In the context of initial and continuing teacher education, it is expected that skills related to specific
content and The didactic pedagogy of their profession will be developed. In this sense, by inserting scientific
dissemination into formal learning environments, we seek to change the dichotomous relationships between theory and practice, develop creative capacity, and propose an interdisciplinary dialogue between different areas of knowledge. Given the above, we propose to investigate the following research question: How does the insertion of scientific dissemination through the podcast impact teacher training, contributing to the updating of knowledge and improvement of teaching and pedagogical practices? In this sense, we defined the general objective of the research to analyze the impact of the use of the podcast of scientific dissemination in teachers seeking to understand how this approach contributes to the updating of knowledge and improvement of teaching and pedagogical practices. The present research was developed based on the characteristics of a qualitative approach, the action research type that best represents the study. In addition, teachers and future teachers of several degree courses, offered in the modality of Distance Education (DE) by a Public University in Pernambuco participated in this work. To achieve the proposed objectives, we use videography, autobiographical narratives, and focus groups as data collection tools. For data analysis, we used the Discursive Textual Analysis (DTA) of Moraes and Galiazzi (2016). We organize the discussions
established through the mini-course and the extension project "Divulga Ciência" in emerging categories, created from the inductive method, a posteriori, in line with the authors. The analysis of the results from both moments underlines the relevance of scientific dissemination in teacher education, highlighting its potential as a didactic and innovative strategy, particularly in the context of DE. Participants had the opportunity to explore new teaching methodologies through the creation of podcasts, promoting a collaborative environment that enriched their learning experiences. Although they faced challenges, such as adapting to technologies and managing time in the delivery of the final product, the proposed activities proved effective in promoting interpersonal and communication skills, which are fundamental for teaching and pedagogical practice. In addition, the inclusion of digital resources contributed to a more dynamic and accessible education, highlighting the importance of ensuring access to scientific knowledge for all people. Thus, the incorporation of podcasts in initial and continuing teacher education not only re-signifies teaching work but also prepares education professionals to meet the growing demands of a constantly evolving world.

Climate change is a topic that has been discussed and is a central theme of major national and international debates, emphasizing the growing concern with sustainable development. Design Thinking (DT) is an active methodology capable of inserting this topic in the classroom as it is capable of developing engagement, autonomy, empathy and critical thinking in students. Therefore, considering the relevance of talking about climate change in the classroom and the insertion of Design Thinking as a teaching and learning strategy, this study proposes to investigate the possibilities and limitations of this active methodology linked to climate change content in the classroom. classroom. Through a qualitative approach, with an exploratory objective. The research will be carried out in three steps: step 01 - Elaboration of the Design Thinking teaching strategy involving the theme of global warming, step 02 - Application of the 6 stages of Design Thinking combined with the theme of global warming in High School and step 03 - Analysis of perceptions of high school students related to the use of Design Thinking. The research will be carried out with students in the 3rd year of high school at a state school located in the municipality of Moreno – Pernambuco. It is expected that this study will contribute to research related to active methodologies in chemistry teaching, more in-depth studies in DT, as well as to the teacher's practice in the classroom.

This master's degree dissertation sought to analyze the ways of thinking and forms of speaking about the concepts of Life, Death, Energy and Substance, that are common in a certain Community of Practice, called Videogame Players, using as a premise the discussions about the Theory of Conceptual Profiles, which establishes that the same individual can see and conceptualize the world from different perspectives and, simultaneously, with more than one meaning associated with the same concept, each of which is more appropriate to certain contexts, due to its pragmatic value. This occurs because, when learning a new meaning, whether it is closer to the scientific view or to everyday ideas, students do not necessarily need to abandon existing ideas, but rather incorporate the new idea into their repertoire and become aware of the relationship of each of these ways of thinking with the contexts in which they are most used. Specifically, we sought to observe, in situations of encounter between members of the aforementioned community, the gamers, which are the ways of thinking most used by individuals in situations involving digital games, which occur in the context of the actions of the videogame characters. Thus, as a tool for data construction, we organized the context for conducting narrative interviews, seeking the emergence of zones of the conceptual profiles of the previously listed concepts, to understand which ways of thinking are most significant for individuals who share the same goals and interests and, therefore, make up a community of practice, that of videogame players. In the results, the analyzed data show how this community of practice has a specific bias towards these concepts, with the interviewees bringing out several zones of the conceptual profiles considered, recognizing the contexts of the games and considering their experiences and expertise regarding the highlighted concepts and the universe of digital games.

The Textbook is introduced into public school classrooms throughout Brazil through the National Textbook and Educational Material Program (PNLD), based on teachers' selection. The general objective of our research is to analyze the knowledge, teaching orientations, physical, and representational aspects of the Natural Sciences textbook as perceived and communicated by teachers responsible for choosing this resource. Our guiding question is: How do Biology teachers choose textbooks, and what criteria underpin their choices? To address this, we opted for qualitative research, specifically intervention research, incorporating elements of descriptive studies, participant observation, document collection, interdisciplinary didactic workshops (ODI), and employing research tools such as document collection, focus groups, video recordings of the didactic workshop, and field diaries. Data interpretation was conducted using Dialectical Hermeneutic Analysis (DHA). The epistemological perspectives developed in this work are reflected in the methodological approach adopted, characterized by its ability to describe and analyze our object of study, yielding significant insights into how teachers evaluate the research problem. The study revealed critical reflections on the role of basic education teachers in selecting and utilizing textbooks, highlighting the ODI as a powerful strategy for fostering critical and collaborative reflection. During this process, teachers identified essential criteria for selection: textual clarity, cultural and scientific relevance, accessibility, visual organization, alignment with curricular objectives, and student needs. Despite its importance, the textbook remains undervalued in discussions about quality and equity in education. Furthermore, the study underscored the need for greater representation of local realities and interdisciplinary practical activities to make teaching more contextualized and meaningful. The ODI experience in continuing education proved to be a fertile ground for strengthening teacher autonomy, promoting reflections on pedagogical practices and the criteria for selecting teaching materials. This process benefits both teachers and students by ensuring access to materials better suited to local realities and needs.
A promising avenue for future research is the expansion of the ODI approach to other knowledge areas, such as Chemistry and Physics, to evaluate whether the criteria identified by Biology teachers are consistent or if there are significant variations across teaching areas. These workshops could be tailored to different knowledge areas and educational levels, ensuring teachers access detailed and contextualized information based on available materials, considering technical, pedagogical, and social aspects of textbook use. Education is, above all, a political act. The choice of textbooks reflects the worldviews, values, and objectives we aim to transmit to future generations. Therefore, it is crucial that this choice is made consciously, collaboratively, and thoughtfully, considering both student needs and the demands of contemporary society.

This research aims to analyze the appropriation of a digital two-pan balance for/in the teaching of Properties of Equality by a 6th-grade mathematics teacher. We refer to the two-pan balance simulator available on the Physics Education Technology (PhET) Platform, identified as the Basic Equality Explorer (BEE). On one hand, the research is grounded in the Theory of Conceptual Fields regarding the analysis of problem situations, operational invariants, and symbolic representations related to the concepts involved in the teaching and learning of the Properties of Equality. On the other hand, the Teacher’s Resource Appropriation Model guided the analysis of the pre-appropriation and original appropriation phases of the BEE. Using the reflective investigation methodology, we developed a study on the resource system of the participating teacher, particularly analyzing their way of teaching the Properties of Equality in a 6th-grade class. The construction and analysis of data on the pre-appropriation process of the resource were conducted through interviews based on the teacher’s handling of the BEE and their planning for its use with students. For the analysis of the original appropriation, classroom observations and interviews were carried out. Among the research results, we discuss the rules of action and invariants that composed their schemes of resource use, as well as the different instrumental orchestrations engendered by the teacher. Broadly speaking, the results suggest that, although the teacher used the two-pan balance in teaching the Properties of Equality when solving the worksheet and using the BEE, they predominantly explored problem situations from an arithmetic perspective. Thus, the "=" sign was treated in its operational sense, as an indicator of a result.

In the context of the growing global challenges of the 21st century, STEM (Science, Technology, Engineering, and Mathematics) education can be considered a potentially relevant approach for preparing students for contemporary challenges. Recognizing the importance of overcoming the barriers of traditional teaching, this dissertation explored the use of virtual reality (VR) and augmented reality (AR) as pedagogical tools for teaching abstract scientific concepts that are difficult to represent or costly to demonstrate, such as those found in STEM subjects. The research sought to answer the question: how can the use of augmented and virtual reality applications contribute to improving the quality of teaching, fostering the understanding of scientific concepts from a STEM perspective? The objective was to analyze how the use of AR and VR applications, based on the STEM approach, can influence the perception of scientific phenomena and concepts and the engagement of high school students during learning. To this end, a quantitative-qualitative approach was adopted, characterized as a case study, documentary, and exploratory research, conducted with 15 students from a Pernambuco state school in the municipality of Serra Talhada. The methodology was divided into six stages: (I) survey and analysis of AR and VR applications aimed at teaching STEM concepts on Google Play; (II) analysis of the selected applications according to the Cognitive Theory of Multimedia Learning (TCAM) and the Educational Application Evaluation Model (MAAE); (III) development of two specific educational applications—one AR and the other VR—for teaching concepts related to Water Treatment Plants; (IV) systematic literature review on strategies for applying AR and VR in STEM education; (V) planning and implementation of a teaching sequence; (VI) application of the developed applications and data collection on student perceptions. Data were collected through a semi-structured questionnaire and logbook, analyzed using Bardin's Content Analysis and descriptive statistics. The results suggest a trend toward positive perceptions. Although the limited number of participants requires caution in generalizing these findings, the contributions to detailed visualization of scientific concepts, increased engagement, and improved classroom participation are noteworthy. Furthermore, the quantitative analysis showed averages above 3.5 (on a scale of 1 to 5) in all dimensions assessed, while the qualitative analysis identified categories such as "overall positive experience," "technological innovation," and "facilitates learning," indicating that the developed applications contributed to both the cognitive and motivational aspects of learning. The challenges identified were primarily related to device incompatibility and ergonomic aspects. Finally, the research contributes to understanding the potential of VR and AR technologies in STEM education, offering insights for the development of innovative pedagogical practices and highlighting the importance of harmonious integration between technology and pedagogy to maximize the educational benefits of immersive technologies.

This study aimed to analyze how the use of educational robotics could contribute to physics education through the construction of electrical circuits, based on the use of Arduino technology. To achieve this, a pedagogical intervention was developed, which sought to integrate robotics through the use of Arduino in building electrical circuits, as it enabled a connection between theory and practice, promoting a constructionist approach to teaching and learning.The methodological process was characterized as a qualitative study of an Interventional Nature (PNI), grounded in the theoretical framework of Kelly’s Experience Cycle (KEC). The research participants were students in the third year of high school at a private school in the city of Recife. The intervention process involved two stages: the first consisted of surveying students’ prior conceptions, followed by the implementation of the stages of the experience cycle (anticipation, encounter, investment, validation, and constructive review). Data collection was carried out through a preliminary evaluation questionnaire (PEQ), participant observation, registration sheets (RS), an evaluative rubric, and a logbook. The PEQ aimed to analyze students’ prior conceptions and was applied before the intervention process. Subsequently, the stages of the cycle were conducted, during which students learned about the concepts of electrical circuits and resistor associations. They also engaged with Arduino technology and, by the end of the process, were able to build a prototype using this technology. For each stage, a registration sheet was used, containing questions related to the content addressed in each part. Based on this, the research results indicated that Arduino proved to be a valuable resource for understanding the concepts of electrical circuits, as it facilitated the relationship between theory and practice. Although it is a tool that requires knowledge in electronics, programming, and mechanics—which may present some challenges—its use was found to be highly beneficial for physics education. Furthermore, the use of robotics in physics teaching emerged as an approach that enabled learning through hands-on experience, allowing students to engage in projects aligned with their interests, thereby fostering engagement and collaborative work.

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ABSTRAC

The continuing education of science teachers within a transdisciplinary perspective, despite several works already published, is still a challenging theme that drives us to seek new strategies to advance in the production of new knowledge. This fact motivates us to study and outline a proposal to suggest an integrated formative process for the continuing education of science teachers. In this scenario, we defend the use of transdisciplinarity fundamentals for the construction of an integrated formative process in a formative environment that enables the unity of knowledge capable of contemplating the different interests and needs of teachers, since we believe that formative processes provide the educator with a re-signification of his/her teaching practice. Thus, considering the difficulties encountered in the training of teachers, we propose an investigation about the continuing education of teachers in the private education network, trying to associate the dialog between our study objective, which is to use the transdisciplinarity fundamentals for the continuing education process of Science teachers, and the teaching practice on the school floor, which we will call Interactive Formative Process. Thus, we believe that continuing education is an excellent opportunity to associate and work interactively theory versus practice. In order to carry out this proposal, we identified as field of research a private elementary school, located in the city of Camaragibe, in the state of Pernambuco. A priori, we raised the following questions that will guide our research proposal: What is the conception of the Science of Nature teachers regarding transdisciplinarity? What is the understanding of the teachers of Natural Sciences about continuing education? What are the possible obstacles of the Interactive Formative Process? What are the contributions of the Interactive Formative Process? The reflections on these questions allowed us to elaborate the research problem: How does the use of transdisciplinarity fundamentals contribute to the continued education of teachers of Natural Sciences? This question led us to construct the following general objective: to analyze in what way the use of transdisciplinarity fundamentals contributes to the formation processes of science teachers. As a methodological procedure, we intend to use the Interactive Teaching Sequence (IDS) and questionnaires as techniques for data collection. The SDI is based on the following theoretical and methodological assumptions: Complexity, Dialectics, Dialogicity, Hermeneutics and Systemic Thinking. A minimum of four and a maximum of twelve teachers working in Biology, Science, Physics and Chemistry should participate in this research. For the treatment of the research findings, we will use the theoretical assumptions of Interactive Dialectical Hermeneutic Analysis (AHDI).

This research aims to outline a categorization of career stages, taking into account the process of establishing the professional status of a Mathematics teacher. In research on the teaching career, the establishment of professional status has emerged as a new perspective for approaching the profession, emerging from a process of social construction. Thus, professional status places teachers as social actors who move, construct activities, and are in constant action, connecting their lives to the profession. From this perspective, we seek to answer how the establishment of the professional status of a Mathematics teacher occurs during the career stages. In this sense, based on the analyses developed specifically on the Beginning of the Career stage and the Consolidation stage (Barbosa, 2018; 2021), we expanded the studies directed to the other stages, using Huberman's Theory of the Professional Life Cycle of Teachers (2000) as a basis. The text presents a systematic review of the literature on the stages of a Mathematics teacher's career, which allowed for a more detailed look at the object of study researched, and the theoretical considerations on the themes of teaching career and professionalism, dialoguing with national and international authors who share the same research interest. Next, we present the outline of the proposal, emphasizing the approach to be used and the participation of Mathematics teachers from the State of Paraíba who were selected from a sample of different profiles through a questionnaire and, later, organized into stages according to the time of teaching experience for semi-structured interviews. The data were analyzed through Content Analysis of the categorical type by themes, using Bardin's study (2011) as a reference. The categories listed were: Choice and Professional Training, Teaching Career in High School, and Teaching Professionalism in Mathematics. 

These categories generated subcategories that are organized to meet the specific objectives of the study: to describe perceptions, opinions and feelings acquired during the teaching career; to highlight how the teaching career is constituted in light of the challenges and possibilities posed to the Mathematics teacher; and to analyze the conceptions that the Mathematics teacher has about his/her professionalism during his/her teaching career. In general, the analysis of the Mathematics teacher's career allowed us to verify similarities present in the proposed stages and to note changes over the years, mainly related to the increase in work overload, responsibilities and demands focused on assessment results. A movement of adaptation and remodeling is noticeable considering the current context of reforms that has provoked debates and restructuring in the guidelines that guide the final stage of Basic Education. In addition, it made it possible to identify the stages that characterize the teaching career of the group investigated, namely: Initiation, Consolidation, Equilibration and Finalization, organized as a teaching categorical path. Finally, by carrying out the research, we hope to increase discussions in the academic environment and, consequently, reflections on the professional development of teachers throughout their careers, serving as a basis for the implementation of initiatives to support and value teaching.

