.br/7741080213355929
Several legal documents and experts advise that the themes related to the environment should be worked in a transversal and interdisciplinary way in the school curriculum. In addition, they defend the regionalization of the curriculum as a strategy to bring individuals closer to their socio-environmental reality. Restingas are one of the main ecosystems of coastal areas, being the historical and cultural stage of the relationship between man and nature in the state of Espírito Santo. Therefore, the inclusion of Restingas theme in the school curriculum is extremely relevant. Therefore, this study aimed to investigate the perceptions of 44 high school students and 30 Biology teachers about Restingas. In this point, it was evaluated the conceptions of Restinga given by students, and the difficulties of isertion into teacher’s practice, as well as the problems encountered by teachers for conducting field classes in these environments. The qualitative research approach was used through the exploratory type and the data were produced through the application of semi-structured questionnaires, adapted and applied remotely by “google forms” platform. The responses obtained were submitted to content analysis. It was found that 70% of the evoked terms were concentrated in 3 of the 12 categories observed (“vegetation”, “sea / beach” and “sand / soil”) and, therefore, show Restinga's perception as undergrowth that occurs next to the beach, on sandy soil. It was realized an absence of socio-cultural elements related to local identity. In relation to the ecosystems that form Guriri Island, 66.03% of the terms refer to Restinga, however, when asked in which biome Guriri Island is located, 13 students (29.54%) stated that it was Restinga; demonstrating that there is still some misunderstanding between these two concepts, even mentioning biomes that are not represented in the region, such as Caatinga, Cerrado, Pampas and the Amazon Forest. Regarding the free association of teachers, nine categories of which the most representative were "environment" with 42 terms (27.21) were obtained. However, the relative representativeness of the categories "vegetation" (with 28 terms/19.04%) and "abiotic factors" (with 23 terms/15.64%), reveals that, even among teachers, a fragmented and limited perception of Restinga predominates, with few references to anthropic elements. As the insertion of Restingas in classes, 13 teachers responded that they address various contents such as Ecology, Botany, Zoology and Genetics. 17 of the teachers who answered said they never used restinga to conduct field classes, 12 elected access difficulty and transportation cost as the main problems. Other difficulties mentioned by teachers were school bureaucracy, lack of pedagogical support, lack of interest and other personal reasons. However, the teachers pointed out a diversity of characteristics that make Restingas a potential pedagogical space for the transversalization of environmental education in the school curriculum. These results indicate a fragmented and decontextualized teaching of regional environmental themes. Based on these results, a didactic sequence was elaborated to contribute to the transversalization of the theme environment from an approach of restingas that recognizes it in its physical, biological and sociocultural aspects.
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.
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
Biorregionalismo e educação ambiental crítica como estratégias para ressignificar as representações sociais sobre o bioma mata atlântica no ensino médio
(Universidade Federal do Espírito Santo, 2022-08-05) Povoas, Matheus Oliveira; Teixeira, Marcos da Cunha; https://orcid.org/0000-0002-3564-2180; http://lattes.cnpq.br/9783956535209540; Lucena, Emerson Antonio Rocha Melo de; Agrizzi, Ana Paula
The population of southern Bahia grew amid the need for financial income for subsistence, after the fall of the Cacaueira crop, the main source of income in this region. Thus, a large part of the population only knew about this monoculture and ancestral agricultural practices, with the sole purpose of obtaining sustenance, without environmental concerns. The consequence of this production model was the significant reduction of the Atlantic Forest Biome, mainly due to the inclusion of livestock. In this context, the bioregionalist approach and Critical Environmental Education assume relevance in the process of opening up new ways of relating to the natural environment. Therefore, the objective was to develop investigative didactic sequences for the transversalization of Environmental Education in the teaching of Ecology during High School, suitable for the socio-environmental context of the South of Bahia. To support this process, the following studies were carried out: (1) Investigation of the social representations of 3rd year high school students from a public school in the South of Bahia, about the Atlantic Forest Biome, using the technique of free evocations and analysis of contents; and (2) Analysis of students' knowledge about the Atlantic Forest Biome through the application of a semi structured questionnaire. The data described showed gaps in the understanding of the Atlantic Forest Biome and Cabruca, which served for the elaboration and subsequent validation of an investigative didactic sequence, which seeks to (re)significate the representations of these students on the environmental theme and on the Biome. Atlantic Forest, with a special focus on the socio-environmental reality of the Southern Bahia Region
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
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
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.
DE SABERES ESPONTÂNEOS À CIENTÍFICOS: UMA PROPOSTA DE SEQUÊNCIA DE ENSINO INVESTIGATIVA COMO ESTRATÉGIA MEDIATIZANTE
(Universidade Federal do Espírito Santo, 2022-08-13) Junior, Weligton Jose Peruch; Corte, Viviana Borges; https://orcid.org/0000000254886578; http://lattes.cnpq.br/3694434981958328; https://orcid.org/0000000189639457; http://lattes.cnpq.br/; Teixeira, Marcos da Cunha; https://orcid.org/; http://lattes.cnpq.br/9783956535209540
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