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Disertaciones |
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1
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LEANDRO ALVES DE LIMA
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CHONPS: THE MOLECULAR BASIS OF LIFE - Paradidactic for the area of Natural Sciences in the New High School
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Líder : MARIA DA CONCEICAO VIEIRA DE ALMEIDA MENEZES
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MIEMBROS DE LA BANCA :
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CARLOS EDUARDO ALVES SOARES
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MARIA DA CONCEICAO VIEIRA DE ALMEIDA MENEZES
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PABLO DE CASTRO SANTOS
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Data: 17-ene-2024
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Resumen Espectáculo
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The context of Education in Brazil has faced significant changes, especially with the reform of the New Secondary Education that introduced books by area of knowledge. In this scenario, this approach has led to gaps and lags in important topics, especially in the area of Biology. This study arises as a response to this problem, with a view to creating a textbook to complement scientific concepts related to the chemistry of life, specifically in the first year of New Brazilian High School. The methodology used involved a theoretical approach, anchored in a bibliographic review, with descriptive classification and a qualitative approach. The main data collection method was document analysis, carried out in four distinct stages. Firstly, the didactic collection National Textbook Program - PNLD of 2021 adopted by the educational institution in question was examined. Then, the contents that would make up the paradidactic book were selected. Subsequently, the paradidactic book was developed and, finally, after submission and consideration of the CEP with protocol 6.098.821, a pilot test was conducted with the prototype in an elective class in the first year of High School. The results revealed gaps in the textbooks analyzed, where content related to the chemistry of life is being neglected. The paradidactic book produced, after revisions and incorporation of suggestions from specialist teachers, was tested in the Biology in focus elective with the participation of 30 first-year High School students. The questionnaire on the chemical composition of life, applied before and after using the aid, showed an increase in correct answers after using the material. The effectiveness of the educational book was also evaluated through a quiz, carried out using the Kahoot platform. The results indicated a superior performance of the class after reading the prototype. Finally, it was possible to see that the proposal to fill the gaps identified in the textbooks and promote more comprehensive and meaningful learning for students was achieved. In view of the above, it is suggested that the textbook can help in a complementary way to build knowledge in Molecular Biology.
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2
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ANDREZA GAMA DE MENEZES CARDOSO
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ROTATION THROUGH LEARNING STATIONS AS A STRATEGY FOR THE STUDY OF THE CELL.
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Líder : MARIA DA CONCEICAO VIEIRA DE ALMEIDA MENEZES
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MIEMBROS DE LA BANCA :
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ANA CLAUDIA SALES ROCHA ALBUQUERQUE
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DIJENAIDE CHAVES DE CASTRO
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MARIA DA CONCEICAO VIEIRA DE ALMEIDA MENEZES
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Data: 18-ene-2024
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Resumen Espectáculo
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Cytology is a subject of fundamental importance and a prerequisite for understanding other content in the field of Biology. Generally, cytology content is very complex and detailed, requiring teaching strategies to facilitate students' understanding. In response to this, several innovative practices have been developed to improve teaching and learning, creating opportunities for active student participation. One such practice is the rotation through learning stations, where the teacher designs a circuit of different activities for lesson development. In this study, each station addresses topics related to Cytology content. The planning of the learning stations was based on the competencies and skills outlined in the National Common Curricular Base (BNCC) and the cognitive levels of Bloom's Taxonomy. The main objective of the study was to develop a station rotation approach to teach Cytology to 30 students in the 1st year of High School at Diran Ramos do Amaral State School (Mossoró-RN), aiming to make the student the protagonist in the teaching and learning process. Four stations were created with diverse activities and educational resources on the theme of Cytology. The nature of this work is qualitative and quantitative, as it seeks to evaluate the Station Rotation method by quantifying learning outcomes and didactic perception, for the analysis of cognitive aspects and knowledge acquisition. Data were collected through activities in the learning stations and an evaluation questionnaire administered to first-year high school students. The data were tabulated in graphs and tables. To analyze the subjective questions of the questionnaire, Bardin's categorical content analysis was employed, breaking down the data into categories. Overall, a high level of satisfaction with the activities and educational resources used in the stations was identified among the students. With the implementation of the "A Spin through Cells" rotation, it was possible to observe that students were immersed in the construction of knowledge through active participation in solving the proposed problems at each station. From the analysis of the research results, a shift in the role of the teacher became evident, acting as a facilitator, leading to more efficient learning with positive feedback from students, and ultimately fostering the development of their autonomy and collaborative work. The "A Spin through Cells" rotation proved to be of fundamental importance in enhancing Cytology learning, mainly by providing students with exposure to the content through different approaches, encouraging them to adopt an active, critical, and questioning stance.
