Mestrado Profissional em Ensino de Biologia em Rede Nacional

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http://repositorio.ufes.br/handle/10/17607

Nível: Mestrado Profissional
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Navegando Mestrado Profissional em Ensino de Biologia em Rede Nacional por Autor "Araujo, Michell Pedruzzi Mendes"

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    Mudanças climáticas e pegada ecológica: uma proposta de ensino investigativo
    (Universidade Federal do Espírito Santo, 2025-12-18) Alves, Priscila Ruberti Berteli; Corte, Viviana Borges ; https://orcid.org/0000-0002-5488-6578 ; http://lattes.cnpq.br/3694434981958328; https://orcid.org/0009-0002-0855-2224 ; http://lattes.cnpq.br/4033788014397564; Barata, Diógina ; https://orcid.org/0000-0001-6093-9405; http://lattes.cnpq.br/2173274073008235; Araujo, Michell Pedruzzi Mendes ; https://orcid.org/0000-0003-4596-5386; http://lattes.cnpq.br/6141634183456644
    The themes related to climate change are of great relevance considering their impact on society and biodiversity; however, their approach in high school is often restricted and does not provide students with a broader view of the subject, leading them to have difficulties in defining, identifying causes, and devising proposals for mitigating climate change, as confirmed in this research. The objective of this work was, through an Investigative Teaching Sequence, to develop in students a sense of belonging and understanding of their impact on the environment in which they live, directing their attention to natural conservation practices. The study is based on Freire's framework of problem-posing education focused on the formation of students' critical consciousness, articulated with the contributions of Carvalho and Sasseron on inquiry-based teaching and the promotion of scientific literacy. This is a qualitative-quantitative research, of the pedagogical intervention type with an investigative approach. Data categorization was done as proposed by Bardin using the "collection" procedure. A diagnostic questionnaire was applied to high school students in order to identify their prior knowledge, which guided the teacher in the process of constructing the concepts of climate change, global warming, and sustainability. The contextualization of the problem was done through a discussion circle focusing on the students' real and local context, and during the process, the guiding question arose that relates the influence that the student's daily behavior has on climate change. Considering the problem question, the students proposed hypotheses and verified them through research and by calculating their ecological footprint. They identified the electronic equipment they use most and calculated consumption so that they could perceive their real contribution to the energy expenditure of their home. At the end of the investigation process, the systematization took place through reflective reports and presentations of their results, refuting or proving their hypotheses. The data obtained show that the students' prior understanding of the topics of climate change and global warming was superficial. The use of an investigative approach increased student engagement, stimulated critical thinking about their daily attitudes and consumption, and reduced conceptual misconceptions related to sustainability. Thus, it is clear that the use of the ecological footprint as an investigative theme, articulated with the Freirean perspective of the practice of freedom, favored the construction of knowledge in a critical and contextualized way.
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    Tradição e ciência: uma proposta de sequência de ensino investigativa e interdisciplinar sobre o uso de plantas medicinais
    (Universidade Federal do Espírito Santo, 2020-10-29) Tosta, Efigenia Monteiro; Corte, Viviana Borges; https://orcid.org/0000000254886578; http://lattes.cnpq.br/3694434981958328; https://orcid.org/0000000343617986; http://lattes.cnpq.br/5354809221727436; Santos, Camila Reis dos; http://lattes.cnpq.br/9397038485923046 ; Araujo, Michell Pedruzzi Mendes; https://orcid.org/0000-0003-4596-5386; http://lattes.cnpq.br/6141634183456644
    This study proposes a sequence of investigative and interdisciplinary teaching (SEII), which aims to overcome the fragmentation of curricular subjects and launches a coordinated action with the Biology, Chemistry, History and Portuguese teachers, recognizing the intersectionality of the content to be taught. The goal is to bring together popular and scientific knowledge, stimulating the learning of Botany in an investigative, practical and interdisciplinary way, valuing knowledge at the individual and social level, in which students are inserted. For qualitative assessment of students' prior knowledge, it was questioned about the medicinal plants used in the research. The proposed problematization was: “Where does the healing power of plants come from?”. To answer, interdisciplinary activities were suggested, such as visits to the historic center and a herb house, where students learned about and collected data on the history of the city, and learned about the action of medicinal plants. Back to school, the didactics were presented through contextualization with discussions and formation of groups for proposing hypotheses, followed by research on the web and in books, to then confirm and or refute the hypotheses. In addition to performing a column chromatography experiment adapted for high school, with filling out the identification sheets of the plants. Among the results in the final phase, the training of scientifically literate individuals, protagonists in the construction of their own learning, stands out, with greater interest by students in the disciplines involved.