In this study, dialogicity is conceived as a theoretical category that refers to the ability to dialogue, to get involved and to establish a horizontal, participatory and transformative communication between the subjects involved in an educational process. This thesis is situated at the interface between the fields of teaching, Environmental Education and the theoretical category of dialogicity, studied and developed by Paulo Freire, in science teaching. The general objective of the study was to understand how dialogicity contributes to teaching practice with Environmental Education in science teaching. And the specific objectives were: To analyze the concepts of dialogicity of science teachers; To analyze how dialogicity is evidenced in teaching practice with EE in science teaching and to identify the limits and possibilities found by science teachers for the insertion of EE under the approaches of dialogicity. Our methodological approach was configured as being a qualitative approach of the descriptive type. Thus, we sought to understand the phenomenon, dialogicity in the approach of Environmental Education in science teaching, in its natural context. Data were collected in two municipal schools, one located in the city of Recife and the other in Camaragibe. To conduct the research, mapping of the schools, semi-structured interviews and participant observations with two social actors were carried out. The research participants were science teachers. We sought teachers who worked with Environmental Education, in a way that prioritized dialogicity and who stood out for their practices. To analyze the results, we used the content analysis technique, according to Bardin (2016). The results show that Environmental Education in a dialogic way paves the way for a liberating education, broadens the scope of the responsible and humanized perception of the environment, providing transformations in all subjects involved in the teaching and learning process (teachers, students, management, community and employees). During the observations and interviews, it was possible to perceive that in Environmental Education, when approached with dialogicity, the teacher not only teaches, but also learns; and the student not only learns, but also teaches through a process that promotes reflection and dialogue, encouraging active participation, understanding how others think and the search for solutions in a critical and sustainable way. However, as a result, we also encountered some challenges, such as promoting a horizontal and democratic relationship between students, and between them and the teacher, respecting their differences, cultures and interests. Another challenge was to create spaces and strategies that favor dialogue, interaction, problematization, reflection and action on reality, developing a dialectical, critical and emancipatory stance, which seeks social transformation and the overcoming of inequalities and injustices.

Tasks that demand the joint interpretation of geometric figures and their accompanying verbal statements remain a persistent challenge in school geometry, a fact that makes this topic central to both mathematics‐teacher education and Basic Education curricula, as well as to current research in Mathematics Education. In an attempt to solve, or at least minimize, such difficulties, it was noticed that the solution heuristics, that is, that the student is able to visually understand a figural re-presentation and promote the necessary modifications, relates these two activities, with the perspective of deducing and expressing possible solutions. This intellectual gesture of deducing and expressing viable solutions, for the researcher Duval, depends on the awareness of semi-cognitive operations discursive expansion, which is coordinated by others. In this context, this qualitative research was produced with the main objective of proposing a sequence of activities for the development of geometric understanding of prisms and pyramids based on the semi-cognitive operations of Duval’s Theory of Semiotic Representation Registers (TRRS), mediated by GeoGebra. Guided by TRRS and methodological principles from Artigue’s Classical Didactical Engineering, we designed a GeoGebra-mediated didactic sequence focused on prisms and pyramids. The intervention was implemented in four classes of high school students from an Escola de Referência em Ensino (State Reference School), part of the public school system in the city Flores, state Pernambuco. The sequence deliberately pushed students beyond routine practice by requiring them to mobilize semi-cognitive operations in order to expand mathematical discourse while solving figural tasks. Data analysis revealed that the coordinated action of semi-cognitive operations—especially the ability to translate between registers and to expand discourse—played a decisive role in fostering geometric understanding. Moreover, sustained discursive expansion not only deepened students’ comprehension but also surfaced misconceptions and learning gaps that warrant pedagogical attention. These findings underscore the educational value of integrating semiotic-representation theory with dynamic-geometry software and provide evidence that carefully structured didactic engineering can enhance students’ conceptual grasp of three-dimensional geometry.

This research investigates the use of serious games as teaching materials in the process of assessing the learning of concepts and definitions of Measures of Central Tendency (MTC) and Measures of Dispersion (MD) in statistics education. The overall objective is to validate a learning assessment model based on Game Learning Analytics (GLA), which enables the collection and analysis of data on student interaction with the game "THE LEGEND OF THE TREASURE: Measures of Central Tendency and Measures of Dispersion." To achieve the objectives of this research, the Design Science Research (DSR) methodology was adopted, which allowed the study to be conducted in a controlled environment with 600 high school students from public schools in the state of Paraíba, Paraíba. The results indicate that the use of serious games in the mathematics classroom, combined with educational data mining, contributes to more effective, dynamic, and accurate monitoring of student performance in the learning process. The data collected during the assessment allowed statistical analysis and identification of student behavioral patterns through statistical modeling and cluster analysis, contributing to valuable insights into student behavior, interaction, and progress in the learning process, something that would not be possible with traditional learning assessment methods such as tests, quizzes, and other methods. The contributions of this research suggest that the use of serious games and game-based learning analysis can transform learning assessment methods, making the process more playful and interactive, with the potential to integrate into school curricula. Limitations and challenges of this study include the limited sample size and the infrastructure conditions of the schools, such as the lack of computers. Suggestions for future research include expanding the study to encompass different types of games and exploring the application of similar models to other statistics teaching subjects.

The teaching of physics has undergone several methodological changes over time in search of a didactic-pedagogical approach that promotes scientific training beyond the conceptual content of this area of knowledge. Approaches such as Science-Technology-Society-Environment, the use of experiments, contextualization and problematization through the History of Physics and Philosophy of Science, and the use of computational resources, among others, have been employed in an attempt to remedy problems in student education. However, such efforts seem to be used in an uncoordinated manner and as isolated pedagogical interventions within high school education. Thus, we proposed, in the Physics Teaching program at a campus of the Federal Institute of Alagoas, a methodology that spans the three years of Integrated High School, which articulated the epistemic perspective of the History of Physics and Philosophy of Science with the scientific immersion promoted by Open Experimentation to provide a critical, contextualized, diachronic, dialogical, and humanized education on aspects of the Nature of Science and Scientific Practice. We have named this methodology Multifarian Epistemic Methodology (MEM). We present in detail the activities developed in the first semester of the second year of Integrated High School during the exploration of the conceptual content Thermology. The data for this research were constructed from the students' textual production and analyzed through the lens of Paul Ricœur's Hermeneutics, with which we identified markers of subjectivity that demonstrated total or partial understanding of aspects of the Nature of Science and Scientific Practice. Finally, we engage in a qualitative discussion about the potential and obstacles of MEM and its application to address the characteristics of the Nature of Science and Scientific Practice in Integrated High School.

The professional identity of the teacher is shaped by the social meanings of the profession, constant
review of meanings, traditions, and culturally established practices. When considering teacher
education, attention should be directed towards constructing professional identity and the complexity
of the profession. This implies a restructuring of educational spaces for training that aligns with the
21st century. By introducing Interdisciplinary Didactic Workshops (IDWs) and "co-teaching" as
proposals in teacher education, the aim is to alter dichotomous relationships between theory and
practice in these processes, foster creative capacity, and promote interdisciplinary teacher
training.Given the above, we posed the research question: "Which elements of co-teaching and
interdisciplinarity are addressed in the process of constructing Interdisciplinary Didactic Workshops
(IDWs) by science and mathematics teachers in initial and ongoing education, within a co-formative
process, at a public university in Pernambuco?" Our general objective is to analyze co-teaching and
interdisciplinarity developed by teachers in initial and ongoing education during the construction of
Interdisciplinary Didactic Workshops (IDWs). This investigation is based on the characteristics of
qualitative research, with action research being the most representative approach. The study was
conducted within the Chemistry Teaching program offered by a university in Pernambuco.To achieve
the set objectives, data collection techniques included participant observation, focus groups, and
document analysis. Data will be analyzed using Dialectical Hermeneutic Analysis, as per Oliveira
(2001; 2013) and Minayo (2014). We categorized discussions into theoretical categories addressing
interdisciplinary teacher training and co-teaching as a co-formative and dialogic process. These
theoretical categories led to empirical categories: Interdisciplinary Didactic Workshops as an
interdisciplinary training strategy; Dialogicity in teacher training; Relationship established among
social actors.In conclusion, the utilization of creation, execution, and evaluation of Interdisciplinary
Didactic Workshops as a time-space for co-teaching signifies a collective and dynamic teacher training
process in the field of sciences. This perspective underscores the inextricable link between theory and
practice, expands the possibilities for individuals to "become more," encourages interpretation and
intervention in social practices, and embraces differences through co-responsibility

Digital Information and Communication Technologies are ubiquitous interfaces, present in various social contexts, promoting significant transformations in human behaviors, thoughts, relationships, and emotions. In the contemporary Brazilian educational scenario, specifically in the processes of teaching and learning related to Chemistry Education in the context of high school, imminent impacts of knowledge gaps are observed for the proper use of these interfaces in the classroom, such as insufficient infrastructure and disproportionate investments given the new demands of the technological world. Active Methodologies, in turn, emerge as a promising alternative, as they place the student at the center of the teaching and learning process, promoting and valuing autonomy, engagement, collaboration, and critical thinking. In this sense, Active Technological Learning, an explanatory model that proposes the implementation of Digital Technologies with Active Methodologies, structured on five pillars: Teaching Role, Student Protagonism, Technological Support, Learning, and Evaluation; suggests that learning through content available on digital platforms be accessible at any time and situation in everyday life. This research poses the research question: “What are the contributions of Active Technological Learning as a pedagogical proposal in Chemistry Education in public schools of the state education network of Pernambuco in the context of high school?” Qualitative in nature, the methodological journey is divided into two studies: exploratory, employing the Systematic Literature Review methodology; descriptive, adopting the Action Research approach, involving observation, planning, and intervention. During the intervention, Active Learning Methodologies Based on Problems, Project-Based Learning, Game-Based Learning, Gamification, Flipped Classroom, and Tailored Teaching were implemented; it is noteworthy that this research included the application of technological resources, such as Artificial Intelligence, Computer Simulations, and Applications, and beyond that, the creation of Digital Materials. Data collection occurred through observation forms, evaluative questionnaires, and interview protocols. The analysis of interview data will be conducted using the Content Analysis technique. The results of the exploratory study suggest that the pillars of Active Technological Learning can operate simultaneously or adopt a more flexible structure, regardless of the context; while the results of the descriptive study indicate that the Teaching Role pillar, especially when associated with the Student Protagonism pillar, stands out as a more complex aspect when applied practically in teaching and learning processes. Furthermore, in the descriptive study, the pillars of Evaluation and Learning are considered interconnected and inseparable, while Technological Support in both studies requires adequate infrastructure and appropriate teacher training to implement proposals based on Active Technological Learning. This research is considered a starting point, recognizing the need for broader and more in-depth investigations to fully understand the potentials and limitations of Active Technological Learning as a pedagogical model in various educational contexts and levels.

THE STUDY SEARCHES TO INVESTIGATE HOW CONTRACTUAL RELATIONS CAN BE RELATED TO DIDACTIC OBSTACLES IN TEACHING PROPORTIONALITY. THE BASIS IS ANCHORED ON THE PERSPECTIVE OF THE DIDACTIC CONTRACT AND OBSTACLES.

This research project focuses on the National Curriculum Guidelines for Quilombola School Education and the dialogue between knowledge, with the general objective of analyzing the relationship between traditional Quilombola knowledge and scientific knowledge based on the construction and application of a proposal for action teaching on the production of cassava flour in the quilombola community of Matinha dos Pretos, located near the city of Feira de Santana, Bahia. To this end, we will initially carry out, during the immersion stage, interviews with community members in order to learn about the culture and traditional knowledge related to the production of cassava flour and, with this, organize a didactic action, subject to validation by the school and the community, using literature criteria. Then, the didactic action will be applied in the municipal school of the locality, in a class of the ninth year of Elementary School. Finally, upon return, we will conduct interviews with students who participated in the application. Data will be obtained from the audiovisual record of the interviews and application, collection of materials developed in the activities and field notes, and the analysis will be carried out using decolonial elements, to respect the character of the work. It is important to point out that the entire research is based on a sentiment-thinking methodology, which places the research actresses and actors at an intersection between reason and heart. We seek to contribute to the appreciation of traditional knowledge in Science teaching, as well as to the citizenship training of students from Matinha dos Pretos, valuing the culture and knowledge of its community, and for the teaching reflections on the importance of building and implementing activities, in didactic actions, in the search for a more humane Science teaching, considering diversity, different contexts and multiculturalism.

Based on questions about the relationship between racial issues and Thermochemistry Teaching, the objective of this research was to analyze the contributions of the discussion of African metallurgical knowledge from a cordial approach and through a decolonial perspective to the Teaching and Learning processes. of Chemistry. The actresses and social actors collaborating in the investigation were 26 students from a 2nd year high school class at a High School Reference School, located in the Macaxeira neighborhood, in the city of Recife. Considering the qualitative content of our research as well as the notes of Law nº 10,639/2003 and its related official documents, as support for our methodological path, we adopted the Pedagogical Workshop, based on Oliveira and Queiroz (2018), configured in three stages: Awareness, Deepening and Commitment. In the first stage, each student was provided with an Artistic Element Sheet, for the creation of a drawing about African and Afro-Brazilian notions, and a Text Sheet, for the production of a short text articulating the ideas constitutive of the drawing produced. Soon after, 5 printed news were shared, one for each group, involving racism and its impact on the lives of black people, with subsequent discussion with the aim of promoting student indignation. Differences in the relationship between the processes of extraction, smelting and forging of ferrous materials between African communities and Western populations were discussed. “Heat”, “temperature”, “physical and chemical processes”, “allotropy”, “combustion”, “enthalpy”, “endothermic and exothermic processes” were the main concepts developed during this stage, in association with some thermochemical equations. Finally, the third stage was mobilized from the reception of a Summary Sheet, in which guiding questions were answered by the social actresses and actors, in addition to a final discussion to identify the most important aspects for each student. At all stages, the discussions were recorded in audio format and then transcribed for later analysis, a procedure in which we used emerging categories, drawn up based on the students' comments at each moment of the Pedagogical Workshop, based on the instruments and discussions we carried out. To analyze the data, we used the principles of Cordial Contents, the theoretical foundations of Decolonial Studies as well as Thermochemistry and African Metallurgy. We observed that the participants were able to identify prejudices operating in all the contexts discussed, denouncing modern/colonial procedures for producing meaning and announcing attitudes committed to reinforcing a dialogical “ethos”. In relation to the understanding of thermochemical concepts, the results showed a relative convergence between the students' notions and the definitions consolidated in the literature. These developments highlight the importance of including historical and sociological elements for (Re)Education for Ethnic-Racial Relations in Chemistry Teaching. Therefore, based on the guidelines inferred by Law no. 10,639/2003 and other political-institutional instruments explained in this investigation, we conceive that African metallurgy in dialogue with Thermochemistry can provide conditions for decolonization and the gradual promotion of a positive imaginary that allows the exaltation of the histories and cultural diversity of Africa.

The research project has the following problem as its starting point: How are teaching practices related to the inclusion of children with disabilities planned, which were built in the training process of teachers who teach Science in the early years of Elementary School?

From the research problem, the investigation will be developed based on the following objectives:

a) General Purpose: To analyze the relationship between teaching practices aimed at the inclusion of children with disabilities and the training process of teachers for Science Teaching, in the early years of Elementary School.

b) Specific Objectives:

• Identify teaching practices related to the inclusion of children with disabilities;

• Describe the training process, initial and continued, of teachers who teach Science to students with disabilities;

• Discuss about the teaching practices of inclusion based on Science classes;

• Know and discuss the documents related to the inclusion of children with disabilities in the researched school and in the secretary of education of the municipality of Serra Talhada.