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3
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SAMUEL DUARTE SIEBRA
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INVESTIGATIVE TEACHING OF BOTANY: PROMOTING SCIENTIFIC LITERACY IN HIGH SCHOOL
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Líder : REGINA CÉLIA PEREIRA MARQUES
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MIEMBROS DE LA BANCA :
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ANA PATRÍCIA TARGINO DE MEDEIROS
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JOÃO XAVIER DA SILVA NETO
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REGINA CÉLIA PEREIRA MARQUES
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Data: 09-feb-2024
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Resumen Espectáculo
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Brazil has one of the greatest plant diversities in the world, many of which have healing properties for various illnesses. Knowledge about these plants needs to be further explored for proper use. This research aimed to produce and apply a didactic sequence involving the use of so-called medicinal plants. The methodology primarily focused on developing investigative teaching in botany, emphasizing the bioprospecting of forest-derived products with high school students. The study was quantitative and began with the creation of problem situations that led students to research the use of medicinal plants, complementing their prior knowledge. Students then applied a structured questionnaire to identify the main groups of plants used for therapeutic purposes in communities living in the Araripe National Forest and its surroundings. After administering the questionnaire and tabulating the data, parts of plants were collected from the Araripe National Forest area for the extraction of essential oils and other plant extracts, to understand their therapeutic properties through antimicrobial activity testing via disk diffusion and potential secondary metabolites produced. To awaken students to the potential of the biodiversity in the Araripe National Forest through investigative teaching is the outcome of this work. It is presented through a didactic sequence involving field and laboratory classes, enabling the creation and dissemination via a creative and functional tool such as social media networks.
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4
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TATIANA DA ROCHA MAIA CAMPOS
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Project-Based Learning as a methodology for teaching environmental impacts
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Líder : REGINA CÉLIA PEREIRA MARQUES
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MIEMBROS DE LA BANCA :
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ELENEIDE PINTO GURGEL
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FRANCISCA MARTA MACHADO CASADO DE ARAÚJO
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REGINA CÉLIA PEREIRA MARQUES
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Data: 16-feb-2024
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Resumen Espectáculo
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Project-Based Learning (PBL) is an educational approach that places students at the center of the learning process. It involves designing and executing contextualized projects in which, by exploring topics of interest, students apply skills and knowledge to solve real-world situations. It's a method of investigative teaching that emphasizes student engagement, promoting meaningful comprehension, and the scientific literacy process. This teaching format sought to provide students with a pedagogical approach that meets the expectations of inclusive, effective, democratic, and critical learning. The overall objective is to develop Project-Based Learning (PBL) as a methodology for teaching environmental impacts in order to stimulate investigative principles for high school students. In an exploratory manner, the initial characterization of the problem was carried out, constituting the first stage of the entire scientific research process, aiming for familiarity and classified as descriptive where facts were observed, recorded, analyzed, classified, and interpreted without researcher interference. Data collection techniques were used in the research and in systematic observations. The didactic sequence applied aimed at developing a project with 2nd-year high school students at EEEP Lúcia Baltazar Costa, located in Limoeiro do Norte, CE, where the knowledge objects focused on Ecology topics, including concepts of biomes, biotic and abiotic factors, eutrophication, siltation, desertification, environmental impacts, and imbalances in a traditional expository theoretical class with all students of the mentioned grade, and a field trip only with project-volunteering students who engaged in directed activities such as collecting materials (water, soil, vegetation), taking photographs, data collection, and result interpretation related to shrimp farming activities in the Vale do Jaguaribe region in the state of Ceará, with the purpose of investigating whether this culture could cause positive or negative impacts on the environment, with the students as protagonists of the project. The students presented conclusions in their reports, observing the environmental damage and the impacts on local populations caused by shrimp farming. To analyze the efficiency of the active methodologies used, pre-and post-didactic sequence forms were applied with the topics covered in class, which were qualitatively and quantitatively analyzed, and these results were presented in graphs, confirming that project-based learning is a tool that promotes meaningful and effective learning. Assessment in PBL tends to be more comprehensive, considering not only the conclusion but also the learning process, collaborative work, and individual student growth. As a product of this project, a didactic sequence was produced using this active methodology as a pedagogical proposal, aiming to serve as a basis for Biology teachers in their Ecology-focused classes.
