Mestrado Profissional em Ensino de Biologia em Rede Nacional
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- ItemDesafios e potencialidades da construção de um tema gerador para o ensino de ecologia em uma escola urbana(Universidade Federal do Espírito Santo, 2025-03-27) Pereira, Maria da Conceição Alves; Muscardi, Dalana Campos; https://orcid.org/0000-0001-7936-7363; http://lattes.cnpq.br/7585552685515553; https://orcid.org/0009-0001-4149-3476; http://lattes.cnpq.br/8545459413312622; Teixeira, Marcos da Cunha; https://orcid.org/0000-0002-3564-2180; http://lattes.cnpq.br/9783956535209540; Barrella, Tatiana Pires; https://orcid.org/0000-0001-8061-4341; http://lattes.cnpq.br/9138274506570489The Freirean Thematic Approach (ATF) has been indicated as a teaching practice that allows working on the curriculum in a democratic and inclusive way, as provided for in the BNCC. Thus, the curricular structuring through ATF allows for the highlighting of significant situations for students, as these are problems that make up their universe. The proposal of this work consisted of the construction of a Generator Theme (TG) in an urban school, having as ATF the teaching of Ecology contextualized with local environmental problems. In this way, local problems were identified and addressed, through in-depth discussions, contributing to a better understanding of a theme to be generated from an ATF. The methodological procedures developed here, through qualitative, exploratory and educational development research, were based on the development of an ATF, using the systematization of the five moments developed by Delizoicov (1991). The data were systematized in the form of an investigative didactic sequence, developed in a procedural manner to construct the TG. The development of this work made it possible to relate school content with the students' experiences and to break down the barriers of curricular tradition through innovation in pedagogical practices. In the context of this research, the awakening of reality and the awareness of conflicting situations probably provoked in the students the desire to change the observed scenarios, from the moment in which they made a critical reflection on their experiences, an action that is the basis for social transformation. This can represent an excellent start for changing attitudes and consequently improving socio-environmental conditions, even in the future
- ItemA 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/4634993957243950The 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
- ItemA 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/9397038485923046The 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
- ItemEspaços não formais de aprendizagem: guias e roteiros de campo para o ensino de botânica(Universidade Federal do Espírito Santo, 2025-03-19) Paixão, Geovane da Silva; Aoyama, Elisa Mitsuko; https://orcid.org/0000-0002-3131-2782; http://lattes.cnpq.br/0299586072690797; http://lattes.cnpq.br/2238639776855207; Nascimento, Diego Nathan do; https://orcid.org/0000-0002-6020-1248; http://lattes.cnpq.br/5514803741124706; Almeida, Renato de; https://orcid.org/0000-0002-1242-3495; http://lattes.cnpq.br/4634993957243950Inquiry-based teaching in non-formal learning environments is characterized as an active methodology, with a pedagogical approach that stimulates critical thinking, curiosity, and the active participation of students in their learning process. In this approach, learning is guided by exploration, discovery, and experimentation, allowing students to take the lead in constructing their knowledge. This study aims to develop, implement, and evaluate a teaching guide with a learning sequence focused on plant diversity. The research was conducted with 28 students from the 3rd year of regular high school at the State School of Elementary and High School Education of Mucurici (EEEFM), located in Espírito Santo, Brazil. The teaching guide was developed based on the principles of inquiry-based learning, with the intention of bringing students closer to the plant diversity present in their own territory. Its organization included six stages: (1) pre test, (2) field class, (3) application of a post-fieldwork guide, (4) preparation of exsiccates, (5) production and presentation of scientific posters, and (6) post-test. Each stage was designed to foster autonomy, observational skills, and scientific thinking. The material included clear instructions for teachers, recording tools for students, and suggestions for practical activities based on the collection and analysis of plant species. The use of the guide during the field class proved to be an effective tool to guide students in observing and recording plant species. The research results showed that the adopted strategy significantly contributed to the development of investigative skills, encouraging students' curiosity and protagonism, in addition to promoting a contextualized and practical understanding of botany content
- 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.