The investigative process seeks to contribute to the discussion about the inclusion of children with disabilities and teaching practices in Science Teaching, in the early years of Elementary School, in the city of Serra Talhada - PE. It is expected, therefore, that the results contribute to the practices of teachers who are interested in the subject and in future research.

The implementation of the New Secondary School in public and private schools in Brazil
brought formative and evaluative changes in teaching. With regard to student assessments,
each school is responsible for defining the format it believes to be the most appropriate for its
educational institution. In this perspective, the use of portfolios as an evaluation tool stands
out. Thus, this research aims to analyze the use of the digital portfolio as a mathematical
assessment tool for New High School students. Therefore, it was necessary to establish some
specific objectives, namely, to investigate in the literature the benefits of applying the
portfolio as an evaluation instrument, to identify the perceptions of students in the 2nd year of
New High School, on the evaluation of the subject of Mathematics , through the digital
portfolio, analyze the evidence of learning in the digital portfolios delivered by the referred
students and present an overview of the potential of the portfolio in the assessment of
mathematics, for New High School students. It is worth mentioning that in order to achieve
this objective, the research corpus was also delimited, being carried out in a school unit of the
Social Service of Industry (SESI), therefore, the research participants were students of that
unit. As for the typology of the research, it is of an exploratory nature, with a descriptive
medium, of a qualitative and quantitative nature, regarding the technique used for data
collection was the questionnaire and for data analysis, a documental analysis of the portfolios
was carried out with criteria supported by the survey itself. of the scientific literature. The
results achieved refer to the evidence of learning identified in 10 portfolios analyzed along
with the students' perception, among which we can highlight the identification of the capacity
for reflection, self-regulation and problem solving. Finally, it is concluded that the digital
portfolio can be widely used for evaluating mathematics in basic education, as it brings the
possibility of evaluating students in a comprehensive way, in addition to enabling students to
learn meaningfully

Historically, the concepts of atom and chemical element were related by the theories of primordial elements/principles and the atomistic theory. Even though we knew that "element" had a different meaning than what we understand today, these discussions helped to understand aspects of the matter. It was not until the eighteenth century that Lavoisier made a distinction between this concept and that of simple substance, a confusion that recurs even today. Thus, the work aims to: Analyze processes of conceptualization for chemical element, from the relationship between the different ways of thinking and ways of speaking the concept of atom, experienced by undergraduate students in chemistry engaged in a sequence of teaching and learning. This main objective unfolds in other research intentions, such as: To identify meanings and senses attributed to the concept of chemical element and zones of the conceptual profile of atom by students of the discipline of history of chemistry; To analyze processes of conceptualization for atom and chemical element experienced by undergraduate students in chemistry in the process of a sequence of teaching and learning; To organize relations between commitments implied in the ways of thinking about the chemical element with the zones of the conceptual profile of the atom that may be of an epistemological, ontological and/or axiological nature. For this, assumptions of the Theory of Conceptual Profiles and relations between senses and meanings established in discursive interactions in the classroom will be considered as constitutive components of the conceptualization process. A qualitative methodology will be adopted for data recording and analysis, based on a sequence of teaching and learning. Applied with students of the discipline of history of chemistry, of the degree in chemistry of the Federal Rural University of Pernambuco (UFRPE). The audio recordings were transcribed for analysis and, in addition, questionnaires and dialogues based on a case study provided the database. In order to analyze the convergences and dissonances of the different ways of thinking about chemical element and atom, as well as the importance for the conceptualization process of students from the analytical tool developed by Scott and Mortimer. The results demonstrate a relationship between the concepts of atom and chemical element through the compromises identified in the students' responses to the research instruments, as well as the interaction in the sequence of teaching and learning demonstrates the conceptualization of these concepts.

Teaching mathematical objects is usually guided by the insistence on memorizing formulas and the mechanical handling of their calculations, added to the exclusive concern with the final result, in which the practical application of these knowledge ends up being hidden. In this sense, attention is drawn to Problem-Based Learning (PBL), as it is an active methodology that consists of presenting students with a situation that generates a real and open-ended problem that precedes theory and provides the integration of fundamental concepts and skills for resolution. Thus, this study aims to investigate the possibilities and limitations arising from a process of continuing education, in-service, based on Problem-Based Learning, for high school mathematics teachers. In this sense, in addition to highlighting the theoretical and methodological foundations of PBL, we also highlight the fundamental aspects of continuing education, linked to the teaching of mathematics and when they occur in service. Methodologically, this study is intervention research with a qualitative approach, carried out with mathematics teachers from a State Technical School in Mata Norte Pernambuco state. The formative intervention was divided into two stages, the first aimed at planning actions and the second aimed at applying continuing education in service, which in turn was divided into a theoretical formative moment and a practical formative moment. For this, the data collected were analyzed according to the theoretical references of the research, as well as through content analysis, by Bardin (2011). Among the results of the research, we highlight that initially the teachers did not know, or knew very little about PBL, given that there were few considerations about the theoretical and methodological assumptions that underpin it as a methodology; next, we could see that the teachers developed essential skills for the elaboration of documents, that is, both in the resolution of the problem and in the elaboration of the lesson plan, through thinking and arguing critically, making correct decisions, individual and collective studies, appropriation about the importance of a good problematic context and the definition of the objectives that are intended to be achieved; finally, the formative process promoted the development of fundamental attitudes and skills in this methodology (DUCH; GROH; ALLEN, 2001) and, in addition to this, the duration of the formative process being flexible and prolonged allowed the teachers to reflect, dialogue and integrate their knowledge throughout all activities, enabling greater methodological security to teachers, by allowing them to have contact beyond theory. In this sense, we consider that PBL presented itself as an efficient methodology in promoting a process of continuing education, in service, with teachers who teach mathematics, insofar as it favored reflection for different ways of teaching mathematical concepts to high school students, as well as it provided the active participation of these teachers making them use criticality in the self-evaluation of their professional practices through a real problematic context.

The problem-solving approach implemented in the school environment can contribute to the understanding of scientific processes and the nature of science, promoting the appropriation of chemical knowledge and creative and reflective thinking. In addition, problem-solving can be associated with various teaching strategies, such as games. Among the various game genres mentioned in the literature, the Role Playing Game is the one that most closely resembles some characteristics of Problem Solving. This game allows students to be autonomous in constructing their own knowledge, in addition to encouraging cooperation, empathy and playfulness during the teaching and learning process, respecting the subjectivity and heterogeneity of students in the classroom. Considering these characteristics, we understand that the association of Problem Solving with the Role Playing Game can result in student interest and contribute to the contextualization of teaching atomic models in a playful way, since this content is abstract in nature and is difficult for students to assimilate when introduced in the classroom. From a methodological point of view, this research is qualitative in nature regarding the approach to the data and the type of participant. Based on the chemistry problem, a Role Playing Game plot was developed, which provided scientific support for learning about atomic models and problem solving. The game was implemented in a public school in Pernambuco, with the participation of students in the 1st year of high school. Data were collected through the resolution of the proposed problem, video recordings of classes and registration forms. Data analysis was performed using the content analysis method, by constructing a priori and a posteriori categories, and based on the theoretical framework of the research. The results indicated that, in general, the experience of the playful and cognitive dimension of the game contributed to the students' understanding of various aspects of the content of atomic models, and to the resolution of the proposed problem.

This research aims to understand how interdisciplinarity can be inserted through Problem-Based Learning (PBL) in the pedagogical practice of science teaching teachers. To this end, we have specific objectives: to identify difficulties and limitations of teachers in working on science in an interdisciplinary way through PBL; propose a process of continued training on interdisciplinarity and PBL and analyze the development of classes with PBL in an interdisciplinary way. The research, of a qualitative nature, was carried out with an elementary school science teacher in the final years, from the state public network, in the Metropolitan Region of Recife. The school was selected according to the following criteria: having primary education in the final years, working with interdisciplinary methodology and accepting the development of research. The methodology comprised six stages: bibliographical review, semi-structured interviews to identify the teacher’s difficulties and limitations in working on science in an interdisciplinary way through PBL, training process, semi-structured interviews and, finally, data analysis. The results obtained indicate that the teacher presents the concept of interdisciplinary and PBL, and that in specific activities interdisciplinarity is used. However, we did not observe the application of ABP at any of the moments monitored during the research. Furthermore, we identified that several difficulties and challenges contribute to the reproduction of activities with little autonomy for students. Given this scenario, the need to invest in practices that encourage collaborative planning between teachers from different disciplines is evident. Only with the active engagement of teachers and the provision of adequate working conditions will it be possible to promote an education that truly fosters students' autonomy and prepares them to face the challenges of the contemporary world.

The thesis study in focus originates from my work as a pedagogue and teacher trainer who works in higher education, at a federal public university in the State of Pernambuco. The motivation for building this study emerges from the context of our work, when we listen to teachers' reports about their experiences and teaching trajectories, and how they came to teach and began their work as teachers, building a path of many learning experiences from their experiences in the classroom. As we had access to these reports, we realized the opportunity to learn more about these professionals and their educational trajectories and understand how these trajectories influence the way in which their teaching develops. Given this concern and curiosity, our thesis is that, when looking at their own practice in a reflective way, teachers perceive themselves and their professional trajectory as part of their development and learning process for teaching. Thus, as a general objective, we seek to understand, based on the narratives of their training trajectories, how these teachers develop their learning for teaching based on reflections about themselves and their practice. As specific objectives, we seek to: a) identify how teachers who work in the Degree in Biological Sciences and Degree in Chemistry courses at UFRPE discovered themselves as teachers; b) analyze how teachers, who have master's and doctorate degrees in the specific area of knowledge, relate their training trajectory with teaching in higher education and identify how they perceive themselves and their professional development based on reflection on their practices pedagogical. As a methodological path, we used narrative interviews as a resource for listening to six teachers and Discursive Textual Analysis (DTA) as a strategy for analyzing and interpreting data. These data were initially organized into four categories: Teaching trajectory, Learning and teaching experience, Reflexivity, Teaching practice and Teacher training. For each theoretical category, we link an empirical category and, to each of these, subcategories. As a result, we identified that teachers who chose to teach from the beginning of their training find it easier to articulate specific content within the scope of applied research with their practices in the classroom.

The curricular guidelines for engineering courses, in force since 2019, brought the
desire for a differentiated profile for graduates, centralizing the teaching and learning
processes on the student and bringing them closer to the current demands of the
productive sector and current issues for life in society. The objective of this research
seeks to understand the limits and potential of an intervention in the classroom using
project-based learning as a strategy based on the STEM Perspective, whose
implementation followed the steps delimited by the engineering design process. This
is an exploratory and qualitative investigation, which used methodological procedures
for constructing and conducting case studies. To analyze the data, we used the
NVivo program, whose inferences are inspired, with certain adaptations, by the
dictates of content analysis. The composition of the data collection instruments is
formed by a focus group interview with representatives of the groups participating in
the intervention and by Conceptual Panels, a type of infographic created by students
of the Engineering Topics discipline, a curricular component of the second period of
the Engineering course. Electronics from UFRPE / UACSA. There was also an
evaluation of the projects in relation to the STEM areas, carried out by the teacher
under the guidance of a table of rubrics. The results indicated that, despite the
weakness in relation to mathematics, the integration between STEM areas during the
project's course can be verified, and students recognize this type of intervention as
useful for teaching engineering, especially in relation to aspects focused on the
professional profile of the approach, the opportunity to carry out practical tasks, the
preparation for assembling electronic circuits, the division of tasks between group
members and the planning of activities for the development of projects. It is hoped
that this investigation will motivate other research that will calibrate the work on
mathematical content and leverage propositions such as the inclusion of arts for an
intervention in STEAM and other strategies when designing project solutions.

In our investigation, the general objective was to analyze the contributions of Activity Theory, proposed by Engeström, in approaching the topic of polymers and their implications, as a basis in Science, Technology and Society (CTS). The methodological trajectory consisted of the construction and development of a sequence of activities with high school students at a State Technical School in the city of Vitória de Santo Antão – PE. The analysis of the results allowed the verification of the viability of the didactic sequence (SD) to address the theme in its scientific, technological and social aspects. Following the moments described in the methodology, we highlight the didactic interventions in the classroom through digital resources, such as educational videos, the experimental proposition, the technical visit to the plastic factory in the city where the research was developed and rich discursive interactions throughout of the development of SD. Analysis of the information collected revealed learning gaps. However, it also showed signs of appropriation of scientific, technological and social knowledge by students, pointing to the constructive and educational potential of SD. The results indicated advances in the understanding of the topic and a growing awareness among students about the importance of investing in awareness-raising policies regarding the use and disposal of plastic materials. We believe that our investigation made it possible to monitor and plan adjustments in teaching work, overcoming obstacles and identifying conceptual and practical gaps, seeking to overcome the traditional teaching model through insertion and discussions about the important aspects of this approach in the classroom context.

This dissertation seeks to analyze aspects of the Science-Technology-Society (STS) approach, in the context of the theme Radioactivity in Chemistry Textbooks, approved by the 2018 National Textbook Program (PNLD). Chemistry teachers in the organization of content and teaching planning for classes, as well as introducing in its structure the results of research in the area of Chemistry Teaching, which include chemical themes from the perspective of the STS approach. In this sense, some of the objectives of the STS approach include scientific and technological literacy, development of skills such as critical thinking, decision-making to solve problems for the exercise of citizenship and a more adequate view of Science, Technology, Society and their interactions relations. This study is qualitative in terms of data approach. The choice for the theme Radioactivity was due to its controversial nature, as well as the scarcity of research that relates this theme to the CTS approach in the analyzed works. The selection of books was based on the information contained in the 2018 Textbook Guide, with five volumes being selected from the six approved collections, as they included the theme Radioactivity. For analysis, a complete reading of the chapters related to Radioactivity was carried out, based on the categories contexts of application of Radioactivity in a CTS approach, adapted from García-Carmona (2008) and criteria that must meet the CTS teaching materials, according to Santos (2001) . The results show that the analyzed books adopt some application contexts of Radioactivity, as is the case of the emphasis given to its use in the production of electrical energy and in medicine. With regard to complementary texts, thirty-two were identified throughout the five textbooks. Of these, few present aspects of responsible action, decision making and point of view balance, fundamental elements of didactic materials based on the STS approach. We conclude that the presence of several contexts of application of Radioactivity, as well as the inclusion of complementary texts in chemistry textbooks, highlight the role and expansion of PNLD in the dissemination of new proposals for teaching Chemistry, guided by the objectives of the CTS approach.

Continuous training is a complex field of discussion based on overcoming challenges to involve teachers in their practices. Although little explored in Brazilian literature, teacher engagement is considered a parameter for evaluating the success of educational practices according to international literature. The field of research took place in the context of the Metropolitan South Regional Education Management of the Pernambuco State Education Network, involving Science and Biology teachers who began to experiment with a continuous training model using active methodologies in the biennium 2018 and 2019. After the period of experiences, the following research question appeared: how can a continuous training model supported by active methodologies intervene in the engagement of Science and Biology teachers in the Metropolitan South Regional Education Management of Pernambuco? Based on this question, the following general objective was established for the research: to understand the possibility of intervention of a continuous training model, supported by active methodologies in the engagement of Science and Biology teachers in the Metropolitan South Regional Education Management of Pernambuco. In accordance with this search, specific objectives were defined: to identify the evidence and to measure the dimensions of teacher engagement present in the continuous training model; to analyze the teachers' perception of the model and their engagement with it. The research has a qualitative-quantitative approach of the exploratory and descriptive type. For data collection, the following instruments were used: documentary research, teacher engagement assessment scale in continuous training and interviews in the form of Dialectical Hermeneutic Circle (CHD). Data treatment was done through Interactive Dialectical Hermeneutic Analysis (AHDI) through triangulation. Throughout the investigation, the research led us to propose an instrument with its own indicators to measure the levels of teacher engagement in continuous training. The CHD interviews were of extreme relevance to qualitatively validate the quantitative results generated by the scale. Through the results, we identified that the main motivating elements that promoted teacher engagement were: the themes of the training selected from the teachers' training needs, the link of the training to scientific events of the university, the role of the trainer as a mediator and the collaborative methodology of the training. All of them favored the cognitive, emotional and social engagement of teachers in different perspectives of their indicators. Thus, the research shows that continuous training that breaks with the traditional positivist model favors greater engagement of teachers with their training process.