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5
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HALAINNE GARDENIA PINTO TORRES SOUZA
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SEASON ROTATION MODEL AS A TEACHING TOOL: A PROPOSAL FOR TEACHING CELL BIOLOGY CONTENT
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Líder : REGINA CÉLIA PEREIRA MARQUES
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MIEMBROS DE LA BANCA :
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ELENEIDE PINTO GURGEL
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FRANCISCA MARTA MACHADO CASADO DE ARAÚJO
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REGINA CÉLIA PEREIRA MARQUES
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Data: 16-feb-2024
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Resumen Espectáculo
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The content of Cellular Biology is considered a part of Biology that is difficult to understand given its abstract nature of essential concepts. Understanding how a being with thousands of cells is formed from a single cell, with different functions, organizations and morphologies, becomes a challenge in the school environment, especially taking into account the poor infrastructure of most public schools. The search for strategic actions that stimulate student action and protagonism finds in active methodologies an opportunity to whet students' thirst for knowledge. The objective of this work is to present a critical pedagogical practice for teaching Cell Biology. As a methodology, the model of rotation through learning stations was used, which includes several alternative activities with scientific and technological innovations and which contributes to the student's protagonism, as well as to collaborative and therefore inclusive work between students. Based on data collection, carried out through semi-structured questionnaires, it was possible to observe that cell biology content brings challenges related to its understanding, but by implementing a methodology that encourages autonomy, problem solving and considers the diversity of learning styles , adapting to the individual needs of students, transforms the teaching-learning process into a stimulating and efficient journey. And this not only increases understanding, but also fosters an inclusive and motivating environment.
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6
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MIRTES MARA RODRIGUES ALENCAR
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BLOOD TYPING SIMULATION WITH ACIDS AND BASES: AN ALTERNATIVE TEACHING METHOD
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Líder : ANA CLAUDIA SALES ROCHA ALBUQUERQUE
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MIEMBROS DE LA BANCA :
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ANA CLAUDIA SALES ROCHA ALBUQUERQUE
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DIJENAIDE CHAVES DE CASTRO
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REGINA CÉLIA PEREIRA MARQUES
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Data: 08-mar-2024
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Resumen Espectáculo
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The consolidation of learning on a given subject occurs when it makes sense to the student. Working on the topic of blood typing, despite arousing the student's curiosity, requires an approach that facilitates understanding. Therefore, theory is not enough, it is necessary to seek strategies to encourage student participation, making them active in the process of acquiring their own knowledge. From this perspective, the research-based teaching proposed in this study aims to develop an alternative teaching method on blood typing with acids and bases to assist teachers in their educational practice on the ABO blood system. This is an exploratory and interventionist, qualitative and descriptive research, to streamline the teaching-learning process, enabling greater interest and positive correlation of students with knowledge, as well as awakening a sense of belonging and social responsibility. The study was carried out at Escola Normal Estadual José de Paiva Gadelha and its target audience was 60 students in the 3rd year of high school, who make up two afternoon classes. A theoretical-practical teaching sequence was constructed and applied and the final product is available in a booklet in digital format and will serve as a reference for high school Biology teachers. Data collection and analysis was exploratory in nature, based on an in-depth perception of the observation process, video recordings and photographs, with statistical and descriptive analysis of the responses referring to the semi-structured questionnaires for assessing performance and the didactic proposal. After carrying out the activities, it was found that all students showed interest in the content, 33% reasonably and 67% very interested, demonstrating that the use of active methodologies drives students in the search for knowledge. It was also found that 76% of students rated the experiments carried out as very important and 100% that the didactic sequence facilitated learning, with a marked increase of 47.6% in learning about the ABO blood system after the intervention. Given the results obtained, it can be inferred that the alternative method of teaching blood typing with acids and bases, in addition to being unprecedented, allows students to understand the content in a practical, investigative and dynamic way, developing educational and social protagonism.
