https://ri.ufs.br/jspui/handle/riufs/2156 2026-05-18T20:55:04Z 2026-05-18T20:55:04Z Santos, Simone https://ri.ufs.br/jspui/handle/riufs/25005 2026-05-18T14:40:16Z 2026-02-27T00:00:00Z

Título: PIBID : uma análise do seu potencial formativo para o desenvolvimento profissional de professores(as) do ensino superior das áreas de Ciências da Natureza Autor(es): Santos, Simone Abstract: The Institutional Scholarship Program for Teaching Initiation (PIBID) has been widely recognized as a Brazilian public policy aimed at enhancing teaching and learning processes in Basic Education, while also supporting pre-service teacher education and the continuing professional development of school-based supervisors. Despite its established contributions in these domains, limited attention has been given to its potential impact on the professional development of higher education faculty, particularly within the field of Natural Sciences. This study examines the formative potential of PIBID for university professors engaged in undergraduate teacher education programs in Chemistry, Physics, and Biological Sciences. A qualitative research design was employed, grounded in a systematic literature review conducted across major academic databases as such as CAPES, Oasisbr and ScieELO, and institutional repositories UFRN, UFPI, UFPE, UFPB, UFMA, UFC, UFBA, UFAL, UFS; in the Physics (DFCI), Biology (DBCI) and Chemistry (DQCI) departments of UFS at the Professor Alberto Carvalho campus; in addition to the Physics (DFI), Biology (DBI) and Chemistry (DQI) departments of UFS Professor José Aloísio de Campos campus. A total of twelve studies meeting the inclusion criteria were selected and analyzed through Bardin (2016) content analysis framework. The analytical categories were defined a priori, drawing on theoretical constructs of teacher knowledge as proposed by Pimenta (1999), Freire (2002), and Tardif (2014). The findings indicate that, although PIBID is not explicitly designed as a policy for higher education faculty development, it nonetheless promotes significant professional learning opportunities for teacher educators involved in mentoring pre-service teachers. Notable contributions include the (re)construction of experiential knowledge, the (re)construction of critical reflective practice, and the (re)construction of disciplinary, pedagogical, and curricular knowledge bases. Furthermore, participation in the program encourages the reconfiguration of conceptions related to teaching, research, and teacher education. At the same time, the analysis highlights structural and operational challenges that point to the need for program improvement.

2026-02-27T00:00:00Z Santos, Valeria de Aniz https://ri.ufs.br/jspui/handle/riufs/25004 2026-05-18T14:05:11Z 2026-02-04T00:00:00Z

Título: Educação ambiental no ensino de ciências : análise de uma proposta de formação continuada para docentes do município de Itabaiana/SE Autor(es): Santos, Valeria de Aniz Abstract: Environmental Education (EE), a dimension of education, should permeate all levels and modalities of teaching, as well as be included in the initial and continuing training of teachers, so that they can develop EE and contribute to the civic education of their students. In this context, one of the macro-trends of EE, Critical Environmental Education (CEE), makes it possible to problematize socio-environmental problems, considering economic, social, ethical, cultural, and political aspects surrounding these issues, enabling critical training. Therefore, this work had the general objective of understanding the effects of a continuing education course in Environmental Education on the teaching practice of science teachers. This research presents a qualitative approach, using the following data collection instruments: initial semi-structured interviews, which were developed with 4 science teachers from the municipal education network of Itabaiana/SE; reports and activities developed in the course; and a final semi-structured interview. For data analysis, Bardin's (2016) Content Analysis (CA) was used, following the stages of pre-analysis; exploration of the material; and treatment of the results. Based on the initial interviews, it was observed that most teachers lean towards a more conservationist perspective on environmental education, which is directly related to their initial and ongoing training, as well as the way school activities are developed. Furthermore, it was possible to evaluate how the course was conducted and the activities carried out during the training. Finally, based on the final interviews, the teachers positively evaluated the course and highlighted its effects on their practices, such as recognizing the need for improvements and expansions in environmental education practices and the development of some school activities.

2026-02-04T00:00:00Z Sousa, Crislaine Nascimento https://ri.ufs.br/jspui/handle/riufs/25003 2026-05-18T13:34:02Z 2026-02-09T00:00:00Z

Título: Ensino de ciências e empreendedorismo social : uma sequência didática para abordar problemas sociais e ambientais Autor(es): Sousa, Crislaine Nascimento Abstract: This work aims to develop a teaching sequence on science and entrepreneurship based on design thinking for solving social problems. Active learning strategies were adopted to stimulate students' creativity, participation, and critical thinking, including word clouds, experimentation, business models, and design thinking itself. The teaching material was validated and applied in a 3rd-year high school class at a public school located in the agreste region of Sergipe. The results of this research demonstrate alignment with the proposed objective and reveal that the participants were able to identify social problems in their locality, the most frequently mentioned being: lack of water, animal abandonment, unemployment, and lack of security. The students were able to develop eight business models that address distinct problems, combining principles of social entrepreneurship and knowledge of science. The results demonstrate active and reflective student participation, aiding in the development of social and environmental awareness, collaborative work, identification of problems and opportunities, as well as problem-solving in real-world contexts.

2026-02-09T00:00:00Z Santos, Ranielly Ferreira da Silva https://ri.ufs.br/jspui/handle/riufs/25001 2026-05-13T15:53:51Z 2026-02-02T00:00:00Z

Título: O uso do Geozine como linguagem metodológica na educação em mudanças climáticas e ensino de geografia Autor(es): Santos, Ranielly Ferreira da Silva Abstract: Considering the educator's constant search for teaching strategies capable of addressing the specificities of classrooms as both a space and a means of production, this work highlights the importance of active methodologies in the dissemination and construction of critical and dynamic knowledge. It seeks, above all, to discuss pertinent issues that, for now, extend beyond the four walls of the classroom, such as the testing of new teaching methodologies, in this case the Geozine, and how it adapts to the teaching of physical geography. Thus, the combination of different languages used by those who produce a Geozine generates geographical representation and communication, offering auxiliary support in the construction and expansion of school conceptual content. Therefore, the objective of this work is to evaluate the Geozine as a methodological language used for teaching more specific themes in human geography, suitable for teaching physical geography/geosciences, taking into account the content considered "transversal" by normative documents, specifically climate change, from a qualitative analysis, valuing individual subjectivity and the context of space. To analyze the results, the content analysis methodology proposed by Laurence Bardin was used, involving stages such as pre- analysis, material exploration, and results treatment, considering each stage with its respective potential for exploration. Throughout the analysis process, it was possible to observe a progressive response to the research objectives, as well as to identify that, with the application of the Geozine methodology in teaching about climate change, data were collected that prove significant results demonstrating the effectiveness of this approach, such as moving beyond common sense and critically exploring the context in which they are situated, further contributing to the advancement of research testing teaching methodologies that are truly effective for the classroom and the flexibility of content sampling.

2026-02-02T00:00:00Z