The main objective of this dissertation was to analyze how the concept of entropy is addressed in textbooks, disciplinary programs, by chemistry teachers in High School and lecturers in Higher Education, identifying different ways of thinking about this concept using zones of the conceptual profile. For this, we considered the Theory of Conceptual Profiles (TPC) (MORTIMER; EL-HANI, 2014) to identify different ways of thinking about entropy from an investigation in different sources and contexts in which this concept is applied. Also, we seek to discuss the mediating participation of teachers and lecturers in the meaning making process for this scientific concept in High School and Higher Education. For discussions and data analysis, we considered the conceptual profile of entropy and spontaneity (AMARAL, 2004; AMARAL; MORTIMER, 2004; AMARAL; MORTIMER; SCOTT, 2014). This research involved seven chemistry teachers and two lecturers of Physical Chemistry acting in courses for formation of chemistry teachers. The methodological design was divided into four stages, namely: 1. Application of a questionnaire with teachers in order to raise data on professional profile, their perception of studies related to entropy, and to identify the zones of the conceptual profile emerging in the teachers' answers; 2. Analysis of High School textbooks in order to understand how the concept of entropy is approached in these didactical materials, identifying the zones of the conceptual profile of entropy that prevail in the analyzed textbooks; 3. Analysis of disciplines programs to identify how the concept of entropy is approached in Higher Education and the ways of thinking on entropy and spontaneity are articulated to this approach; 4. We applied a semi-structured interview to the two lecturers to raise their professional profile and to understand how the concept of entropy is approached and mobilized in Higher Education, mapping zones of the conceptual profile of entropy and spontaneity they expressed in the interviews. The steps involving teachers and lecturers were recorded and data transcribed for analysis. The results indicate that teachers do not approach the concept of entropy, they mostly understand entropy as disorder; whereas, in general, the vast majority of textbooks do not present the concept of entropy; from the disciplinary programs we understand that the approach and mobilization of the different ways of thinking entropy depend on the mediator role of the instructor; and that the two interviewed lecturers approach the concept of entropy in a very different way. From the data set, we consider that there was mostly the emergence of the empirical zone of the conceptual profile of entropy and spontaneity, except for the approach of lecturer 2, which mobilizes more precisely the rationalist zone. We also emphasize that there is a need for strategies and methods that insert the study of entropy at different levels of education.

In this research, we seek to analyze the professional knowledge of future mathematics
teachers about the content and teaching of the properties of equality for the 6th year of
Elementary School. It is a qualitative and interpretative investigation along the lines of an
intervention research. As a theoretical framework, we base ourselves on the Mathematics
Teacher's Specialized Knowledge (MTSK), which assumes that the professional knowledge of
the mathematics teacher is specialized (CARRILO et al., 2014). This model was also used for
the analysis of descriptive data as it is an analytical and interpretive instrument. Data production
took place through a training experiment mediated by a Professional Learning Task (TAP) and
orchestrated by the Professional Learning Opportunities (OAP) model, whose acronym in the
English language is PLOT (Professional Learning Opportunities for Teachers), from the
perspective of Ribeiro and Ponte (2020). The data come from audio recordings, written records
and discursive interactions that took place during the training period, in which six
undergraduate students who were studying the Mandatory Supervised Internship III (ESO III)
discipline at a public university located in the state of Pernambuco and also the subject teacher
(training teacher). The results showed evidence that undergraduates have, with regard to the
properties of equality, knowledge of mathematical content (KoT), knowledge of teaching
mathematics (KMT) and knowledge of learning patterns (KMLS), and that, through interactions
discursive and the mediation of the trainer teacher, revealed to improve this knowledge.

The most recent investigations, in the area of Science Teaching, point out that the teaching of Physics has been characterized by the transmission of information and the memorization of formulas, statements and laws. Seeking to alleviate this situation, research has been diagnosing the contributions of identifying prior knowledge to the teaching and learning process. Among the teaching methodologies that propose to teach a certain concept based on what the student already knows, Potentially Meaningful Units (PMTU) stand out. The PMTU are teaching sequences based mainly on the theory of meaningful learning and the theory of critical meaningful learning, so this methodology aims to provide a favorable environment for the attribution of meaning and criticality. On the other hand, we have the concept of Timbre, which presents some obstacles to its teaching process, such as the abstract nature of the concept and the need to use models to understand the phenomena. Therefore, this research sought to answer how does the construction of the concept of sound timbre occur, based on the implementation of a Potentially Meaningful Teaching Unit (PMTU) with third year high school students? In order to answer this question, this research proposed to analyze the construction of the concept of sound timbre from the implementation of a PMTU, with third year high school students. For this, a PMTU was elaborated with nine stages named as: (I) choice of concepts, (II) classroom setting of concept maps, (III) initial situation for the collection of prior knowledge, (IV) first problem-situation, (V) progressive differentiation process, (VI) second problem-situation, (VII) integrative reconciliation process, (VIII) individual summative assessment and (IX) integrative class. In total, 30 students from the third grade
of high school in a state school in the Metropolitan Region of Recife participated in the research. As research instruments, the document collection technique and the application of an open questionnaire were used. For data analysis, content analysis and an adaptation of structural analysis, conceptual analysis and analysis of the propositional network were used in view of the focal question of the conceptual maps. Through the results it was possible to identify the lack of subsumers related to the timbre concept. In addition, it was possible to verify the absence and presence of progressive differentiation processes in the collaborative conceptual maps, as well as evidence of significant learning, in addition to evidence of significant critical learning from the contributions and limitations of the application of the PMTU. Finally, we have that the research made it possible to identify how the construction of the concept of timbre occurs through the application of a PMTU, as well as the evidence of significant and critical learning by the students.

The social dynamics is related to the advancement of science and technology, so there is a need to democratize access to scientific and technological knowledge beyond the preparation of young people for the world of work.  Under this view, Scientific Literacy under the aegis of the BNCC is a relevant discussion, bringing the need for Continuing Education of Teachers to develop activities that corroborate with the integral formation of the learner, overcoming the memorization of content often worked in a decontextualized way. The present research aimed to investigate the limits and possibilities of a continuing education in the perspective of Scientific Literacy in the light of the BNCC for science teachers in the final years of elementary school. To do so, we chose to use a qualitative approach, in order to obtain a broader view regarding the object of research. We analyzed the official document of the BNCC in its final version approved and published in 2017. The data were analyzed in the light of the relevant theoretical framework and from some elements of Bardin's Content Analysis (2016). With the categories that emerged, we structured and planned and carried out the processes of continuing education with science teachers in order to identify the possible contributions and limitations of the training process from the perspective of scientific literacy in light of the BNCC. After the formative processes, narrative interviews were conducted with three science teachers from the São Lourenço da Mata municipal education network who participated in the formative processes. The narrative interviews were categorized from the technique of Dialogical Thematic Analysis with some elements of Silvia and Borges (2018) and culminated in the construction of maps of meanings with the themes and subthemes of each of the interviewees. After the analysis of these maps we built a semiotic map that illustrates the presence of common themes to the three interviewees. Furthermore, we believe that this work contributed to understand the Literacy described in the BNCC and to plan, develop and analyze continuing education processes with a group of teachers who work with the Science curriculum component in the final years of elementary school. Based on what was built, it is suggested that future studies should follow paths to help strengthen the discussions around the implementation of the BNCC, the Continuing Education of Science Teachers and Scientific Literacy, in order to promote the necessary conditions for the teaching of science.

From a historical point of view, the relationship between science and art goes back to periods prior to the consolidation of modern science, when it is assumed that there is a gap between these two cultural domains on the pretext of valuing reason and objectivity, considered at the time opposed to emotion and subjectivity. attributed to the arts. For a long time, art was taken as an instrument, when the scientist could, through it, represent, through realistic techniques, shapes and colors of the studied species, as in natural history? In turn, at other times, it was art that took science and technology as a way of producing new aesthetic experiences. In the field of education, we can find possible dialogues between science and art in educational proposals based on different meanings and understandings that are the result of different pedagogical practices. Thus, considering that there is a fruitful relationship between science and art in the educational field, especially in science education, we ask: What didactic-pedagogical meanings and contributions emerge from the relationship between science and art in the field of research in science teaching? We seek, through a narrative literature review, to analyze the Brazilian bibliographic production in the area of science teaching, in which the relationship between science and art is being addressed, seeking to systematize and communicate their meanings, implications and didactic-pedagogical practices that contribute to with this area of teaching and research. We noticed the diversity of terms present to refer to science and art practices in science education and this implies different meanings and practices. Within the diversity of practices in non-formal education, mostly museums, and in formal teaching spaces, from the 9th grade to higher education, we realize that for the former this relationship has different meanings when science uses art to transmit content or when it goes beyond and also transmits the contents of art and when art takes science as a theme; already in the formal space of teaching, this relationship is inserted in the concern of complex human formation, in the need for a dialogue between different types of knowledge to break with fragmentation, in the embellishing art of science and the possibility of knowing within the creative process. Becoming aware of these perspectives on the relationship between science and art helps us to rethink science and art practices in science education.

In view of the strong presence of Statistics in the world we live in and the contributions of researches for understanding different everyday phenomena, science teaching has become increasingly imperative and demonstrated its importance above all for citizenship training. In that direction, it is important to emphasize the role of Statistical Education as a pedagogical area that have advanced in overcoming existing problems in teaching and for the strengthening of practices aligned with meaningful learning aiming at the construction of statistical literacy. Therefore, starting from the hypothesis that the didactic lozenge proposed by Meheut (2005) can help in this process of building statistical literacy, since it is a theoretical-methodological model that seeks the construction of scientific knowledge from its functionalities with the real world while valuing the relationships between teacher-student and student-student for more interactive and dialogical moments, we adopted this approach as the main reference for the analysis of the textbook. The textbook represents a resource used in the educational field by teachers and students. This research aims to analyze teaching proposals for Census and Sampling Research content in 7th grade Mathematics book collections approved by PNLD 2020 having as theoretical support the Integrated Constructivist Perspective proposed by Méheut and the principles of Statistical Literacy. The study of the objects constituted a research of a qualitative nature subsidized by instruments characteristic of the document analysis. We did a first study of the Book Guide Didactic and BNCC (2017) in the seizure of the probability and statistics unit to find out in the books the presence of the investigated content and its consonances which is established by the basis. After this work, we analyze the teaching-learning proposals referring to the same content considering the Didactic lozenge proposed by Mehéut (2005) and the categories defined based on this approach. LD1 was the book most distributed to schools we carried out a more detailed study that allowed us to evidence that this work still has many limitations as much as it is considered by BNCC and the relationships observed in the didactic lozenge. Through these weaknesses, we present suggestions of activities that were thought from the said model considering the joint work with the epistemic and pedagogical. The results observed in the first part of the study signaled for the need to build investigative environments that allow students to reflection and interaction with information and real research results, since the predominance of situations involving fictitious data is still identified in the works revealing a distance from what is established by the BNCC. The second part of the study led us to understand that it is possible to find correspondences between some proposals analyzed and the Didactic lozenge, however, these relationships are still incipient, compromising the development of Statistical Literacy. In view of these results this research invites us to reflect on the importance of exploring the possibilities present in the didactic lozenge next to what is considered by Education Statistic for the achievement of Statistical Literacy and to take these results to the teachers so that these theories and discussions can be considered in the teaching-learning process of the concepts involved contributing to this mediation and the construction of this work.

Autism Spectrum Disorder (ASD) can be defined as a neurodevelopmental disorder, with deficits in communication skills and behavior, but on the spectrum there is a huge range of individual differences between these subjects. In the school environment, these differences tend to be evidenced, which can impact the teacher's practice, therefore in the teaching-learning process. One of the intervention possibilities to facilitate the learning process of these students with ASD is the Universal Design for Learning (UDA). DUA is an approach based on modern neuroscience and can be understood as a set of principles and strategies that seek to minimize learning barriers and maximize the experience and knowledge of all students present. Its purpose, in addition to providing a meaningful teaching-learning process, is to contribute to the school inclusion of students, especially those who are the target audience of special education, including students with ASD. In this sense, it acts as a facilitator of pedagogical practice. The objective of this work is to analyze the pedagogical practices of teachers who work with students on the spectrum in regular classrooms, using the UDL as an analytical tool. The relevance of this approach is perceived from the approximations of the UDL principles with the reported and most appropriate practices to meet the needs of students with ASD, as shown by the results. Therefore, we understand the importance of teachers knowing and appropriating the UDL, as it presents itself as a tool that contributes to the school inclusion of students with ASD and to a more equitable pedagogical practice.

In this dissertation project we aim to analyze the skills/characteristics of critical thinking that can be developed by students from the approach of the Socio-Scientific Question (QSC) climate change in high school. Regarding the theoretical foundation of the work, we discussed critical thinking and didactic strategies to promote its emergence in science teaching; addressing socio-scientific issues in science teaching and QSC climate change. In this sense, we developed a research of an applied nature and with a qualitative approach to the data. The didactic intervention will be developed in a state public school in Pernambuco with students from the 2nd year of high school. The activities related to QSC climate change will be organized in a didactic sequence (SD). We followed three methodological steps: 1) DS planning; 2) development of DS; and 3) data analysis. As a data collection instrument we will use: audio recording, field diary, observations, the real case that occurred in the city of Petrópolis / RJ (2022) and the fictitious one entitled "Extreme Events", and an open questionnaire composed of 6 guiding questions referring to the problem presented in the case, which involves the QSC climate change.

In coastalcities, such as Recife, the mangrove assumes a prominent position as a transitionalcoastalecosystembetweenterrestrialand marine environments. However, thisareasuffersanthropicpressuresarisingfrompollution, irregular constructionofpropertiesandconstructionofhighwaysandlargeenterprises. Giventheeducationalpotentialofthetheme, thequestionweseektoanswer: Whatconceptionsandpractices do Science teachers in the Final Years ofElementarySchool (AFEF) developonthesubjectof mangroves? The general objectiveoftheresearchwas: toanalyzehow Science teachersofthe Final Years ofElementarySchool, whowork in schools close tothe Manguezal, conceivethisecosystemand approach it in theclassroom. Andthespecificobjectives: todescribetheconceptionsof Science teachersaboutthe mangrove theme; identifythepracticesandstrategiesusedbyteacherstoaddressthereferredtopic; raisethedifficultiesencounteredbyprofessionalsto approach thetheme in schools. Participated, as researchcollaborators, threeelementaryschoolscienceteachers, from municipal schools in the City of Recife located in thesurroundingsof Parque dos Manguezais. The methodologicalinstrumentsweresemi-structured interviews, documentanalysisandobservation. The data analysisofthisqualitative-descriptiveresearch, construction, wascarried out accordingtotheDiscursive Textual Analysis (DTA) mode. As a result, it waspossibletoperceivethattheteachers' conceptions are linkedtotheconceptsfound in books andtextsthatbringthistheme. Through interviews and some observationsmade, it wasfoundthatthepedagogicalpracticesdevelopedbytheteachers are theoreticalandpractical approaches, involvingartandculture, biologicalandphysiologicalcontexts, environmentaleducation, awarenessand management. Wealsoanalyzedthattheteachers take intoaccounttheimportanceofpracticalactivities, ofenvironmentaleducation, as thistypeofactivitygenerates a satisfactoryinteractionbetweentheoryandpractice, facilitatingtheteaching-learningprocess. The difficultiesfacedbytheteachersrefer, in general, toresourcesandsupport for thedevelopmentofactivitiesoutsidetheschool, such as field classes, andthattheyconsiderthiscontactwiththe mangroves essential for learningandraisingawareness. Even in the face of some difficulties, theteachersseekstrategiestoovercomethemandworkwiththetheme, which points to a certainaffectionandpersonalcommitmenttothe mangrove. Therefore, they take onthe role of training multiplieragents in mangrove conservationpractices.