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7
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FRANCISCA ÉRICA DA SILVA MAIA
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TEACHING SEQUENCE ON CYTOLOGY: INCLUSIVE EDUCATION PROPOSAL FOR STUDENTS WITH AND WITHOUT AUTISTIC SPECTRUM DISORDERS (ASD)
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Líder : MARIA DA CONCEICAO VIEIRA DE ALMEIDA MENEZES
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MIEMBROS DE LA BANCA :
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ANA CLAUDIA SALES ROCHA ALBUQUERQUE
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DIJENAIDE CHAVES DE CASTRO
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FRANCISCA MARIA GOMES CABRAL SOARES
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MARIA DA CONCEICAO VIEIRA DE ALMEIDA MENEZES
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Data: 08-mar-2024
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Resumen Espectáculo
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Constitutionally, education is everyone's right, and its guarantee is the duty of the state and the family, aiming at the full development of the person, their preparation for the exercise of citizenship and their training for the world of work. The Law of Guidelines and Bases for National Education states that it is the duty of the state to provide quality public school education free of charge, from pre-school to high school, with the guarantee of specialized educational care for students with disabilities, global development disorders and high abilities or giftedness, at all levels, stages and modalities, preferably in the regular school network. Of course, recognizing differences and cognitive particularities is a necessary prerequisite for making an inclusive school a reality, and methodologies such as Didactic Sequences (DS) are a tool in educational work, covering various aspects of learning and the development of inclusion and collaborative work, depending on the objectives to be achieved. To this end, this research aimed to build and apply a DS on cytology with classes of typical and atypical students in the 1st and 2nd grades of secondary school.The specific objectives were: to develop pedagogical activities considering the level of educational need identified in students with autism; to systematize activities with pedagogical accessibility on cytology for autistic and non-autistic students; to verify the potential of the proposed activities for inclusive work and, finally, to stimulate collaborative work and mutual learning between typical students and students with ASD. The methodological approach is qualitative, exploratory and applied. To meet the proposed objectives, the DS was organized into five stages with different activities, with increasing levels of complexity, respecting the condition of the student with ASD.From this, it was possible to verify that the methodology used facilitated the understanding of the concepts related to the topic covered. In addition, we found that the strategy encouraged collaborative work, helping with the inclusion and effective participation of students with ASD. Therefore, it is possible to infer that the DS enhanced the protagonism and autonomy of students with or without specific educational needs and stimulated inclusive and collaborative work, thus achieving the objectives initially proposed, which was the production and application of a DS with pedagogical accessibility on cytology.
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8
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ADRIELLY KÉTCIA DE SOUZA MARINHO ARAÚJO
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MORPHOLOGY AND SYSTEMATICS OF CAATINGA PLANTS: ILLUSTRATED FIELD GUIDE
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Líder : DIEGO NATHAN DO NASCIMENTO SOUZA
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MIEMBROS DE LA BANCA :
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DIEGO NATHAN DO NASCIMENTO SOUZA
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DIJENAIDE CHAVES DE CASTRO
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PABLO DE CASTRO SANTOS
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RAMIRO GUSTAVO VALERA CAMACHO
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Data: 15-mar-2024
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Resumen Espectáculo
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Teaching about botany faces several challenges, especially in school contexts where it is often neglected. Among the main difficulties are the theoretical reality of classes that present scientific terms that are difficult to understand, decontextualized methodologies and the lack of teaching material that relates theory and practice. The difficulties become even greater when talking about the vegetation of the caatinga, an exclusively Brazilian biome of essential importance to be worked on in botany classes, but which in reality faces a lack of information in textbooks, bringing consequences such as the stereotype of be a vegetation poor in biological diversity. In view of this, the project developed a comprehensive e-book, which offers detailed information about the biodiversity of caatinga plants, in an accessible and contextualized way, with practical and field lesson plans based on plants from this biome. The methodology consists of three main steps. In the first, 30 species of caatinga plants were identified on a trail at the São João farm located in the city of Apodi-RN, during periods of rain and drought. In the second stage, the researchers carried out a bibliographical review of these species and developed an e-book with accessible information about them. And in the third stage, guides for practical and field classes were created, inspired by active methodologies. The results include an interactive material with information on the taxonomic classification, general and morphological characteristics, ecological and economic importance and adaptations to the semi-arid climate of the 30 species of caatinga plants and field class guides with problem-based situations that stimulate the research-based teaching. The e-book aims to overcome challenges in teaching botany, stimulating more meaningful and integrated learning about the biodiversity of this biome.
