Mestrado Profissional em Ensino de Biologia em Rede Nacional
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- ItemExplorando a interdisciplinaridade no ensino médio(Universidade Federal do Espírito Santo, 2024-04-29) Fracalossi, Roberta Del Piero; Muscardi, Dalana Campos; https://orcid.org/0000-0001-7936-7363; Gonçalves, Emerson Nunes da Costa; Souza, Marco Antônio Andrade deBrazilian basic education has historically been characterized by the fragmentation and compartmentalization of knowledge. In an attempt to overcome this division, normative documents such as the Base Nacional Comum Curricular (BNCC) and the Espírito Santo Curriculum have been established, advocating interdisciplinarity as a strategy to mitigate this persistent division in the country's education system. Aiming to analyze the potential and challenges of collaborative elaboration and investigative teaching in an elective course that uses Ecology as an integrative theme across various areas of high school knowledge, a study was conducted in a public state school in Espírito Santo. In the classes associated with this course, an interdisciplinary proposal was implemented with practical and theoretical activities articulated between the subjects of Biology and Geography to foster collaborative student production, overcoming the existing fragmentation between disciplines. The course, titled "the path that exists now," was conducted in the school's surroundings, enabling students, through the investigation of their daily lives in their territory, to gain a more comprehensive understanding of the environment, criticality regarding transformative socio-environmental aspects of the landscape, and the natural and anthropogenic factors that led to the current landscape around the school and its location, thereby fostering protagonism, reflective and critical vision, and promoting individual autonomy.
- ItemEnsino de evolução e a pandemia da Covid-19: uma sequência didática investigativa(Universidade Federal do Espírito Santo, 2024-09-24) Arcanjo, Élique do Carmo; Tosta, Vander Calmon; https://orcid.org/0000-0003-3069-5221; Mancini, Karina Carvalho; Mendes, Michell PedruzziTeaching evolution is essential to understanding the origin of the diversity of life forms and the relationships between living beings. It is also a powerful tool for developing critical thinking in those who study it, since its practice is permeated by intense moments of analysis and reflection. However, several studies point to a series of difficulties, both on the part of teachers and students, when biology classes address evolution. Based on this finding, and also observing the context of the pandemic caused by the new coronavirus, the development and application of an investigative teaching sequence was proposed for teaching key concepts of evolution, relating them to Covid-19. The theme of didactic sequence, as well as its potential in teaching and learning processes, has been addressed by many authors. Teaching by inquiry, in turn, is a pedagogical approach that places students at the center of the learning process, with the teacher playing the role of facilitator of knowledge who must provide conditions for students to act as protagonists in the construction of knowledge. The qualitative research was conducted in a public school in the state of Espírito Santo, located in the city of Cariacica, with the participation of students in the 1st year of high school. Throughout the methodological process, the students conducted research related to the evolution of COVID-19, focusing on three axes, seeking to correlate with the evolutionary concepts of mutation, natural selection and adaptation: evolution of the number of deaths in Espírito Santo, emergence of SARS-Cov-2 variants, and vaccines against COVID-19. Through the analysis of observations, behaviors and content produced and collected throughout the process, as well as responses to the pre-test and post-test, and the opinion survey, it was possible to verify that the proposed objectives were achieved. It was observed that the students are able to draw a parallel between the evolution of other species and the evolution of viruses, although the justifications vary in clarity and precision. After applying the didactic sequence, progress was noted in most of the items evaluated, related to the key concepts of evolution and its relationship with COVID-19. Regarding the use of the investigative didactic sequence resource, there was a favorable response from the students. The need to seek different strategies was also observed, taking into account the diversity of learning methods among students.
- ItemExplorando a diversidade celular : guia ilustrado digital para o ensino de células e tecidos(Universidade Federal do Espírito Santo, 2024-04-03) Dias, Carolina Gonçalves; Mancini, Karina Carvalho ; https://orcid.org/0000-0003-3275-0693; http://lattes.cnpq.br/4993110466694381; https://orcid.org/0000-0002-3207-8641; http://lattes.cnpq.br/9505727436974042; Cañete, Carolina Lomando; https://orcid.org/0000-0002-3868-3703; http://lattes.cnpq.br/4443575779106615; Ferreira, Adelina Aparecida Francisca; https://orcid.org/0000-0002-7999-4946; http://lattes.cnpq.br/2179940182647248Cells possess great morphological and functional diversity, resulting in specialized cell types that form the histological tissues of the human body. The teaching and learning process regarding the contents involving cells and tissues have always been considered complex due to their microscopic nature, abstraction, structural deficiencies in public basic education schools, difficulty in finding suitable supporting material, and lack of detailed connections between specialized cells and tissues. For the reasons mentioned, this Master's Thesis aimed to construct a digital guide called "Exploring Cellular Diversity: A Knowledge and Activities Guide," as an educational product, in order to contribute to the integrated teaching of cellular and tissue biology in high school, targeted towards students and teachers. The Illustrated Digital Guide consists of 131 pages and is organized into sections that provide a review of cells, illustrations, and information on 14 specialized cell types along with activity suggestions. For each of the specialized cell types, the Guide presents the morphological and functional description, location in histological tissues, and interesting facts. The following specialized cells were addressed: neuron, red blood cell, adipocyte, myocyte, enterocyte, fibroblast, goblet cell, melanocyte, macrophage, lymphocyte, mast cell, osteoclast, spermatozoon, and oocyte. The Guide also includes a section with suggestions for 06 activities aimed at high school, placing the student as the protagonist of their learning process, incorporating investigative teaching, playfulness, and collaborative work as central elements. The educational product is an innovative production for the teaching of cells and tissues, combining original illustrations of specialized cells, descriptions, micrographs, and classroom activities
- ItemEnsino de biologia evolutiva: uma abordagem investigativa por meio de um clube de ciências(Universidade Federal do Espírito Santo, 2024-07-05) Batista, Paloma Nair Gomes; Mancini, Karina Carvalho; https://orcid.org/; http://lattes.cnpq.br/; Martins, Liziane; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Kavalek, Débora Schmitt; Dionor, Grégory AlvesThe pedagogical approach of inquiry-based learning, which encourages active learning and solving real-world problems through scientific investigation, can be incorporated into Basic Education through Science Clubs. These clubs are pedagogical spaces that promote teamwork, the development of important social skills, as well as scientific and practical knowledge through experimentation. With the approval of the National Common Curricular Base (BNCC) in 2017, high school education began to have a more "flexible" curriculum with the inclusion of Formative Itineraries, reducing the total workload of general education subjects, including Biology. Given this scenario, this work aimed to understand the role of the Science Club, based on elements of inquiry-based learning, as a favorable place for teaching Evolution and enhancing the development of epistemic practices. Evolutionary Biology arouses great curiosity and questions among students, and the reduced workload of the Biology subject is not sufficient to address it adequately. The results reveal the success of implementing the Science Club as an elective course, highlighting not only the participants' engagement during the process but also the development of epistemic practices of proposing, justifying, evaluating, and legitimizing during investigative interventions, thus favoring the learning about Evolution.
- ItemA 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.