Nanoscience and Nanotechnology has enabled the development of new technologies due to the fact that man is able to manipulate atom by atom, obtaining more complex structures. These areas have begun to be studied more intensively in recent years, but we can say that man has been practicing them for millennia, even though they do so without understanding the basic processes. However, as relevant and current as the theme is, its timid participation in school curricula is notorious. Therefore, this work aims to plan an Investigative Teaching Sequence (SEI) aimed at Basic Education, seeking to address specific behaviors and emerging properties in the nanometric dimension and its implications for science and society. This research has a qualitative character and was applied in a Reference High School with 1st-year students. The data collected came from the forms prepared to compose the three activities present in the stages of the SEI. For data analysis, we constructed model responses and used Toulmin's Argumentation Pattern, seeking to comprehend the students' understanding of the subject. The data are presented by moments that are in the third activity, namely: Jewel Beetle, Photonic Crystal Opal, White Beetle, Blue Morpho Butterfly and Structural x Pigmentary Colors. One of the considerations we expected to see in the groups' answers is that color can emerge in the interaction of light with the nanometric structure and produce typical colors, called structural colors, to explain such colors it is necessary to resort to the wave character of light and its phenomena associated, such as interference, reflection and composition of the electromagnetic spectrum. In the groups’ responses we see this argument, however there are some who end up leaving the answers incomplete or with some conceptual flaw. We observed that it is possible to take the theme to primary schools and arouse the curiosity of students, as well as build basic concepts for understanding this nano world.

The teaching of Natural Sciences (Chemistry, Physics and Biology) implies paying attention to its products and processes, it demands to provide opportunities for contact with a body of knowledge that integrates a way of building understanding about the world, natural phenomena and impacts of these sciences on our lives. The teaching of these sciences is not so simple most of the time, as it involves a complexity of subjects that require the student's active participation, which unfortunately is not commonly observed. In this context, Active Methodologies seek to actively insert students into the classroom, changing them from listeners to agents of their own knowledge. In this way, active teaching and learning methodologies have been encouraged as a didactic resource in the critical and reflective training of students in the most diverse areas. Thus, thinking about the insertion of active methodologies in teacher training can be an alternative for improving the teaching and learning process. Thus, the objective of this research was to analyze the potential of inserting pedagogical practices based on active methodologies in the training of Natural Sciences teachers (Chemistry, Physics and Biology) at the Federal Rural University of Pernambuco (UFRPE) Campus Recife. For this, this research, with a qualitative approach and a case study, is structured in five steps: (i) bibliographical and documental analysis; (ii) development of teaching strategies; (iii) application of teaching strategies; (iv) analysis of the contributions of active methodologies; (v) identification of students' perceptions about the applied strategy. The results demonstrate that Problem-Based Learning (PBL) was the most used active methodology in the areas of Natural Sciences. Other approaches such as Flipped Classroom, Cooperative Learning and Case Study were also found. In the Chemistry, Physics and Biology courses at UFRPE, PBL was identified in the syllabi of some disciplines of these courses. Regarding the developed teaching strategies, it was possible to develop a proposal that would allow providing a dynamic and participatory environment, contributing to the development of problem-solving skills. The application of PBL in the Chemistry class stimulated teamwork and promoted more meaningful learning. Students reported positive perceptions about the experience and recognized that active methodologies encourage student protagonism, promoting contextualized learning and peer interaction. The insertion of active methodologies in teacher training has shown to contribute to a more participatory and meaningful learning in the Natural Sciences, some are already present in pedagogical practices, but it is necessary to direct greater attention to their effective application. Given what was presented, our investigation reveals that the courses have shown a willingness to adopt active methodologies in their pedagogical practices, albeit gradually.

This work investigates the socio-environmental literacies mobilized in the writing of environmental chronicles and the production of a cartonero book. Socio-environmental literacies is a notion that emerges from the interface of environmental education and social literacy studies and, here, we apply it to the analysis of an educational experience in the context of the initial training of science and biology teachers. The research is guided by theoretical and methodological perspectives that dialogue with studies on social literacies, ecological epistemologies and environmental education, as well as principles and practices of the so-called "cartonero movement". The objective of this research was to understand some processes of socio-environmental literacies involved in the writing of environmental chronicles and in the production of a cartonero book in the context of initial teacher education, emphasizing the meanings of the knowledge mobilized by graduates in Biological Sciences. The work was carried out throughout the years 2019/2021 and involved teaching and research within the curricular component Ecology Practice of a Degree Course in Biological Sciences, Pernambuco/Brazil. The following investigation procedures were used: participant observation, field diary, photographic records and interpretative textual analysis. As results, it is noteworthy that the experience of producing a cartonero book in the classroom of training of teachers of science and biology proved to be a powerful didactic-pedagogical strategy in the construction of ecological meanings; points out possibilities for authorial writing in higher education and for environmental chronicles as mobilizers of the public communication of the sciences; suggests new modes of teaching with research in the resignification of knowledge and practices that consider the imagination, life stories and biocultural memory in cartonera classrooms. The research aims to contribute to the training of teachers in Biological Sciences and researchers in Teaching, aware of the role that writing has in contemporary challenges and socio-environmental transformations. Writing, today so associated with fear and power, with proclamation and denunciation, requires a close look at the formative practices of future teachers.

Para ensinar, o professor necessita se apropriar de conhecimentos diversos para que ele ministre
aulas de uma determinada disciplina. Dessa forma, para o profissional docente exercer seu ofício,
ele se ampara tanto em conteúdos aprendidos durante sua formação inicial quanto numa
aprendizagem fruto da prática. Contudo, na escola, ainda nos deparamos com professores não
habilitados para lecionar o que ensinam, professores estes denominados “leigos”. Considerando
que a pesquisadora, licenciada em Química, vem atuando como professora leiga em uma escola
pública estadual de Paulista-PE, e que dados estatísticos como os do Resumo Técnico de
Pernambuco do Censo Escolar da Educação Básica de 2019 revelam a permanência do professor
leigo em salas de aula pernambucanas, esta pesquisa qualitativa, do tipo etnográfica, busca
analisar sistemas de atividade desenvolvidos por professores leigos que atuam no ensino de
Química de escolas públicas de Paulista-PE de modo que compreendamos como se constrói a
prática docente destes profissionais. Para isso, primeiro se elaborará um mapeamento de perfis de
professores leigos de Química por meio de visitações a escolas públicas estaduais do município
supracitado. Em seguida, analisar-se-á aspectos constituintes da prática destes profissionais
através da Teoria da Atividade segundo Engeström, bem como a dinâmica discursiva que estes
docentes desenvolvem em classe - dinâmica esta que será interpretada por meio da ferramenta
analítica de Mortimer e Scott. Por fim, entendemos que esta investigação pode ampliar debates
sobre a Formação Docente e sensibilizar outros quanto à realidade vivida por professores no
Brasil.

The goal of this study is to analyze the mobilization of meanings about the nature of science and its teaching and how this mobilization of meanings develops in a community of practice of Chemistry teachers. Researchs on the nature of science have pointed to the need to promote teacher training based on the application of strategies that encourage discussions, interactions, and reflections on the nature of science and its teaching, through the development of a multiplicity of thoughts and sharing experiences that relevantly address the various aspects of the nature of science and ways of teaching about the subject. In this scenario, we propose to investigate a community of practice of Chemistry teachers as a space for continuing education on the nature of science, since
participation in a community of practice allows learning through the sharing of various experiences and practices among its members, this may contribute to greater interaction and mobilization of meanings among teachers. For this, a community of practice was organized with four Chemistry teachers, in which the analysis of everyday situations with a scientific character were discussed in six meetings, in addition to the elaboration and adaptation of strategies on the nature of science. To carry out the research, video recordings of the meetings and materials prepared by the teachers were used as data. The construction and analysis of the data was guided by the appropriation of elements of Ethnography in Education, and to use of the Microethnographic Discourse Analysis tools, which helped organize the data based on the following steps: macroscopic analysis of the data through the construction of event maps and, then, by a microscopic analysis of these events, which enabled the construction of discursive interaction tables of interactions and discussions about the nature of science and its teaching at the events. In the discursive interaction charts, message units were identified that indicated some kind of mobilization of meanings by the teachers. Subsequently, these message units were classified, and the meanings were identified from the domains on teaching the nature of science (AKERSON et. al., 2012) and from the framework of epistemic and non-epistemic aspects about science (ACEVEDO-DÍAZ et. al., 2017). The results
indicate that the teachers were able to mobilize epistemic and non-epistemic meanings of the nature of science in group discussions. As for the meanings mobilized about teaching the nature of science, the results indicate that meanings related to discussions about the nature of science in activities and the identification of aspects of the nature of science were the most mobilized. However, meanings about activities and plans that motivate the teaching of the nature of science were also presented. Regarding the role of the community of practice in the development of meanings, the results show that the meanings were mobilized in many moments due to the context of the community of practice that stimulated engagement, respect, identity, trust, and collaborative group work, which enabled broader discussions about the nature of science and its teaching. Our study indicates that the community of practice is a relevant space for social interaction that contributes to the development of discussions about the nature of science.

Research in the field of science teaching has followed epistemic paths that seek to break with the Cartesian paradigm of scientific and technological knowledge production. The STS orientation comes in this direction as a framework that mobilizes reflections on the nature of Science, Technology and Society linked to the problems that afflict contemporary man and his capacity for reflection-action-reflection in the face of the controversies that surround him. Despite the complex S-T-S interrelations that mobilize the subjects' critical and reflective thinking as a strategy for social participation and promotion of citizenship, sometimes culture, ancestry, the multimodality of language expressed in different textual and literary genres, countercultural movements and anarchists are some of the factors that can be left to chance, especially during the interlocution of scientific and technological knowledge both in the training of science teachers and in pedagogical practice in the classroom. In this process, the coloniality of knowledge, being and power subjugate abyssal peoples through propaedeutic, patriarchal, white, cis heteronormative and Eurocentric models based on the denial of local experiences, science and technology produced in their daily lives, delivering, in their place, an education in S&T that is elitist and historically rooted in the epistemological North. In this context, postcolonial studies through decoloniality and decolonial pedagogical thinking emerge as an alternative for theoretical and methodological articulation linked to the STS orientation in order to overcome the shackles of coloniality in Science and Technology, sustaining the presence of other knowledges and languages that belong to the subjects' ancestral experience and world, envisioning the emancipation of peoples and a critical and reflective position in the face of their own colonization process and perspectives for the future. Thus, this study aims to understand in what ways the proposition of discussions about the STS orientation in a decolonial perspective contributes to the critical and emancipatory formation of undergraduates linked to the Degree in Chemistry course at UFRPE campus Recife-PE. The theoretical foundation of this thesis presents the concept of Science, Technology and Society that underpins this research. Then, the emergence of STS currents in the world and in Brazil is discussed as a springboard for approaching these precepts in Science education and, above all, in teacher training, in addition to recent publications linked to this intent. Therefore, decoloniality is presented in its epistemological core, highlighting the ecology of knowledge, the method, the decolonial pedagogy and its consequences in investigations for the teaching and training of future science educators. However, the methodological path of this study took place through an interventional process in a writing format directed towards Chemistry undergraduates enrolled in the discipline of Supervised Internship IV (SI IV). The intervention returned concrete findings produced by future teachers, namely, archetypal profiles, imagery systematization charts, sequenced lesson plans and an evaluation questionnaire at the end. The results discussed in this research point to ways to promote the insertion of postcolonial studies in the training of Chemistry teachers as strengthening and integration to the objectives of the STS guidance in favor of preparing future teachers to carry out successful pedagogical practices that adopt other knowledge to to underpin critical and reflective thinking, in addition to the emancipatory profile of its prospective students. Finally, this thesis points out research demands that can be explored as alternatives to overcoming distorted views on S&T in the initial training of teachers for Science education and forwarded under the STS orientation based on decolonial pedagogical thinking.

The objective of the research is to present the articulation between the theoretical elements of Didactics-Informatics Engineering and the Game Development Processes that contribute to teaching and learning. 

This doctoral thesis investigated the influence of national and institutional health policies

teacher training in the construction of the identity of the Biological Sciences Degree course at UFRPE. The research question was “how do public policies for initial teacher training and institutional movements influence the construction of the identity of the Biological Sciences Degree course?”. The general objective of the study is to understand how national policy and institutional policy on initial teacher training influence the construction of the identity of the UFRPE Biological Sciences Degree course. To this end, four specific objectives were established: identify the structuring categories of degree identity in the legal documents that regulate Degree courses in Biological Sciences; identify the influence of institutional initial teacher training policies on the construction of the identity of the Biological Sciences Degree course; analyze the level of commitment of UFRPE's teacher training policy, consolidated in its institutional documents, with the construction of an identity for a Degree in Biological Sciences; and analyze the structuring categories in the PPC that contribute to the construction of the degree identity. The qualitative approach research included data collection carried out through semi-structured interviews and documentary research. Data analysis was carried out using the categorical content analysis methodology, considering the macro and micropolitical dimensions of teacher training. The QRS NVIVO - 12 software was used to assist in the analysis of the collected material. The research was designed in three stages, guided by the Policy Cycle approach by Ball et al. (1992). The results highlight the influence of public policies on initial teacher training, the impact of the institutional movement and the negotiation process on the construction of the degree's own identity, the understanding of the construction of this identity, the importance of the NDE as a key element in the construction and preservation of the identity of the Biological Sciences Degree course, the importance of the COAPI, Forum of Degrees, CCD and NDE collegiate bodies in the construction of curricular policies and the theoretical-methodological foundations of degrees in the area and expansion of understanding about initial teacher training policies in the area. This study contributed to the advancement of knowledge about the construction of the identity of a degree in Biological Sciences, the use of structuring categories as a method of analyzing the PPC of degrees, deepening knowledge about teacher training policies and their influence on the construction of the degree identity, more comprehensive and integrated understanding of educational macro and micro policies, contexts, institutional movements and pedagogical practices, improvement of teacher training policies for the basic education, development of research on Natural Sciences teacher training. The research points the way to new studies, such as the analysis of the context of practice, considering the way in which teachers translate, interpret and perform the new proposal for the degree of teacher training courses for the area of Science and Mathematics.

Science Fairs are enriching educational events for the scientific training of students. In addition, they play a crucial role in the training of science teachers, promoting the integration of knowledge, professional development and the sharing of best practices. Thus, the process of preparing a Science Fair in a school context can resemble the functioning of a Community of Practice, which are recognized as social learning spaces. This study aimed to understand, to what extent, the practices and relationships established between science teachers and members of a school community during the training process of preparing a Science Fair, bring them closer to a Community of Practice. To carry out the qualitative research that was inserted as an action research, we conducted a training course in preparation for a Science Fair with members of a municipal public school in Jaboatão dos Guararapes - PE, among them the 03 (three) Science teachers who were our research subjects. As instruments for data collection we used the rescue of the affective memories of these teachers about the Science Fairs, the descriptive report of the meetings held, a semi-structured interview and the analysis of the documents produced by the group during the process. The data were analyzed in the light of the elements of the discourse analysis proposed by Bardin (2016). The set of answers found allowed us to identify that science teachers are competent in relation to the domain Science Fair, but only 02 (two) teachers have common interest. With regard to the community, from the negotiation of three ventures (Objective of the Science Fair to be held; Participation in the Science and Development Fair of FC), we saw the involvement of science teachers, participating in the actions and assuming responsibilities, the exception of D2. However, there were few contributions from science teachers to the group, considering the knowledge they have about science fairs. It is noteworthy that D1 stood out for his important contributions. And in relation to the relationships and connections that establish D1 is the teacher with more active participation in this sense. Regarding the group as a whole, we noticed few interactions, a resistance to the active participation of all members and the dependence of school management to motivate the group. Regarding the application of knowledge built in relevant practices (practices), the data reported by science teachers reveal significant implications in their teaching practices, with a point of convergence for students. Thus, we consider that thesis defended "that the training process organized for the preparation of a Science Fair in a school can work as a Community of Practice and produce changes in the conception of Science teachers on Science Fairs" was confirmed, despite some limitations. For future research, we recommend conducting more in-depth studies that focus on Science Fairs, with emphasis on the complexities of their preparation process in school contexts, as well as the possibilities of the Communities of Practice as training environments for Science teachers.