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9
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KAROLINE LESSA RAMOS GONÇALVES SOUSA
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PRACTICE BOTH IN AN INVESTIGATIVE WAY: A TEACHING TOOL WITH EXPERIMENTAL PRACTICES
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Líder : DIEGO NATHAN DO NASCIMENTO SOUZA
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MIEMBROS DE LA BANCA :
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DIEGO NATHAN DO NASCIMENTO SOUZA
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FÁBIO JOSÉ VIEIRA
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RAMIRO GUSTAVO VALERA CAMACHO
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Data: 15-mar-2024
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Resumen Espectáculo
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Methodological resources are routinely needed that can assist the teacher in the teaching and learning journey, using active methodologies and making the student the protagonist. In teaching botany, the use of a purely expository methodology ends up making the approach to concepts in a mechanized and decorative way, making classes boring and demotivating for teachers and students of basic education, which is why the didactic sequences, using practical activities, are tools that can allow engagement and enthusiasm in carrying out tasks that allow meaningful learning. Therefore, this work proposed the creation of a virtual booklet that brings together methodological strategies for experimental practices, which will assist the teaching of botany in high school. The methodology used was action research, with the target audience being 20 students in the 2nd year of high school at Escola Estadual Monsenhor Honório, located in the city of Pendências-RN, allocated to the 6th DIREC. Conversation circles and survey questionnaires were initially applied in order to delimit the students' main difficulties on the topic. Subsequently, the practices were planned, applied and evaluated by the teacher and students through questionnaires and discussions at the end of each methodology applied in class. Given the difficulties presented during the evaluation of the survey questionnaire, the practical activities took place through problem situations that required the creativity and autonomy of the class to solve them. Finally, a total of 3 practical classes constitute an online Interactive Booklet, available through Google sites.
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10
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MARIA FLAVIA DE SOUZA REGO
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EDUCATIONAL BOOKLET: “WORMS: KNOWING, PREVENTING AND FIGHTING ENTEROPARASITES”
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Líder : PATRICIA BATISTA BARRA
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MIEMBROS DE LA BANCA :
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MAÍSA CLARI FARIAS BARBALHO DE MENDONÇA
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PATRICIA BATISTA BARRA
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ROBERTA LUCIANA DO NASCIMENTO CAVALCANTI GODONE
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Data: 15-mar-2024
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Resumen Espectáculo
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Biology teaching must play a crucial role in understanding diseases and provide the basic requirements for exploring solutions to improve individual and collective health. This work was developed due to the scarcity of information on parasitic diseases in biology textbooks and aimed to build an educational resource addressing the theme of verminosis, based on an investigative and contextualized study. The methodology involved action research, with qualitative analysis, developed in three sequenced stages, in compliance with all ethical regulations. In the first stage, a diagnosis was carried out with high school students from public schools in the municipality of Pau dos Ferros - RN, covering socio-economic aspects, health habits and knowledge about parasites. After analyzing the results, the second stage consisted of constructing an educational booklet entitled "Verminoses: Knowing, Preventing and Fighting Enteroparasites", focusing on the reality of the target audience. The third stage involved using and evaluating the product and was carried out with students from the second year of secondary school at the Escola Estadual Professora Maria Edilma de Freitas, Pau dos Ferros, RN. In Class 1, the booklet was used in addition to the lecture, while Class 2 only had a dialogic lecture. The results obtained by comparing the pre-test and post-test confirmed the increase in learning in the class that used the booklet. Analysis of the booklet evaluation questionnaire answered by Class 1 also confirmed its acceptance by the participants. It is hoped that this material will become a resource to be used by teachers, providing an opportunity for methodological diversification with a view to producing more dynamic teaching and more meaningful learning that enables students to act as protagonists not only of their learning, but of their future.
