Mestrado Profissional em Ensino de Biologia em Rede Nacional
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- ItemPara se amar é preciso se conhecer: um jogo sobre sexualidade(Universidade Federal do Espírito Santo, 2025-06-27) Souza, Ana Flávia Santos de; Martins, Liziane; https://orcid.org/0000-0001-8015-4656; http://lattes.cnpq.br/0875190888563790; http://lattes.cnpq.br/1375591960235376; Mancini, Karina Carvalho; https://orcid.org/0000-0003-3275-0693; http://lattes.cnpq.br/4993110466694381; Kavalek, Débora Schmitt; https://orcid.org/0000-0002-9663-765X; http://lattes.cnpq.br/6262910510529338This research aimed to analyze the potential of a board game about sexuality when used with Basic Education teachers. The study involved 26 educators from different educational stages, with a predominance of high school teachers, a level in which the topic is usually addressed more directly. Data were collected through an online questionnaire applied after the use of the game and analyzed using a qualitative approach. The results showed a broadly positive evaluation regarding the clarity of the rules, the coherence between content and proposed objectives, and the applicability of the game in classroom settings. Teachers highlighted the potential of the playful resource to encourage student participation, promote dialogue, expand knowledge about sexuality, and facilitate the discussion of sensitive topics in an ethical, respectful, and inclusive way. They also emphasized possibilities for interdisciplinarity, especially with subjects such as Science, Biology, Portuguese Language, and Sociology, which align with the guidelines of the Brazilian National Common Curricular Base (BNCC). Despite some suggestions for improving the language and dynamics to better suit different age groups, most participants considered the game effective, innovative, and relevant in light of the challenges faced by educators when addressing sexuality in schools. It is concluded that the developed educational product represents a promising pedagogical tool, contributing to more dialogical, critical, and welcoming teaching practices in the field of sexual education.
- ItemEntoma-Arthropoteca: um ecossistema digital para o ensino investigo de artrópodes no ensino médio(Universidade Federal do Espírito Santo, 2025-01-26) Vale, Lucas dos Santos do; Muscardi, Dalana Campos; https://orcid.org/0000-0001-7936-7363; http://lattes.cnpq.br/7585552685515553; Pirovani, Juliana Castro Monteiro; https://orcid.org/0000-0002-4157-6503; http://lattes.cnpq.br/1554318438405230; https://orcid.org/0009-0001-5510-3520; http://lattes.cnpq.br/0502914406473197; Furieri, Karina Schmidt; https://orcid.org/0000-0001-6031-8940; http://lattes.cnpq.br/7741080213355929; Vital, Marcos Vinícius Carneiro; https://orcid.org/0000-0003-0829-7374; http://lattes.cnpq.br/9774938987860991This study addresses the development, implementation, and evaluation of an inquiry-based didactic sequence for teaching arthropods in upper secondary education, articulated with the demands of the Brazilian National Common Core Curriculum (BNCC) and with the need to promote scientific literacy in the context of the global decline of entomofauna. The central educational product of the study is the Entoma–Arthropoteca digital ecosystem, developed with the support of generative artificial intelligence tools (OpenAI Codex and Lovable) to enable teacher authorship in the creation of complex technological resources. The ecosystem comprises two integrated web applications: Entoma, which organizes the four moments of the didactic sequence (engagement, exploration, debate, and action), and Arthropoteca, which functions as an interactive guide for arthropod identification and as support for field data collection. The methodology followed a qualitative approach, and the didactic sequence was implemented in a state public school in the municipality of Serra, Espírito Santo, with students enrolled in the third year of upper secondary education. The results from the implementation evaluation and from the analysis of learning products indicate that the digital ecosystem exhibited high pedagogical readiness and face validity, supporting stable activity flows and reducing operational barriers during school-based inquiry. The collected evidence demonstrates the mobilization of knowledge across three dimensions: conceptual, as students formulated well-grounded hypotheses about anthropogenic impacts, climate change, and pesticide use; procedural, as they produced consistent field records and engaged in assisted taxonomic identification; and attitudinal, as they participated in debates on ethical dilemmas and developed pro-conservation action plans directed toward the community. It is concluded that the integration between the didactic sequence and the digital tools favored inquiry-based teaching, enabling the construction of scientific explanations and civic engagement, and validating the potential of artificial intelligence as support for pedagogical innovation in basic education.