In this dissertation, we sought to answer the following research question: How is the
scientific production dedicated to the teaching of Biochemistry published in national
and foreign journals between the years 2010 to 2019 characterized? For this, this
research aims to analyze the scientific production associated with the teaching of
Biochemistry, examining and characterizing the different dynamics found in the
national and international scenario. In this perspective, mixed research was carried out,
of the sequential Transformative type (QUAL→ quan), combining qualitative and
quantitative techniques for data collection and analysis. The methodological design was
divided into three parts based on the steps that make up an integrative literature review:
1) Construction of the research corpus from a sample cut made with four national and
four foreign journals that met the dissertation proposal, selecting articles published in
the period from 2010 to 2019 and that fit the defined inclusion and exclusion criteria; 2)
Construction of the variables studied from the initial contact with the material analyzed
and the extraction, organization and systematization of the information collected in
Microsoft Excel spreadsheets; 3) Data analysis through Descriptive Statistical Analysis
(AED) and Implicative Statistical Analysis (ASI) in order to support the description and
interpretation of data, indicating possible non-linear relationships or implications
between defined variables. Among the constructed results, it was visualized that the
themes present in the investigated productions go beyond the teaching of conceptual
contents such as structures, processes and phenomena of Biochemistry, also showing a
strong tendency to analyze the teaching of procedural contents in the laboratory and of
themes related to Biotechnology, reflecting the experimental character of this science.
Regarding the issues and objects investigated in national and foreign productions, both
are mainly related to the Content-method and didactic resources descriptors, in
accordance with the expectations expected for a scientific field inserted in the Teaching
Area established by CAPES. It was also possible to draw an overview of the research
carried out in different regions of Brazil and the globe, pointing out confrontation and
similarities. In general, it is indicated that the national production dedicated to the
teaching of Biochemistry is in line with the trends presented by foreign works, while
also exhibiting some particular characteristics. The issues explored also showed affinity
with the research developed in the Teaching Area, as well as with nearby scientific
fields such as the teaching of Biology and Chemistry.

This dissertation aimed to evaluate potentials and limitations of the proposed activity systems, based on the articulation between zones of the conceptual profile of chemistry and facets of chemistry. We consider that the structuring and application of activity systems, based on the articulation between zones and facets of chemistry can fully encompass the plurality of ideas about chemistry and thus promote plural discussions in the classroom that are able to help the teaching-learning process. For discussion and analysis of the research data, we considered the theory of the conceptual profile of chemistry (FREIRE, 2017) and the facets of chemistry (TALANQUER, 2013) to analyze the different ways of thinking and ways of talking about chemistry and to analyze the systems of proposed and applied activities we consider the theory of activity (ENGESTRON, 2001). We had as subjects, twenty students of the full degree in chemistry of a public university of Pernambuco. The methodological design of this dissertation was divided into four stages, each stage is consistent with a system of activity that was structured following assumptions of activity theory. The entire application and development of the systems occurred remotely, using digital tools such as google meet, google forms and jamboard. All stages of the research were recorded in audio, video and had the products of the activities performed that were transcribed a posteriori. Data analysis shows that the six zones of the conceptual profile of chemistry in the activity systems, for the first system, in the responses of the students arise the epistemic, aversive, procedural and pragmatic zone. For the third system of activity, the epistemic zone, the procedural zone and the pragmatic zone appear, which shows that they managed to go beyond what was expected. We can affirm that the structuring of the activity system based on the theory of activity and the articulation between the zones and facets of chemistry helped in the direction of ways of thinking and ways of talking about chemistry that are consistent with what is expected for each planned activity. Thus, the results obtained show that the proposed activity systems have potential because they are able to promote plural discussions, considering the responses aligned with different zones of the conceptual profile of chemistry. The activity systems also have limitations since the monista and the attractive zone do not appear in the answers, we consider that the tools and the environment that the students were inserted influenced for a more formalist look to the object. Thus, it is clear the importance of this theme being inserted in the initial and continued training of chemistry teachers, so that they become aware of the different ways of thinking and talking about chemistry and can improve their teaching practices by making use of this articulation for the structuring of systems of activities that will be able to promote plural discussions that will train conscious students.

Our dissertation work deals with the training of Physics teachers who participated in the Pedagogical Residency Program (PRP) at a public university in Recife - Pernambuco. The main objective was to analyze the conceptual guidelines and their influences, limits, challenges and possibilities in the formation of the participants of the Physics nucleus in the scope of a PRP. The theoretical framework is based on the discussion of the conceptual bases of training, which refer to a set of ideologies, as well as teaching and learning visions adopted by the training program, and are discussed by Garcia (1999); Nóvoa (2009); Engestrom (1994); Hargreaves (1998). From a qualitative perspective, the Interactive Methodology (OLIVEIRA, 2001) was used, which presents the Hermeneutic-Dialectical Circle (CHD) as a data construction technique, and the Hermeneutic-Dialectical Analysis (AHD), as an analysis tool, together with a set of four participants representing all groups involved in the PRP (two residents, a preceptor teacher and a mentor teacher). With results, it was found that the PRP works with the five types of conceptual orientations (academic, practical, personalist, technological and social-critical), offering a more holistic, diversified, focused on social issues and more comprehensive collaborative training for all participants. whether in initial training or continuing training. We also verified some challenges in the reality of the program, such as the comparison of the program with the Mandatory Supervised Internships (ESO), the lack of financial resources for the acquisition of materials, products and services related to the performance of experiments and the production of scientific works aimed at the analysis of the school context; as well as the lack of organization of CAPES regarding the workload and distribution of residents in schools, generating confusion and rework in the registration of required documents.

With the advance of denialism and the strong resumption of anti-science movements in Latin America, it becomes even more necessary to think about initial teacher training in Biological Sciences through strategies that emphasize reading, writing and imagination. This work is in the field of teaching biological sciences and inquires about learning mobilized in a socio-environmental literacy event, a concept that emerges from the interface of environmental education and studies of social literacies. The objective of this research, therefore, was to investigate a didactic project of socio-environmental literacy and the meanings elaborated in classes and workshops and written texts produced by Biological Sciences undergraduates during the process of producing cartonero books. The fieldwork is carried out from an ethnographic perspective and the data were constituted from the analysis of scripts, research diaries, participant observations, interviews and photographic records of the production of cartonero books with teachers and students in training. The work was carried out over the years 2019/2021, between workshops, publishers and a cartonera classroom, within the scope of the Practical Ecology curricular component of the Degree in Biological Sciences. The processes of reading, writing and rewriting texts, the covers created by students, the edition and launch of books and the dialogue with teachers and students, lead us to the paths of the writing processes of future teachers, socio-environmental literacies and multimodalities in the teaching. In this sense, the study of the didactic project shows us ways to understand the limits and potential of the cartonera opportunity in socio-environmental learning among young people and adults. In this way, the research aims to contribute to the training of researchers in Teaching, aware of the role that writing has in contemporary challenges and socio-environmental transformations. Writing, today so associated with fear and power, with announcement and denunciation, requires a close look at the social practices of reading and writing of future teachers. This research is in progress with a full scholarship for social demand from the Coordination for the Improvement of Higher Education Personnel (CAPES/DS).

We are currently experiencing a socio-environmental crisis that is a result of the capitalist model present in society. Therefore, it is necessary that the educational process acts in the formation of critical and autonomous citizens, capable of modifying the environment in which it is inserted. For this, it is important to promote pedagogical practices that enable real and effective changes. Thus, the role of Environmental Education is highlighted from a critical perspective, as an alternative to face the challenges of the civilization crisis in the search for a socio-environmentally just society. In this work, we sought to understand how the methodology of Problem-Based Learning (PBL) can help in this process, since it is an active methodology that seeks solutions to real problems. In addition to the PBL, the school also has resources that contribute to the student's training process, one of which is the Didactic Book (LD), which is guaranteed for all students and is often the only resource available, so it is important to understand how the textbook also acts in the formation of these subjects. In this way, the present work aimed to characterize issues that address themes/content of environmental education presented in science textbooks of the 9th grade of elementary school, approved in the PNLD of 2020, based on the perspective of EA-Critic and the PBL. This qualitative study used a description and interpretation process in order to understand the investigated object of study. The Textbook Guide was used to select the works of the Science curricular component most distributed in 2020, from this data, the works that claimed to use the PBL methodology in their content were chosen. For the analysis criterion, the work with the thematic unit Life and Evolution was determined, which encompasses two skills destined to the environmental theme defined by the National Curricular Common Base. The thematic units that involve discussions on aspects/themes of environmental education (content/issues of a socio-environmental nature) in the 9th grade textbooks were analyzed based on categories delimited from the theoretical foundation of the research. Two textbooks belonging to two distinct collections, LD1 and LD2, were analyzed. It was observed that both works bring in their content issues of environmental bias, however, the criticality of these issues are still quite implicit. In addition, LD1 did not bring in its questions/activities the application of the PBL methodology, before that, a problem was created in PBL in which it was possible to apply such methodology. On the other hand, LD3 brought a problem in PBL, which means a great advance in pedagogical practices. Therefore, the results of this research led us to reflect on the importance of research in EE-Critical, methodology in PBL and textbook, and how they can act in basic education in favor of an innovative, creative and quality education. 

This work aims to analyze the appropriation of mathematics teachers on the use of games for teaching 1st grade Equation proposed in textbooks of the 7th grade of Elementary School. We take as a reference the model of appropriation of a new resource, structured in three phases: pre-appropriation, original appropriation and reappropriation. This model is anchored in the Instrumental Approach, Documentary Approach to Didactics and Instrumental Orchestration. In addition to professional teaching knowledge. We developed the research in two stages. In the first stage, we carried out a documentary research, in eleven textbooks of the 7th year of Elementary School from collections approved in the current National Textbook Program (PNLD), in order to identify and analyze in these textbooks the mathematical organization of the games on the equation of 1st degree in the light of the Anthropological Theory of Didactics. In the second stage, through the methodology of reflective investigation, we analyzed the processes of pre-appropriation and original appropriation of the Equivalent Equations Game, chosen among others, by a teacher and a Mathematics teacher working in the final years of Elementary School from two schools in the municipal network of Recife-PE. In the results, we highlight the analysis of four games on Equation of the 1st degree present in the textbooks: in the Teláris Collection, the Game of Equivalent Equations; Puzzle of Equations and Game of Equations and in the Araribá Mais Mathematics Collection, the Equations Game. Furthermore, the differences and similarities in the teachers' appropriation processes, in terms of resource systems, instrumentation and instrumentation, professional knowledge and predicted and effective instrumental orchestrations for the implementation of the Equivalent Equations game in the classroom.

The need to work on computational thinking (CP) in educational contexts comes as a proposal in the teaching and learning of basic education, but there are some limitations for its implementation in the classroom, among them it could be cite: lack of didactic material, technological devices, methods and instruments for the assessment of CP skills. However, computing curricula from basic education to high school have been modified and improved in Brazil and in the world, there are promising steps in teaching units, however, the gaps in relation to the identification of CP skills are the focus of much research. ; our approach to Multimodal Learning Analytics (MMLA), in order to be used as a tool to enhance pedagogical practices, which aims to support the process of capturing associated data through the teaching contexts: unplugged, with the execution of activities completely offline, that is, without using a digital tool; plugged in,
through the use of an online visual programming tool, the Scratch platform; and; plugged in with robotics, with the use of a visual programming tool interconnected to the robotic artifact FRANZMakey, from the perspective of levels of cognition: use, modify and create. The project aims to serve an educational institution, involving students from the 1st year of high school; 94 activity meetings are planned, 47 of which in each group of students; in the first and last, the pre and post-test will be administered; in the forty-seven remaining meetings, three programming contents will be addressed: sequence, repetition and conditional. In view of this, it sought to answer the following question: how can MMLA contribute to capturing evaluative aspects during the development of CP skills? During each meeting, data are captured and analyzed in order to answer the question defined in this investigation. We will use EZMMLA tookit to capture videos, coding logs and footage of the face, in addition to evaluative tests by encounters; in the analysis, Time Series techniques will be applied, in order to identify possible statistically significant differences between the different contexts and approaches to CP promotion; hope2 to demonstrate how an MMLA-based approach can contribute to the challenge of evaluating the PC, and advance research in the area.

In the BNCC (2017), it is verified that algebra enters the curriculum of the early years as a knowledge to be worked in the entire national sphere. This is a leap in the history of mathematics education in Brazil, considering the defense, for decades, made by researchers who affirm the importance of this knowledge in the early school years. In this perspective, it is necessary that teacher education keeps up with the curricular transformations; thus, continuing education plays an important role in the demands required for the teaching-learning of algebra, especially in the early years of elementary school. Therefore, in this dissertation, we discuss the analysis performed when observing the engagement of teachers of a small group in a continuing education program for the teaching of algebra in the early years, which assumed the theoretical and methodological principles anchored in the Objectivation Theory. Thus, in the light of the assumptions of this theory, this study aimed to ''Identify signs of the processes of objectification and subjectification experienced by teachers of the early years in the remote context of a continuing education''. For this, it was performed the participant observation of the meetings, in which, we also use a questionnaire applied in pre-training and recordings of the meetings held through video call applications. The interpretation of the data relied on semiotic analysis, in which we assume the perspectives addressed in the Objectivation Theory. It was found that, in contact with the tasks involving the generalization of patterns in sequences, despite not presenting the materialization of algebraic thinking itself, the teachers experienced the processes of objectification, with respect to the materializations about the definitions of algebraic thinking in the light of TO, the distinction between the definitions of algebraic generalization and arithmetic generalization, as well as the notions of repetitive sequence and growth. Still, we observed the mobilization of subjectivation processes, in moments in which the teachers perform community ethics principles, such as the sense of responsibility, collaboration and caring for others.

Art and Science are fields of knowledge and human production that walk side by side over time, although they are seen more for their differences, than for the possibilities of interactions. Thus, it established itself as the object of study the interdisciplinary relationships between Art and Biology – configuring the term BioArte, as a factor that promotes biological and artistic knowledge. In that context, the objective was to analyze the contributions of BioArte to the process of teaching and learning of Science and Biology at Instituto Oficina Cerâmica Francisco Brennand (IOCFB). To this end, field research was carried out to relied on two central processes in the construction of the data. Being a referring to participation of the Institute's social actors, who underwent interviews; and, the process of capturing photographic images to survey elements from BioArt. With regard to data processing, the interviews were recorded and later transcribed and submitted to Content Analysis in the Bardin's perspective. While the photographs were subjected to analysis of the denoted and connoted senses in the light of Barthes. in possession of results, it was possible to establish that several elements of BioArte are inherently associated with the IOCFB complex, whether in terms of territorial and history and, mainly, in the artistic works displayed in the collection. The nature constitutes a guiding motif of Brennan's art, as well as structuring one of the axes institution's curatorial In this way, several elements of biology are associated with the complex, whether the representations of forms that allude to the world nature, such as human, animal, vegetable bodies and the metaphors of life that encompass, above all, sexuality and the egg – a key element in the art of Francisco Brennand. The IOCFB constitutes a space of wide social, historical and educational value, not limited to the typical knowledge of the artistic environment, but being a field fertile for other areas. In this way, BioArte is essentially imbricated in the Brennand's legacy and constitutes an element susceptible to the teaching and learning of contents of biological sciences. Therefore, it is expected, from this study, to foster discussions about science education in non-formal spaces of Teaching and Learning that are not essentially scientific.