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11
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JAIRIS LIMA DEMONTIÊZ SILVA
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ENVIRONMENT AT SCHOOL: THE PRESERVATION OF THE OCEANS AS CONTENT OF THE BIOLOGY DISCIPLINE THROUGH A DIDACTIC SEQUENCE
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Líder : ANA BERNADETE LIMA FRAGOSO
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MIEMBROS DE LA BANCA :
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ANA BERNADETE LIMA FRAGOSO
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ELENEIDE PINTO GURGEL
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REGINA CÉLIA PEREIRA MARQUES
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Data: 21-mar-2024
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Resumen Espectáculo
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The present work aimed to provide an approach to environmental themes at school, specifically the theme of ocean preservation, with the aim of promoting environmental education in the classroom, through the application of a didactic sequence composed of active methodologies and with this promote student leadership in addressing this topic. To this end, a methodology based on a theoretical framework on the topic and research with qualitative and quantitative purposes was followed, which involved the application of questionnaires with students, before and after the application of the didactic sequence, and also with teachers from the State School. of Professional Education Pedro de Queiroz Lima, located in the municipality of Beberibe, Ceará. The didactic sequence had a methodological basis that aims to bring the student, the topic and their region closer together, a sequence of work that, through active activities such as problem-based learning (PBL) and team learning (TBL), in addition to encouraging investigative principles, starting from the perspective of understanding your environmental reality and proposing solutions for this. As a result of this, we obtained a collection of proposals prepared by students for the environmental problems encountered. As a general result of the analysis of the questionnaires, before applying the didactic sequence, a portion of the students (61.5%) knew the topic, as the teacher had already covered it in the classroom, while the results after applying the didactic sequence showed that, as to the students' learning process, all (100%) considered that they had learned about the topic in order to pass on the content to a colleague. The research with teachers demonstrated that some of them addressed environmental topics in the classroom, however few about oceans and without the use of active methodologies such as PBL and TBL. Finally, it is considered fundamental to approach environmental issues in the classroom, in order to build a society that values socio-environmental responsibility and that this work must be done based on learning methods in which students are protagonists in the teaching – learning process.
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12
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ANA FLÁVIA DE ARAÚJO
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PLAYING WITH BOTANY: ACTIVE METHODOLOGY APPLIED TO THE TEACHING AND LEARNING PROCESS IN BIOLOGY FOR HIGH SCHOOL
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Líder : DIEGO NATHAN DO NASCIMENTO SOUZA
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MIEMBROS DE LA BANCA :
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DIEGO NATHAN DO NASCIMENTO SOUZA
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FÁBIO JOSÉ VIEIRA
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RAMIRO GUSTAVO VALERA CAMACHO
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Data: 25-mar-2024
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Resumen Espectáculo
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Plants hold a unique importance for the entire planet, ecosystems, and humanity. Therefore, the study of plants is extremely necessary, as by understanding these organisms, people can explore in a meaningful way. However, currently, botanical education has been very challenging, seen as something difficult, tedious, and overly content-driven. Students are mere passive subjects in the teaching and learning process, with the teacher being a mere transmitter of knowledge. Consequently, it becomes increasingly necessary to use alternatives to traditional classes in order to awaken students' interest and try to mitigate botanical unawareness. One approach being implemented by teachers is the use of active methodologies such as ludic games and student-centered teaching. Thus, the present study aimed to develop a board game with problem-solving scenarios based on Botany content. The educational resource produced was tested with a sample of 47 students, 21 in the game group and 26 in the control group, from two different Botany classes. A questionnaire, test, three months of Botany classes, and the application of a board game in the final month were conducted; followed by a new test at the end. The results of this research demonstrate that the method applied was effective in capturing students' attention towards the topic, engaging them in the subject matter, and stimulating interaction, reflection, hypothesis formulation, as well as practical application of the content. Furthermore, they show that using a board game in Botany significantly improves students' grades and actively involves them in the teaching and learning process. In conclusion, teaching based on games can be an effective strategy for active development and meaningful learning among high school students.
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13
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EVÂNIA MARIA DA SILVA LINS
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PALEONTOLOGY IN FOCUS: INTERACTIVE BOOKLET WITH ITINERARY FOR VISITTING THE MUSEUM OF NATURAL SCIENCES AND HISTORY BARRA DO JARDIM, IN JARDIM - CE
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Líder : KLEBERSON DE OLIVEIRA PORPINO
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MIEMBROS DE LA BANCA :
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HERMÍNIO ISMAEL DE ARAÚJO JÚNIOR
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KLEBERSON DE OLIVEIRA PORPINO
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MARIA DA CONCEICAO VIEIRA DE ALMEIDA MENEZES
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Data: 25-mar-2024
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Resumen Espectáculo