- ItemMudanças 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/6141634183456644The 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.
- ItemGuia didático para o ensino de biologia: explorando etapas do caminho do oxigênio, da fotossíntese à respiração celular.(Universidade Federal do Espírito Santo, 2025-12-18) Torri, Renata Carrara; Gonçalves, Paola Rocha ; https://orcid.org/0000-0001-5760-4938; http://lattes.cnpq.br/1241885466744185 ; Souza, Marco Antônio Andrade de ; https://orcid.org/0000-0003-1190-8834; http://lattes.cnpq.br/4683031081739485; https://orcid.org/0009-0005-5458-4464 ; http://lattes.cnpq.br/4975418480883199 ; França, Flávia Dayrell ; https://orcid.org/0000-0002-3936-7083; http://lattes.cnpq.br/8622439167574239; Gazzinelli, Sandro Eugênio Pereira ; http://lattes.cnpq.br/4467244689870571The teaching of biochemical concepts, such as photosynthesis and cellular respiration, represents a challenge in high school, as it involves complex processes that require an understanding of phenomena at the molecular level. This difficulty was evidenced by the results of the Espírito Santo Basic Education Assessment Program (PAEBES) 2023, which indicated that more than half of the students showed insufficient performance in Biology, especially in content related to these processes. In this context, this study aimed to develop and validate a Teaching Guide with a practical and investigative approach that addresses stages of the oxygen pathway, from its release during photosynthesis to its use in respiration. The teaching guide was structured with activities based on active methodologies such as experimentation, simulations, and dramatizations, aiming to promote meaningful learning and student protagonism. The proposal was applied to a class of 25 full-time high school students and was evaluated using qualitative and quantitative methods through questionnaires, responses to lesson scripts, and observations by the teacher-researcher. The results suggest relevant conceptual advances, such as conceptual restructuring, greater clarity in the understanding of biochemical processes, and, most importantly, recognition of the pathway of oxygen from its release in photosynthesis to its utilization in cells. Students also highlighted the motivation, dynamism, and participation provided by the activities, demonstrating engagement and active involvement in the learning process. This study indicates that the teaching guide can contribute to the consolidation of fundamental biochemical concepts and serves as a practical, flexible, and adaptable instructional resource for the realities of public schools.
- ItemDesenrolando o conhecimento: stop motion como recurso para trabalhar a dinâmica da molécula de DNA(Universidade Federal do Espírito Santo, 2025-05-26) Santos, Ariane Borges dos; Mancini, Karina Carvalho; https://orcid.org/0000-0003-3275-0693; http://lattes.cnpq.br/4993110466694381; https://orcid.org/0009-0003-5968-6115; http://lattes.cnpq.br/2590297298338911; Aoyama, Elisa Mitsuko; https://orcid.org/0000-0002-3131-2782; http://lattes.cnpq.br/0299586072690797; Freitas, Joana Lúcia Alexandre de; https://orcid.org/0000-0002-1547-1505; http://lattes.cnpq.br/6084892932792870The field of Cell Biology has encountered significant challenges in both teaching and learning processes, stemming from students’ difficulties in grasping complex content and from limitations in infrastructure and equipment. The subject matter comprises abstract biological concepts of microscopic scale, often assessed through rote memorization. Understanding dynamic cellular processes exclusively through textbooks proves to be inadequate, as these processes require visual comprehension of movements involving structures invisible to the naked eye. In this context, videos present themselves as viable alternatives to enhance the assimilation of such processes. Thus, the objective of this study was to develop and evaluate the potential of four educational videos produced using the stop motion technique, portraying key aspects related to the DNA molecule, along with a didactic sequence comprising guidelines for video implementation and suggestions for complementary activities. The videos, created using modeling clay, address the structure, compaction, replication, and transcription of DNA. The stop motion technique renders the videos effective in capturing students’ attention, optimizing instructional time, enabling the creation of resources tailored to specific audiences, and fostering creativity and collaborative work. These qualities offer substantial benefits to the teaching of Cell Biology by facilitating the understanding of abstract concepts associated with DNA. The proposed activities within the didactic sequence are grounded in active learning methodologies, promoting not only a deeper engagement with the content but also the development of creative, collaborative, and technological competencies. Furthermore, they encourage students’ autonomy and enable them to recognize the interconnectedness inherent in all stages of the DNA’s dynamic biological processes.