The research aimed to analyze the imagery approach of the concept of Disease in Biology Textbooks of High School, highlighting the neglected human parasites in the state of Pernambuco. The characterization of the disease involves changes in the organic balance, through physiological changes caused by internal or external factors in the human body, and which may or may not be perceptible, depending on the state of health in which the subject is, and the aspects inherent to the illness. , and which in many cases could represent an element of social exclusion. From a qualitative approach with a descriptive focus under the iconographic analysis in textbooks about Neglected Diseases (NDs) in Pernambuco, which involved the principles of the Cognitive Theory of Multimedia Learning (TCAM) of Mayer and the Semiotic Analysis of Barthes. Considering the cognitive aspect, the illustrative images of Didactic Value (DV) were more expressive in the samples, collaborating with the students' cognitive processes, since they establish the organization of organisms and their interrelationships, and also explain the biological cycles of pathogens and the infectious processes, which culminate in the subject's illness. The photographic images, on the other hand, were more expressive in detriment to other imagery types present in the specimens, mainly because they present the reality without changes, with greater perception of the morphological aspects of the illness, the presence of vectors or elements that cause risks of contamination to the individual . There was an absence of at least one DN in all analyzed LDs. We noticed an interest in the works on the type of pathology to be discussed, possibly considering the death/mortality rates and the spectrum of illness in the communities, seeking to present those that would be more comprehensive in most regions. Books being pedagogical tools, discussions are necessary that contemplate the social context of other disadvantaged places or even that teachers provide information about DNs, which may not be evidenced in the copies, but have representation in their community, allowing students can, from the knowledge of preventive actions, collaborate with the reduction of illness rates.

Science teaching has been presented as a fertile field for the promotion of debates on environmental issues and should be concerned with establishing relationships with the knowledge discussed and built with the impacts reflected in society. In this context, science teaching and Environmental Education (EE) emerge as tools to face socio-environmental problems, helping individuals to build values, knowledge and skills that aim to promote changes in reality, from actions that lead to environmental conservation and sustainability. The importance of bringing EE reflections to school becomes even more relevant when the audience is composed of people who had to leave regular education to work. Generally, they are people who belong to social classes in a situation of socio-environmental vulnerability, which shows social exclusion, as is the case of most students in the Youth and Adult Education (EJA) modality. Considering that there is a relationship between what science teaching and critical-hamanizing EE seek to promote, as well as the training needs of students who are in EJA, we ask ourselves: How can environmental issues be "generative themes" in Education of Science, in order to promote a critical-humanizing Environmental Education in Youth and Adult Education? We answered that question using descriptive qualitative research, through action research and Freire's methodology. We have two elementary school science teachers from EJA (EFEJA), from a public school located in the city of São Lourenço da Mata - PE. Semi-structured interviews and observation were the methodological instruments used for data collection. Seeking to contribute positively to the educational practices for the EJA's public, we develop formative moments, in a way that allows the social actresses to experience the work of environmental themes as generating themes. For the treatment and analysis of data, we were guided by the content analysis of Bardin (2011). The results showed that there are many difficulties, pressures and challenges that arise in the teacher's journey. Challenges that lead to discouragement, dehumanization and the reproduction of naive environmental practices. In spite of that, we found the change in perspective right on the critical humanizing dimension of EE. In addition, we were able to identify that the public of the EJA, despite suffering various social injustices, seeks in education the subsidies to carry out the transformations in their reality. Therefore, critical-humanizing environmental education contributes to the formation of these individuals who have positioned themselves critically when reading their reality, giving more meaning to the contents seen in the classroom.

Life stories allow you to get information on the subjective essence of a person's life. The time has come to bring the guiding teacher to the discussion and understanding that he is someone who speaks, intensifying the interest in knowing how he talks and what he talks about. The main objective of this research was: To identify how the teachers of Supervised Internship of Licentiate in Biological Sciences, were constituting teachers of ESO from their life stories. This research had the participation of three teachers of Mandatory Supervised Internship of the Licentiate Course in Biological Sciences of a public university in the State of Pernambuco. For data collection we adopted Atkinson's (1998) life history method and as collection instruments we used the life history interview. The interviews were structured in four blocks, carried out virtually, through the Google Meet platform, on pre-scheduled days and times. To appreciate the results found, we used the content analysis technique of Bardin (2011). Analysis carried out in the interviews resulted in six categories: Family Environment, Educational Environment, Personal and Professional Trajectory, Professional Environment, ESO in the Pandemic and the Mandatory Supervised Internship. The family had a great importance and contribution to his formation throughout his life. They talked about being a woman and being a professional, in addition to the difficulties of reconciling marriage with a profession. In their Educational Environment came the references of “good” and “bad” teachers, their involvement with biology, the challenge of their first degree, none of them had a degree as their first degree. In Higher Education, other good references and partnerships were beginning to be established. In their personal and professional trajectories, we discover the hopes that move them forward on the journey at ESOs, in addition to the transformative experiences they have lived, such as being more autonomous, living the pandemic. Regarding their professional side, the first teaching experiences for some were with English classes and for others reinforcement classes, their classmates. Being a teacher is, even though they are overloaded with activities, they continue to move forward because of the love they have for the profession. When they reflected on what changes they would make at the beginning of their careers, we have as an example, being calmer, believing that to be positive, you don't need to be naive and only with the framework and what you want, you would be a good teacher. In addition, we have your personal and professional self, which no matter how much you try to separate, they know that separation is impossible, they are connected to each other, what they need is to establish a balance between the two people. ESO, in the pandemic, was a great learning moment, it was a period of a lot of adaptation, such as the difficult task of adapting your home to the professional environment, overcoming adapting 10 semesters of classes in 10 weeks, with PLE, the difficulties of online classes and how to keep the students' cameras open, in synchronous moments, 2020 and 2021 were really not easy for the internship teachers. As for the ESOs, being an internship teacher is knowing how to deal with and like people, the component that goes beyond professional training, there is the training side of people, it is contributing to the training of teachers. Looking at the life stories of the three teachers made us realize that walking along the path of life, each step, each choice, each decision they took led them to where they are today, made it possible to be Supervised Internship teachers, qualified and full of humanity.

The Cognitive Flexibility Theory and the Role Playing Game were used as principles to structure the RPG Flex game, configured as an appropriate teaching strategy to lead students and teachers to experience a pedagogical reality capable of contributing to the teaching of mathematics elements in the Higher Course. administration. The study presented a central theoretical framework on the Theory of Cognitive Flexibility, the Role Playing Game and teaching methodologies to guide the theoretical aspects that can structure a critical reflection on the formation of the adopted teaching strategy. The objective was to analyze how the Role Playing Game can contribute to flexibilize the cognition of mathematical knowledge in multiple representations in the Administration Course based on the principles of the Cognitive Flexibility Theory. The research identified the correlation of the indicated teaching strategy with the principles of the Cognitive Flexibility Theory; evaluated the teaching structures of the researched component to create and implement RPG as a teaching strategy, based on the principles of the Cognitive Flexibility Theory; investigated the students' cognitive development related to the teaching of mathematics elements in multiple situations experienced in the Role Playing Game; and investigated whether the Role Playing Game is a teaching strategy that can promote cognitive flexibility in the knowledge of mathematics elements in multiple situations experienced by Financial Administration students in the Administration Course. The means of investigation are of a documentary and case study nature, and the methods used were quantitative and qualitative. The research involved professors and students of Financial Administration components of the Administration Course and used the dimensions of knowledge of the cognitive process of Bloom's Taxonomy, the principles of the Cognitive Flexibility Theory to structure the questionnaires and forms to collect and analyze the data. To analyze the data and obtain the results, a triangulation was carried out, consisting of the analysis of documents, a questionnaire and an interview. The most relevant results indicated that, despite making the knowledge of the elements of mathematics more flexible, in some moments of the game, the students neglected the principle related to “avoiding the excess of simplification and rules” of the Theory of Cognitive Flexibility. Despite this being an innovative experience for students in remote teaching, they had difficulties managing the information, time and the adopted game format. For teachers, although RPG Flex is a teaching strategy that can simulate a future reality and implement contents worked in the classroom, in an interdisciplinary and creative way, it is necessary to review the application time

 This thesis aims to understand how the argumentation on the socio-scientific question Pesticides in the teaching and learning process of chemistry contributes to the socio-scientific learning of the subject. For that, a training process was developed aimed at students of the degree in Chemistry in the discipline of Instrumentation for Teaching Chemistry II (IQEII). This process had actions favorable to the development of the students' arguments at the time of the intervention. The theoretical framework focuses on discussions about the pedagogical didactic unfolding of the approach to socio-scientific issues (QSC) and argumentation in science teaching. In relation to QSC, we reveal about the overlaps in the training of students to learn science from the insertion of socio-scientific controversies, discussed in the face of social, cultural, technological, ethical and moral dimensions. Regarding argumentation, we bring a brief overview of the constructions and ruptures that mark the studies on argumentation and we highlight the importance of argumentative situations in the classroom, and how argumentation in the classroom articulated the QSC has been discussed in the literature. The training process was carried out in the distance modality, via the google meet and google classroom platform, due to the rules of social distance adopted by the Higher Education Institution (IES) to combat the covid-19 pandemic in Brazil in 2021. Activities of the training process were developed in order for students to argue about the QSC pesticides in crops in Brazil. Among the activities carried out, we highlight the critical debate on a fictitious case in which the use of pesticides in a corn field was explored. The data obtained were analyzed in the light of the identification of the students' arguments in the debate, and there was the emergence of dimensions/categories: implicit in the students' previous conceptions about the QSC pesticides; in the students' textual constructions when analyzing the argumentative markers and ideas discussed in the essay-argumentative text modality and in the arguments, counter-arguments and answers that emerged from the students' speeches during the debate, starting from the analysis of the nature of the argumentation, of the personal evidences and the social strategies that supported the elements of the argumentative triad. The results indicate that the undergraduates articulated different socio-scientific dimensions to portray the dichotomies present on the use of pesticides in crops, and that throughout the process they expanded discussions on the scientific-technological nature of pesticides. We evidenced, for example, that the discussions were largely accompanied by justifications and/or refutations that were supported by scientific and technical data, such as phytotoxic characteristics, chemical classes and groups of pesticides, levels of concentration and toxicity of pesticides in water and soil, to complement inferences on social, economic, environmental and political issues, such as health problems, agrarian investments that favor production in crops without or with the use of pesticides, regulations by inspection agencies, among others. We consider that investing in argumentative experiences in the context of the degree in chemistry is a favorable way for students to learn, and can corroborate their ability to make decisions and critically reflect on socio-scientific issues, at this level of education and in other contexts. Therefore, we believe that similar activities should be invested in the learning of chemistry, as the QSC approach, through classroom argumentation, allows students to mobilize different arguments and understandings about science and its consequences in society.

The current educational scenario keeps attempting to demystify the development of cognitive abilities. The didactic-pedagogical approaches direct different investigations based on mediation and active methods, which embrace conceptual, empirical and formal recognition, as a construct of a historical-cultural evolution, result of the indissociable interaction between the sign system and the subject who is surrounded by it. This study aims to base itself in Developmental Learning, looking at the teaching processes and the conceptualization of the submicroscopic biological aspects, which are considered of difficult understanding. The objective was to investigate the mental actions during the implementation of Pernambuco/MoMuP-PE Multiple Perspectives Model in a Biochemistry course of BSc in Biology class, from two approaches: the assumption that MoMuP-PE behaves like a particular BOA, and the investigation of this hypothesis in a didactic sequence grounded on the Model. Understanding the orientation of teaching by stages means betting on the perception that the internalization materialized in the constructs, whether individual or in pairs, is favored in dialectically continuous movements from analysis to synthesis, mirroring mental faculties from conceptual evolution. The results indicate the efficiency of the Model as a potential guide for Developmental Learning due to collaborative, dialectical, active and articulated construction bias, founded on the acceptance of experiences, personal experiences, and recognition of the subtle emotion field. As the processes of guided and reflexive Deconstruction, Deepening, as well as Articulated and Paradigmatic Reconstruction advance, which suggests cognitive development, the reciprocal is revealed in teaching practice. We believe that investing in the understanding of processes that encompass higher mental capacities contributes to new conceptions in face of conceptualization, and, consequently, to thinking and rethinking of teaching, for as the bases for the internalization and materialization of concepts, effective possibilities and new paths for learning and development also emerge.

This thesis work is qualitative in nature and aimed to investigate the teaching purposes and the theoretical-methodological adjustments made by Basic Education Chemistry teachers in their teaching plans on Problem Solving, as a didactic approach, from a support of Scientific Dissemination – RPEQ Website. In order to do so, we carried out a bibliographic survey in Qualis A1 and A2 journals belonging to the Education and Teaching area, aiming to identify the directions of studies on the theme of Scientific Dissemination developed in the area of Chemistry Teaching. In addition, we also carried out a Continuing Education activity on Problem Solving and Scientific Dissemination, both with a focus on Chemistry Teaching for teachers participating in the Professional Master's Program in Chemistry in the National Network of the Federal University of Pernambuco. Twenty teachers participated in this research, which were organized into groups. Our analysis materials were the articles found in the bibliographic survey, the teaching plans prepared by the groups during the formation and the recording of their presentations. Such materials were analyzed according to the Content Analysis proposed by Bardin. After searching for articles in forty periodicals, we found a total of seventeen works in ten magazines that address the theme of Scientific Dissemination for Chemistry Teaching in an interval of eleven years. In this context, we identified five directions of studies. We found that Scientific Dissemination is an incipient object of study in Chemistry Teaching. We observed that most of the research proposes the use of Scientific Dissemination to promote the construction of chemical concepts, while experiences in the area of Chemistry Teacher Training are reported less frequently. Regarding the teaching purposes highlighted in the teachers' plans when using the research contained in the RPEQ website as Scientific Dissemination material, we identified seven purposes in which five of them are related to those established by Lima and Giordan and two of them refer to new purposes emerging in this thesis. Some teaching purposes were not contemplated by the professors, which are important for the development of the student's chemical knowledge. Concerning the theoretical-methodological adjustments on Problem Solving established by the teachers, we analyzed eight aspects: the teaching modality, the selected contents, the chosen theme, the problem constructed by them, the dynamics of the activities, the activities and resources proposed and carrying out a survey of students' previous conceptions. We found weaknesses in the teachers' plans in relation to some theoretical-methodological foundations of Problem Solving, such as: the construction of problems focused only on the discussion of conceptual content and the lack of contextualization of the problem, limited only to the exemplification process. The training process using the RPEQ website could help Chemistry teachers to think and establish different teaching purposes in a single plan, envisioning the construction of learning and the understanding of chemical knowledge in a more meaningful way for the student from of Problem Solving. Thus, we observe the potential of the RPEQ website regarding its functionality as a digital didactic resource for the Chemistry teacher and as a support for carrying out training processes based on scientific dissemination.

