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Hungbê, Ewé e vozes de resistência : saberes tradicionais do candomblé para uma educação das relações étnico-raciais e educação ambiental na formação de professores de biologia

2026-09-17T21:27:21Z

Título: Hungbê, Ewé e vozes de resistência : saberes tradicionais do candomblé para uma educação das relações étnico-raciais e educação ambiental na formação de professores de biologia Autor(es): Andrade Neto, José Eduardo Abstract: This dissertation proposes an investigation into the potential of the knowledge of traditional terreiro communities in the initial training of Biology teachers, based on the articulation between Critical Environmental Education (CEE) and Education for Ethnic-Racial Relations (ERER). Chapter 1 presents a mapping of master’s theses and doctoral dissertations addressing Candomblé and education, highlighting the growth of academic production on the topic, its main approaches, and existing gaps, such as the limited attention given to basic education and childhood within terreiros. Chapter 2 presents the empirical research conducted in a Candomblé terreiro located in Aracaju, Sergipe, focusing on traditional knowledge related to the liturgical and educational practices of the terreiro in the formation of critical subjects. The research participants are members of the terreiro and religious leaders, whose narratives emphasize orality, the circularity of knowledge, and the central role of women in the maintenance, transmission, and resignification of ancestral knowledge and practices. Chapter 3 describes the process of designing and validating a didactic sequence based on this knowledge, evaluating its theoretical and methodological coherence with the principles of CEE and ERER. Finally, Chapter 4 analyzes the discursive interactions that emerged during the implementation of a didactic sequence that articulates knowledge from traditional terreiro communities, developed within the context of initial Biology teacher education. The analysis sought to assess the potentials and limitations of this pedagogical experience in articulating ERER and Critical Environmental Education. To this end, Critical Discourse Analysis (CDA), as proposed by Norman Fairclough, was employed, focusing on the textual, discursive practice, and social practice dimensions, based on the discursive interactions produced by the pre-service teachers during the didactic sequence. This approach made it possible to understand how the student teachers mobilized ancestral knowledge to challenge the curriculum, problematize epistemicide, and construct pedagogical meanings guided by decolonial and re-existence perspectives. Overall, the study demonstrates how the centrality of traditional terreiro knowledge functions as a living and politically relevant epistemology for contemporary education. The results show that engagement with the knowledge of traditional terreiro communities contributes to the formation of Biology teachers who are more critical, ethical, and epistemologically aware, capable of questioning the supposed neutrality of science and recognizing the plurality of ways of producing knowledge. By engaging in dialogue with Candomblé, the research broadens the horizons of Science and Biology teacher education, pointing to pathways for educational practices committed to social justice, sustainability, and the confrontation of structural and epistemological racism.

Flora autóctone versus flora alóctone : uma avaliação diante do cenário das mudanças climáticas

2026-09-17T21:29:51Z

Título: Flora autóctone versus flora alóctone : uma avaliação diante do cenário das mudanças climáticas Autor(es): Nascimento, Rony dos Santos Abstract: Climate pattern changes observed in recent years, together with the results of predictive climate analyses, point to a chaotic future for humans and global biodiversity. Therefore, the objective of the present study was to evaluate the biological differences and the carbon sequestration and storage capacity of Atlantic Forest environments with and without the presence of invasive alien species. The study was conducted in the Serra de Itabaiana National Park (PARNASI) in two distinct environments: (i) an Atlantic Forest area dominated by invasive alien species (IA); and (ii) an Atlantic Forest area without the presence of invasive alien species (NI). In each environment, ten permanent plots of 100 m2 were established. Within each sampling unit, all woody individuals with a diameter at breast height (DBH) ≥ 5 cm were recorded, and their DBH and total height were measured. These data were used to perform phytosociological and comparative analyses to evaluate differences between the environments. For soil carbon stock analysis, composite soil samples were collected at depths of 0–10 cm, 10–20 cm, and 20–30 cm. To estimate biomass, five litter collectors were installed in each environment, and all material deposited in them was collected every three months over a one-year period. A total of 265 individuals were sampled (NI: 121; IA: 144), distributed among 30 species (NI: 27; IA: 11) and 23 families (NI: 14; IA: 11). In the invaded environment, the species with the highest importance value was Syzygium cumini (RD = 40.15%), whereas in the non-invaded environment it was Handroanthus sp. (RD = 16.27%). Species diversity differed significantly between the environments (IA = 1.5; NI = 2.7; t = 6.5; p < 0.01), as did species composition. Notably, no species were shared between the two environments. Litter production and the concentrations of organic matter (OM) and carbon (C) in the soil and biomass did not differ significantly between the environments. The results indicate that invasive alien species do not affect carbon storage in the analyzed ecosystem components; however, they simplify the floristic composition, negatively impacting plant diversity by replacing taxa that are essential for maintaining local fauna and ecosystem services. Therefore, the conservation of forest remnants and the exclusive use of native species in climate change mitigation initiatives are recommended, ensuring equivalent efficiency in carbon sequestration and storage without compromising biodiversity through biological invasions.

