Mestrado em Ensino na Educação Básica

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Nível: Mestrado Acadêmico
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Navegando Mestrado em Ensino na Educação Básica por Assunto "4 - Educação de qualidade"

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    Publicação
    Feira de ciências e inovação capixaba (FECINC) e suas contribuições para o ensino de ciências: reflexões a partir de olhares de professores orientadores sobre a promoção da alfabetização científica
    (Universidade Federal do Espírito Santo, 2026-04-30) Cunha, Kelle Barros; Bianco, Gilmene; https://orcid.org/0000-0002-2654-5370; http://lattes.cnpq.br/0111900440522917; Polizel, Alexandre Luiz; https://orcid.org/0000-0001-6397-306X; http://lattes.cnpq.br/4217304775945037; Barcelos, Kamilla Malverdi; https://orcid.org/0000-0003-4816-5472; http://lattes.cnpq.br/4285214258496042
    This dissertation focuses on presenting the Capixaba Science and Innovation Fair (Fecinc), especially the 2024 edition, observing its contributions to scientific literacy and dissemination in northern Espírito Santo. Fecinc is a showcase of projects carried out by 8th and 9th grade elementary school students, as well as high school and technical school students, organized by the Federal Institute of Espírito Santo (Ifes). Based on this central theme, we outlined the following specific objectives: to present historically and contextually, through the editions held and reports produced, the trajectory of Fecinc and its possible contributions to scientific literacy; to present Fecinc/2024, its potential, challenges and insertion in the educational context of the municipality of São Mateus/ES; to investigate, through the supervising teachers of the projects presented at Fecinc/2024, how Fecinc has contributed to the education of basic education students in the municipality of São Mateus; This study reflects on the Science Fair (Fecinc) as a catalyst for other science popularization initiatives in the northern region of Espírito Santo. Regarding methodological aspects, we opted for a quantitative/qualitative research approach, using document analysis of archives and reports produced in past editions of Fecinc, presenting data on the participating public, the projects involved, etc. We also conducted interviews with professors from the Federal Institute – São Mateus Campus, responsible for coordinating the work presented at Fecinc/2024. The analysis of the material was organized through thematization, with central categories such as: participation, projects, potential, challenges, and promotion of scientific literacy. The adopted theoretical framework encompasses three fundamental concepts for the construction of scientific knowledge: scientific-technological literacy, scientific literacy, and scientific enculturation. The analysis of the data aims to identify the interrelationships between these concepts, as well as to understand the role of science fairs in the formation of critical, reflective individuals capable of contributing to technological innovation processes in society.
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    Publicação
    "Parecia que o tempo passava diferente": um estudo de caso sobre a criação de jogos de tabuleiro e a construção do conhecimento histórico com alunos da 1ª série do ensino médio
    (Universidade Federal do Espírito Santo, 2026-04-29) Amaral, Vagner Pires; Morila, Ailton Pereira; https://orcid.org/0000-0002-5080-3819; http://lattes.cnpq.br/2380448103587931; Mendes, Ana Néry Furlan; Guisso, Luana Frigulha; https://orcid.org/0000-0002-9312-4680; http://lattes.cnpq.br/0350568559564425; https://orcid.org/0000-0001-6488-5483; http://lattes.cnpq.br/8266113579775016
    This research investigates how the production of board games, articulated with pedagogical practices, can contribute to the construction of historical knowledge among first-year high school students from a public school in the municipality of São Mateus, Espírito Santo, Brazil. The study is theoretically grounded in authors such as Huizinga, Caillois, Brougère, Kishimoto, and Benjamin, who conceive play as a cultural, historical, and symbolic practice characterized by voluntariness, the existence of its own rules, and the creation of a symbolic time and space distinct from the routine of school life. Methodologically, this research adopts a qualitative approach and is configured as a case study, developed through a workshop for the creation of historical board games with the participation of twenty-one high school students. The workshop was organized into five phases: (1) presentation and selection of themes, (2) planning and historical research, (3) creation and construction of the games during the workshop, (4) testing and collective adjustments of the games, and (5) socialization and application within the school context. Data were produced through participants’ testimonies and records in logbooks written during the process of creation and application of the games. The analysis revealed experiences of immersion, emotional engagement, resignification of the classroom space, and the development of cognitive and socioemotional competencies, as well as challenges related to the negotiation of rules, conflict mediation, and the articulation between the institutional time of school and the time of play. The results indicate that when games are incorporated into pedagogical practice in an intentional and reflective manner, with free and voluntary participation, they constitute a legitimate space for the production of meanings, the collective construction of knowledge, and ethical and cultural formation.