The objective of this research was to identify and analyze the cultural impacts on the construction of concepts in biochemistry in a multicultural classroom under the use of a digital teaching device, from the perspective of Edgar Morin's complexity paradigm. This device, designed in the context of the remote teaching imposed by the Covid-19 health crisis, took into account the cultural diversities of the Sertanejos, Indigenous, Quilombolas, and urbans students in the construction of these concepts. Although our interest is focused on the learning of biochemistry, that is, the construction of concepts that culturally distinct students make, we cast a complex investigative and interpretive look from different multicultural perspectives, such as the cultural influence on students' academic performance and the multicultural influence of teachers in this process. These considerations require a general theoretical-methodological point of view that is based on complexity, Candau's multiculturalism, as well as Vygotsky's cultural-historical theory and Acioly-Régnier's approach to culture, cognition, and affectivity. For the conceptual issues, we gathered a series of theoretical approaches necessary for the complexity of our object of study, which implies a crossing of methods of data construction. The methodological structure was divided into four parts, where each part integrates qualitative and quantitative methods, which are interpreted together for the understanding of the whole according to Morin. The study was applied at the Instituto Federal do Sertão Pernambucano, Salgueiro campus, in the scope of the Integrated High School Technical course in Agribusiness. The first part of the research aimed to identify the multicultural profile of the teachers and the relations with the students' cultures. In the second part a quantitative study with Implicit Statistical Analysis (ISA) on student school performance from 2011 to 2018. In the third part of the research, we investigated the cultures of the students of the 4th year of the Professional High School to the Agriculture Technical to from the identification of the cultural peculiarities plan the digital didactic intervention in the context of the health crisis of Covid-19 for the same class. The fourth part was composed of two methodological steps: the first was the development of a digital didactic-pedagogical device and the second was the investigation of the construction of concepts by applying the device. The results showed that the multicultural profile of teachers is Differentialist, which is characterized by cultural standardization; that the school uses academic performance as a means of selection where it excludes minority cultures such as quilombolas and indigenous people; the particularities of cultural differences influence the relationship of students with the school culture affecting learning; the conceptual representations present in various situations and their sets of meanings and significance favor conceptualization and that the association with the theory of conceptual fields promotes greater consolidation of the construction of concepts and their generalization to situations of student's cultures. The multicultural profile of the teacher influences the construction of concepts, this influence materializes in school performance that excludes students from minority cultures. Therefore, the study reinforces the importance of the intercultural and decolonial perspective in science education and teaching.

Experimentation and investigation, understood in a broad sense, can be incorporated into the teaching of natural sciences from early childhood onwards. In this sense, it is essential that the initial teacher training discuss these dimensions from the realization of reflections and experiences that dialogue with the practices that occur on the school floor. One of them concerns the do-it-yourself culture, called maker culture, and considered in this study in association with the approach to solving science problems, and taking activity theory as one of the theoretical and methodological references. This work aims to evaluate the possibilities of an interventional formative experience focused on the elaboration and resolution of science problems, with characteristics of the maker culture. The study is of a qualitative nature of the participant research type. The methodological procedures adopted were: elaboration of the interventional formative experience, the implementation of the experience and the analysis of discursive productions and interactions, during the activities carried out by the students in the classroom. The research participants were nineteen students of the Licentiate in Pedagogy course at the Universidade Federal Rural de Pernambuco. The proposed activities are connected with the immediate reality and with an ecosystem linked to the local economy and cultural scene: the mangrove. The analysis categories involved elements of the maker culture, invention and creativity, aspects related to mediation processes in activities and elements, principles and contradictions present in activity systems. The results indicate that problematizing reality is an interesting way to work with the resolution of real problems in initial teacher training. Such a reality is, in itself, full of contradictions and brings up discussions related to the maker culture. The problems presented by the students, despite being embryonic, have characteristics of authentic problems. When invited to think from the point of view of invention, the students presented interesting solutions to the problems faced by the fishing communities of Recife, Pernambuco. As for the mediation process, the most frequent scaffolding corresponded to problematizations around the search for the establishment or reestablishment of the object of the activity. Finally, the manifestation of the most frequent contradiction was those of a primary order in the poles of consummation and production in the activity systems.

ducational Robotics is a relatively new science and is expanding, as it is an information and communication technology tool it was initially only used in the areas of computing and engineering, it began to be explored also in education and with a great interdisciplinary potential, although its costs Robotica Educacional is present in most public schools in Pernambuco, but they are used, in most cases, only for competitions that take place every year. This work, an Intervention-Research, sought to investigate the limits and possibilities of the use of Educational Robotics in science content, especially the human body, through the training of teachers by Didactic Workshop, we conducted this study based on the theoretical and methodological assumptions of Activity Theory. Data were collected through the answers to the previous questionnaire, throughout the didactic workshop, with discussions on the possibility of using educational robotics, in the assembly and programming processes of robot prototypes, during the presentation of lesson plans in the content of the human body and in the answers given through the semi-structured interview at the end of the process. Seven science teachers, residents of the Metropolitan Region of Recife, participated in the process, as despite the fact that the entire process was carried out online, due to the COVID-19 pandemic, it was necessary to deliver the Lego Mindstorms Robotics kits to the teachers. Could participate theoretically and practically in the workshop. We analyzed the data through the elucidation process based on the Activity Theory, first dividing the problem into activities, then outlining the context of activities through the third generation diagramming proposed by Engeström and finally describing the hierarchical structures of the activities and identifying the reasons and actions involved. From the data analysis, we identified some more general limitations for the use of Educational Robotics, such as the cost of material and its maintenance, in addition to the difficulty in the assembly process and especially in programming, other limitations are more in the science area, such as the issue of time for classes within the official schedule. Regarding the contributions, this tool is very promising, as it can stimulate research with problem solving, can be used to carry out practical science activities, but mainly create a favorable environment to stimulate protagonism and autonomy, develop empirical, computational and logical reasoning, engagement, motivation, creativity and teamwork.

The objective of this work was to analyze the Biology Mobile Apps for Smartphones related to the teaching of Zoology and its potential for Science Education, as well as the Didactic Transposition of the content of “Pollinating Animals” in these applications. Among pollinating agents, insects stand out for their efficiency and abundance in nature and among insects, bees form the most important group. The research was developed in four stages, contemplating the selection, classification, evaluation of the quality and effectiveness of the application and the analysis of the didactic transposition of zoological concepts. Then, the use of the application was investigated, with a more satisfactory evaluation, in the classroom. Not finding relevant and sufficient elements for the analysis of “Pollinating Animals”, we started a more specific search for applications where the group of Bees was chosen and so, selecting the ABELHA app from the Brazilian Association of Bee Studies (A.B.E.L.H.A), for having a rich range of information about this zoological group. The results indicate that the application presented updated information and brings in its content, current and relevant discussions in relation to the topic addressed. As for the Didactic Transposition of the concepts, not found suppressions, deformations or metacognitive slips. There is no information that can lead the student to a misinterpretation, nor conceptual errors, it can harm the construction of knowledge. The classification of bees was addressed, without discarding the kinship between species, beyond the importance of this group, not only economical, but also ecological, discarding a utilitarian view of the animal. In addition, it brings in its content current and relevant discussions regarding the theme addressed, taking into account the conservation of the studied group, important factor for the development of a critical, thinking citizen and concerned about the world he lives in. There was no difficulty in using the application in the classroom. The students were able to answer the proposed questions, although often just by copying the information that was in the application. Through the analysis of the audios it was possible to notice that they have a basicknowledge about the theme worked. In the general context, the application has potential for the development of skills and competences present at PCNEF with respect to the commitment to the environment and the handling of technological resources, can be considered as a differentiated resource with educational potential, because it features content like animations and videocasts, for example, bringing a difference when compared to the textbook. However, it is important to note that everything will depend on how the application is used and what objectives it is intended to achieve.

Botanical Gardens, as nature museums with living collections, have an important scientific, educational, and entertainment role. Considering the relations established between these institutions and their public, this work aimed to elucidate the exhibition discourse presented in the exhibition spaces of the Botanical Garden of Recife from the expographic analysis of these sectors. For this, a theoretical scope associated with museology was used, establishing criteria for the analysis of space and expository discourse. As part of the analysis of this research, the exhibition spaces of the Bromeliarium and the Sensory Garden were selected. In the characterization of the exhibition spaces, we realized the need for an improvement in communication between the institution and the visitor. There is a reduction in the communicative potential due to the absence of accessory information sources in the evaluated spaces. Thus, depending on how the exhibition is accessed by the visitor, a totally different experience will be provided. Regarding the expository discourse present in the exhibitions, there is a prevalence of scientific discourse, mainly the discourse of Botany, to the detriment of other discourses, which can be visualized by the form of organization of the specimens and in the language present on the plates available to the public. However, such a situation was expected in this type of institution. Finally, in the dialogues that took place during the mediation during the guided visit, we saw the performance of the monitor as a complementary resource to the exhibition space, highlighting the nuances of the exhibition speech present in the space that were hidden from visitors. Still in these dialogues, it is worth highlighting the collaborative interactions that promote environments for the presentation of concepts associated with the themes of the exhibition, reinforcing the potential of language as a learning tool.

The importance of the school’s role in shaping attitudes based on ethics of environmental sustainability is being increasingly recognized. Notwithstanding, we find little scientific literature focused on the attitude development, the more common being the concern with the formation of concepts. This study investigated the effects of the environmental education as it is worked at school, having the social and environmental conception as a reference, on the attitudes of eighty-four (84) students from 6th to 9th grade in elementary school. The locus of the research was a private school in Recife , attended mostly by students from upper middle class. For the construction of the data, a participant observation was carried out, consisting of three steps: (a) observation of the attitudes of students in the school environment, (b) at an educational tour, and (c) during a lecture followed by discussion. At the same time, a document analysis was undertaken, aiming the teaching plans of the surveyed teachers and the school’s Pedagogical Political Project - PPP -. Besides, five teachers, five students and the course coordinator were interviewed. The data were analyzed under the light of the theoretical framework of authors such as Carvalho and Loureiro, starting from the premise of a socio-environmental education that aims the emancipatory formation of the student through the construction of conceptual contents, both attitudinal and procedural, in the school environment. Overall, students' attitudes were not consistent with the socioenvironmental proposal. We recorded episodes of improper disposal of garbage, excessive consumerism and waste, despite their conceptual knowledge of this proposal. Although present in the competencies and skills contained in the lesson plans for teachers and in the school’s Pedagogical Political Project, through concepts related to the environment, the procedural and attitudinal contents have not been satisfactorily addressed, although recently this panorama may be changing, due to the activities of the Center for Environmental Education , the Sustainability Brigade and educational tours restricted to the disciplines of science and geography. The school’s proposal seemed fragmented instead of the desired cross-disciplinary perspective. Furthermore, we did not find the involvement with other socialization environments of the students (family, friends, etc..). We strongly recommend the adoption, by the schools, of an approach that in addition to conceptual learning, turns to the formation of environmental attitudes that consider the interdependence of economic, social and political issues and that is consistent with the rational use of natural resources.

O presente trabalho propôs-se a investigar como professores das séries iniciais do Ensino Fundamental utilizam softwares livres para o ensino de Ciências. Fizeram parte desta pesquisa nove professores de Ciências da Natureza de duas escolas da rede pública de ensino. O estudo de caso envolveu seis fases: visita ao laboratório das escolas; investigação do conhecimento dos professõres sobre informática educacional; verificação de softwares disponíveis no laboratório para uso em suas aulas; visão dos professores sobre o uso de software em sala; análise de critérios para escolha de softwares livres pelo pesquisador e investigação das dificuldades de inserção dos softwares. O software escolhido foi o da Gcompris. Os resultados mostram q·ue os professores não possuem conhecimento necessário para introduzir o uso de softwares livres em suas aulas, mesmo as escolas dispondo de laboratórios de informática bem equipados e com disponibilidade desses softwares. Na escola A, os dois professores investigados não demonstraram interesse em utilizar esse recurso como ferramenta pedagógica, uma vez que a escola dispõe de estagiários para realizar essa tarefa. Na escola B, os professores também não utilizam os softwares livres, porém demonstraram interesse em iniciar essa prática, reconhecendo a necessidade de integrar o uso de softwares em suas aulas. No que se refere à análise de critérios para escolha, a autora da pesquisa analisou a proposta curricular das duas escolas para verificar se estavam atreladas aos conteúdos existentes nos softwares e a facilidade para instalação nos computadores. Os dois critérios citados atenderam às necessidades da pesquisa possibilitando, assim, uma análise mais detalhada. No que diz respeito às dificuldades de inserção do software livre nas aulas, foi possível identificar que a falta de formação para preparar os professores é o fator predominante. Em relação às possibilidades de inserção, em especial na escola B, foi verificado que os professores se demonstraram desejosos em poder aprender a dominar essa ferramenta para utilizar com seus alunos, mostraram-se dispostos e motivados. Dessa forma, foi gratificante constatar que esta pesquisa não teve um fim em si mesmo, mas trouxe contribuições para formação dos professores, uma vez que estes se sentiram motivados a receber capacitação. Com base nessa pesquisa, pode-se concluir que o uso de tecnologias na sala de aula exige mudanças na prática do professor. Estas estão atreladas essencialmente à visão que o professor.

This work aimed to analyze the Political-Pedagogical Projects (PPP) of three state schools from the municipal district of Carpina/PE, trying to identify aspects related to its construction; the interdisciplinary; the contextualization and the science teachers professional development and how they are understood by some social actors. Twelve social actors participated – three managers, three support educators and six science teachers from initial years of middle school. To collect data interviews with these actors were realized; analyzed the PPP of schools and the political and prescription curricular documents of national and state education. The results point to the necessity of the PPP construction by school community, representing the education conception of this community and been lived by it. So, it is necessary that the social actors of these schools rethink the way they see the PPP and deepen in theoretical and practical discussions about the concepts in which it is based. Also, that the schools contemplate science teacher professional development as an action expected in their PPP.

Este estudo procurou investigar a contribuição de uma situação-problema para a formação dos conceitos de misturas e substâncias ju'nto a alunos do 1 Q ano do ensino médio de uma escola pública do Estado de Pernambuco, localizada na cidade de Recife. A situação-problema elaborada foi baseada nas orientações de Meirieu (1998) e teve como temática agricultura, com ênfase em fertilidade do solo, a fim de discutir a relação da química com a agricultura. O tema foi escolhido por fazer parte do contexto dos alunos. Nesta atividade foram utilizados alguns instrumentos didáticos como: texto, estruturas químicas com miçangas e um jogo de palavras-cruzadas, que, também foram analisados neste trabalho em relação às suas contribuições para a resolução da situação-problema e para a motivação dos alunos ao estudo dos conceitos químicos. O processo de resolução da situaçãoproblema auxiliado pelos instrumentos didáticos, contribuiu para que os alunos compreendessem os conceitos de misturas e substâncias, nos seus aspectos microscópicos e macroscópicos, fazendo inter-relações entre os conhecimentos científicos e os cotidianos, favorecendo a importância de estudo contextualizado para vida do aluno. Além disso, os alunos sentiram-se mais motivados e interessados na aprendizagem.

Esta pesquisa procurou analisar como um programa de formação continuada junto a um grupo de professoras do ensino fundamental I, de uma escola privada, pode proporcionar uma reflexão sistematizada sobre a ação dessas professoras e interferir nas suas concepções sobre uma postura de pesquisa-ação na prática pedagógica. Participaram da pesquisa cinco professoras do ensino fundamental I de uma escola privada do grande Recife ¿ Pernambuco. A metodologia envolvida neste trabalho foi qualitativa do tipo etnográfica e os instrumentos utilizados para a coleta de dados foram: questionários, entrevistas e oficinas. O primeiro questionário visou conhecer cada professora quanto à sua formação inicial, o seu posicionamento quanto aos assuntos de mudanças na escola e suas concepções sobre pesquisa-ação. Nas entrevistas foram buscados dados sobre suas atividades práticas e nas três oficinas realizadas foram apresentadas situações práticas de sala de aula a partir das quais as professoras tiveram oportunidades de refletir sobre as suas próprias idéias e ouvir as colegas participantes. Ao final das oficinas, foi investigado como as professoras expressavam as suas concepções sobre pesquisa-ação. Os dados analisados possibilitaram a construção de um perfil para cada professora e revelaram uma evolução das idéias iniciais sobre pesquisa-ação após as oficinas. Uma análise comparativa do perfil das professoras associada às concepções apresentadas pelas mesmas possibilitou a proposição de características de um perfil que favorecem mais ou menos a adoção de uma postura de pesquisa-ação em sala de aula.