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The objective of the study was to develop an interactive booklet with an itinerary for visiting the Barra do Jardim Museum of Natural Sciences and History (MCNHBJ), in Jardim-CE, as teaching support for Biological Evolution classes, with an emphasis on local Paleontology. The research sought to create an appreciation for paleontological study, through a direction that brought students closer to scientific investigation through the use of playfulness in the Booklets and their application in non-formal educational spaces, at MCNHBJ. The booklet, together with the interaction in the museum, had the purpose of encouraging students to expand their horizons of knowledge, helping them to take a leading role in the learning process. The methodology for preparing and applying the booklet included the following steps: Step 01: Analysis of the Biological Evolution content in the curricular matrix for high school with the objective of verifying which year/grade best suits the TCM product; Step 02: Choosing the target audience; Stage 03: Production of the booklet and Educational Product (with games and challenges) and the Insert for the teacher (with game templates and answers; questionnaire and evaluation form, both used to support the guided tour); Step 04: Application of the didactic sequence to evaluate the booklet’s efficiency. This didactic sequence was planned for three distinct and sequential moments: (1) Pre-visit activities to the Museum; (2) Visit to the Museum; (3) Post-visit activity at the Museum. The questionnaire was administered to the students before and after the didactic sequence was carried out, in order to validate it as a teaching aid. The data measured that the Booklet was effective in acquiring knowledge and that, therefore, it can be considered a valid teaching resource for use by teachers. The questionnaires were administered in printed form and consisted of 16 questions and addressed topics contained in the booklet. 40 students from the 2nd and 3rd year classes of Full-Time High School at Escola Governador Adauto Bezerra, Jardim-CE participated in the study. It is worth highlighting that the didactic exchanges during the implementation of the Methodology and Analysis of Results were fundamental for the final development of the Booklet, with the direct and indirect contribution of students to its improvement, from the search for a language closer to the public- target, up to the creation of visual identification with the characters in the teaching material. In short, one can reflect on the importance of non-formal spaces in education, as well as the development of pedagogical practices that encourage investigative protagonism in students, especially in relation to Paleontology. The Booklet seeks to assist the teacher, as a mediator of knowledge, in the daily challenge of developing didactic mechanisms that guide students through curiosity and learning. Therefore, there is a need to work on this Guide from a global perspective, but without abandoning the paleontological singularities of each region, adapting it to the differences. Faced with this reality, the study of local paleontology, through the booklet, becomes essential, as it promotes the development of scientific awareness of preservation in students and conservation of archaeological remains.
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14
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FRANCISCO GERALDO GOMES NAZARIO
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CONSTRUCTION OF A TEXTBOOK ON THE IMMUNE SYSTEM FOR HIGH SCHOOL
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Líder : DAYSEANNE ARAÚJO FALCÃO
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MIEMBROS DE LA BANCA :
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DAYSEANNE ARAÚJO FALCÃO
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ELENEIDE PINTO GURGEL
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PABLO DE CASTRO SANTOS
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Data: 27-mar-2024
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Resumen Espectáculo
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Immunology is a fundamental discipline for understanding the body's defenses against pathogens and their toxins. Although important, the appropriate approach to this subject in biology textbooks is often neglected, becoming a worrying gap in education, as understanding the immune system is crucial not only for academic development but also for empowering individuals to make informed decisions and fully participate in society. The new high school, its curriculum changes, and the introduction of innovative pedagogical approaches present challenges for the quality of teaching materials, especially in biology. In this scenario, the creation of supplementary textbooks emerges as a potential solution to enrich the teaching of immunology and the immune system in basic education. By promoting more meaningful and engaged learning, supplementary textbooks can play a crucial role in shaping students and building a society that is more informed and empowered regarding health and well-being. Therefore, the objective was to develop a supplementary textbook that combines a playful, educational, and investigative approach to teach Basic Immunology to high school students, offering an engaging and accessible source of information, presenting educational sections that explain complex concepts clearly and adapted to the comprehension level of this audience. Activities such as crossword puzzles, word searches, and multiple-choice questions were added to promote active student participation and make learning more interesting. An analysis of the new collections of Biology in the New High School was carried out to verify the inclusion of Basic Immunology content in these works. The analysis revealed that immune system-related content is presented in a very summarized manner and described in the background when addressing other topics, such as Human Physiology, Health and Technology, and Cellular Tissues. Based on these aspects, the following contents were defined as the most relevant for the composition of the book: Introduction to Immunology, Types of Immunity, Innate Immunity and Inflammation, Cells and Organs of the Immune System, Cellular Immunity, Humoral Immunity, and the Importance of Vaccines, organizing them into chapters. In order to provide an additional attraction, characters were created to interact with the reader, taking into account the anime, games, and manga that are part of the students' entertainment universe, so that they feel motivated to read the supplementary textbook and thereby appropriate important information about immunology. The narrative is done by the Dendritic Cell, important in adaptive immune response. Entitled "Getting to Know the Immune System," the book provides a clear and accessible understanding of the immune system and its importance for human health. By adopting a playful, educational, and investigative approach, aimed at making Basic Immunology learning more attractive and effective for high school students, this material represents a significant contribution to the improvement of teaching in this area. The combination of these elements allows students to engage more meaningfully, while educational sections adapted to the students' comprehension level ensure the effectiveness of knowledge transmission, making complex concepts more accessible and facilitating the learning process.