Docking molecular de compostos bioativos contra as bactérias do complexo vermelho para periodontite

2026-07-23T13:46:15Z

Título: Docking molecular de compostos bioativos contra as bactérias do complexo vermelho para periodontite Autor(es): Ribeiro, Valéria Noia Abstract: Dental calculus results from the calcification of dental plaque and, in its most aggressive form, is associated with red complex bacteria such as P. gingivalis, T. denticola, and T. forsythia. However, therapeutic options remain limited, particularly with regard to the use of bioactive compounds as alternative treatments. In this context, the present study aims to investigate the main virulence proteins of red complex bacteria and to use them to identify potential natural inhibitors capable of interfering with pathogenicity mechanisms associated with periodontal disease through in silico approaches.To this end, we initially conducted a literature review to identify the major virulence proteins, followed by the adoption of a multitarget computational docking strategy against structural targets using a natural products ligand library (COCONUT). The virulence proteins identified in the literature were Kgp for P. gingivalis, cystalisin for T. denticola, and karilysin for T. forsythia. For docking, 57,476 compounds were used, with the removal of 844 duplicates and 32,607 similar compounds based on Morgan fingerprints (Tanimoto < 0.7; leader clustering), resulting in 23,771 ligands after conversion to (.pdbqt). Docking results at a 5.0 Å cutoff showed high site occupancy for cystalisin (84.17%) and karilysin (97.98%), but very low occupancy for Kgp (8.43%), which may reflect geometric and physicochemical differences in the sampled cavities. In the multitarget selection, 296 compounds met the strict consensus criteria (3/3 site occupancy) and were ranked by mean binding energy (E_mean); the strict Top 80 ranged from approximately −10.65 to −9.34 kcal/mol. Molecular docking screening using compounds from the COCONUT database identified N-benzyl-3-[(3S)-2,5-dioxo-3,4-dihydro-1H-1,4-benzodiazepin-3- yl]-N-methylpropanamide as the most promising multitarget candidate, simultaneously meeting the criteria for catalytic site occupancy, structural consistency, and binding energy (≤ −7.0 kcal/mol) across all three targets.

Percepção dos professores sobre o impacto do novo ensino médio no ensino de biologia em escolas de tempo integral de Piranhas (AL)

2026-07-23T12:41:20Z

Título: Percepção dos professores sobre o impacto do novo ensino médio no ensino de biologia em escolas de tempo integral de Piranhas (AL) Autor(es): Soares, Carmem Julianne Sampaio Abstract: This dissertation focuses on Biology Teaching within the context of the New High School (Novo Ensino Médio), discussing its challenges, tensions, and possibilities based on educational policies and pedagogical practices experienced in schools. The study aims to identify the limitations and possibilities brought by curricular reforms in the field of Natural Sciences, as well as Biology teachers’ conceptions regarding the implementation of the New High School, contributing to the strengthening of the dialogue on the relevance of these teachers' perceptions about curricular reforms, their impacts on pedagogical practices, and the role of these professionals in the current educational scenario. The work is structured around a bibliographic framework and three scientific articles, which complement and dialogue with each other. The studies discuss the implications of implementing the New High School and the BNCC (National Common Curricular Base) for Basic Education, the training of Biology teachers in light of new curricular demands, changes in teaching practices and the organization of pedagogical work, as well as teachers' conceptions about transformations in the Biology curriculum component, highlighting challenges, tensions, and possibilities. The research adopts a qualitative approach and was conducted through semi-structured interviews with four teachers from the public full-time school system in the municipality of Piranhas, Alagoas. The interviews were carried out individually, by prior scheduling, following a common script, and participants signed the Informed Consent Form. All interviews were recorded and later transcribed for analysis. The data collection instrument underwent a validation process, allowing adjustments to its structure. Based on the collected data, organization, analysis, and interpretation were carried out, enabling categorization according to previously established analytical categories. Additionally, this study was submitted to and approved by the Research Ethics Committee involving Human Beings, under opinion no. 7,279,683, CAAE no. 84261924.1.0000.5546, in compliance with Resolution no. 510/2016 of the National Health Council. The results indicate that the implementation of the New High School occurs within a context marked by structural, formative, and institutional weaknesses, characterized by a lack of adequate support, reduced workload, and scarcity of resources. Although the proposal presents potentialities related to curricular flexibility, interdisciplinarity, and methodological diversification, a mismatch between the prescribed curriculum and pedagogical practice is observed. This scenario directly impacts teaching planning, intensifies teachers' workload, and contributes to individual accountability in the face of structural gaps. As a consequence, there is a superficialization of content, a weakening of scientific education—especially in Biology teaching—and a compromise in the quality of the educational process, which may also deepen inequalities in access to knowledge. It is concluded that the challenges faced are also political in nature, requiring the defense of public education as a right and of a critical, scientific, and socially committed Biology teaching.