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15
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ARNALDO FERREIRA DA COSTA
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TEACHERS’ PERCEPTION OF COMPLEX CONTENT IN BIOLOGY AND PREPARATION OF TEACHING-PEDAGOGICAL MATERIALS TO HELP THEM
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Líder : PABLO DE CASTRO SANTOS
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MIEMBROS DE LA BANCA :
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DIEGO NATHAN DO NASCIMENTO SOUZA
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NICHOLAS MORAIS BEZERRA
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PABLO DE CASTRO SANTOS
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Data: 27-mar-2024
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Resumen Espectáculo
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The teaching practice has its difficulties, many of them common to all areas of knowledge and others more specific to each one. These can be related to a professional career, such as devaluation, lack of continuing education and double working hours, as well as related to teaching in the classroom, such as lack of resources, insufficient workload, contents with a high degree of abstraction, lack of student interest, etc. The teaching of Biology is no different, there are countless difficulties experienced by teachers in the area that hinder the teaching-learning process of this discipline. Therefore, it is clear the need for dynamic, interactive, and investigative classes that make the student protagonist in the construction of their own knowledge and facilitating a greater use in the teaching-learning process. In this way, we thought of producing a didactic sequence (SD), of the subject that the high school Biology teachers of the 14th DIREC of the State of Rio Grande do Norte exposed, in previous diagnostic research, to have more difficulties to teach, using methodologies (AM) based on the difficulties cited by them. The diagnostic research will be developed through a structured questionnaire with effective or temporary teachers of Biology, from schools that are part of the 14th Regional Board of Education and Culture - DIREC, in the State of Rio Grande do Norte. For the planning and production of the DS, the analysis of the diagnostic research data will be based on, which will allow the choice of the biology subject that will be most cited by the professors in the area as being the most difficult to teach and to succeed in the teaching process-learning, as well as the choice of active methodologies that aim to remedy the causes/reasons evidenced in the research results and that can include teaching by investigation. The evaluation of the effectiveness of the SD in learning the content, as well as the teaching methodologies, will be done through the application of an evaluation questionnaire with the students.
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16
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JUAN ADELANJO FILGUEIRA DE MOURA
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FIELD CLASS AS A METHODOLOGICAL RESOURCE FOR TEACHING ABOUT COASTAL ECOSYSTEM: A PROPOSAL FOR AN INVESTIGATIVE TEACHING SEQUENCE
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Líder : ANA BERNADETE LIMA FRAGOSO
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MIEMBROS DE LA BANCA :
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ANA BERNADETE LIMA FRAGOSO
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DIJENAIDE CHAVES DE CASTRO
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PABLO DE CASTRO SANTOS
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Data: 27-mar-2024
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Resumen Espectáculo
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The present work addresses the importance of the decade for sustainable ocean science, highlighting the relevance of the seas and oceans as the largest and richest ecosystem on the planet. It also discusses human activities that result in marine pollution, especially the production of waste that negatively impacts the marine and coastal environment. Furthermore, it highlights the need for coordinated efforts to keep the ocean clean, healthy and resilient, aiming to ensure a safe, sustainable and productive marine environment. The article also addresses the reform of secondary education in Brazil, highlighting changes in the curricular structure and curricular flexibility as a way of making education more personalized and better integrating basic education with technical and vocational education. However, challenges such as the availability of resources and adequate teacher training are highlighted as obstacles to the effective implementation of the reform. Regarding the environmental issue, there is a relevant emphasis on field classes in the educational process, especially in the teaching of science and biology, as a methodology that favors reflection, critical analysis and understanding of the marine environment. Conducting field classes in coastal and marine ecosystems is discussed as a way to promote students' environmental awareness, encouraging the preservation and understanding of marine biodiversity. The study proposes the application of an Investigative Didactic Sequence (SDI) using the field class with environmental education content focused on the coastal environment, highlighting the protagonism of students. The methodology includes collecting and fixing marine organisms, identifying and classifying them, putting together presentations and group discussions to promote understanding of the importance of conserving marine ecosystems. In general, the article highlights the importance of environmental education, ocean science and field classes in science teaching, especially in the context of coastal marine ecosystems, seeking to promote environmental awareness and the preservation of marine biodiversity.
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