https://ri.ufs.br/jspui/handle/riufs/2450 2026-07-30T17:08:26Z 2026-07-30T17:08:26Z Araujo, Geângela Fonseca Alves https://ri.ufs.br/jspui/handle/riufs/25660 2026-07-24T17:58:03Z 2026-03-27T00:00:00Z

Título: A utilização da modelagem matemática na relação entre Matemática e cotidiano Autor(es): Araujo, Geângela Fonseca Alves Abstract: This research aimed to analyze the potential influence of the use of Mathematical Modeling in mathematics classes on students' perceptions of the relationship between mathematics and everyday life. Participants were full-time high school students at a public school in the city of Aracaju. This qualitative research is conducted through bibliographical research, with exploratory and descriptive objectives. We chose to conduct this investigation in secondary grades because, at this level, the use of Modeling is more appropriate due to the possibilities presented by the study of functions. To implement the methodological procedures, teaching sequences using Mathematical Modeling were developed and implemented in three first-year high school classes. Data were collected through questionnaires, one administered before and one after the teaching sequences. The comparison and analysis of the responses to these questionnaires, as well as classroom observation, aim to investigate whether the application influenced students' perceptions of the relationship between mathematics and everyday life. Regarding the analysis of the collected data, we used the Content Analysis technique, and the results showed that the students' contact with modeling significantly increased their ability to identify mathematical knowledge present in everyday life.

2026-03-27T00:00:00Z Silva, Lucas Mariano Brito https://ri.ufs.br/jspui/handle/riufs/25659 2026-07-24T15:51:00Z 2026-03-27T00:00:00Z

Título: O erro na avaliação da aprendizagem: concepções dos licenciados de Ciências Biológicas da UFAL Autor(es): Silva, Lucas Mariano Brito Abstract: Learning assessment is considered a crucial issue in the educational field, as it accompanies student development, pedagogical practice, and policies focused on this area. This work aims to understand the conceptions of undergraduate students in Biological Sciences at UFAL (Federal University of Alagoas) regarding error in learning assessment based on their formative/academic experiences. To this end, the methodological approach is based on qualitative research, descriptive and exploratory in nature, adopting the methodological procedures of case study, integrative literature review of the period (2020-2025), document analysis of the PPC (2018), and semi-structured interviews. The research was conducted in the Biological Sciences undergraduate course at the Federal University of Alagoas (UFAL), Penedo Educational Unit (U.E. Penedo), with ten undergraduate students regularly enrolled in their final year of the course. For data analysis purposes, the theoretical assumptions of Bardin's (2016) content analysis were used. The research results demonstrate that the PPC (Pedagogical Project of the Course) aligns with the concept of diagnostic and formative assessment; however, there are no curricular components in the curriculum matrix that centrally address assessment. Nevertheless, the creation of an elective curricular component stands out as a major contribution to the training of undergraduate students. Regarding conceptions of learning assessment, plural conceptions are noted, aligning with the perspective of learning verification, as well as horizons of formative assessment associated with student monitoring and the (re)orientation of pedagogical practice. Concerning error, a punitive perspective was identified; however, nuances of a formative view in the teaching-learning process are also revealed. Furthermore, weaknesses in discussions on the topic of learning assessment in initial teacher training were evident, indicating a need for closer attention to the subject. Regarding formative/academic experiences, it was evident that most experiences were offered during the initial teacher training course, mainly in pedagogical subjects, although in a secondary manner. In general, these conclusions aim to contribute to the scientific and social field by proposing dialogues about initial teacher training, the relationship between error and learning assessment within the academic context of universities and educational institutions, as well as in the training of future teachers and in the self-evaluation of the course.

2026-03-27T00:00:00Z Passos, Ticiane Mendonça https://ri.ufs.br/jspui/handle/riufs/25657 2026-07-24T14:56:42Z 2026-03-06T00:00:00Z

Título: Entre a ciência e a escola: a linguagem nos livros didáticos Autor(es): Passos, Ticiane Mendonça Abstract: This research aimed to understand how context manifests itself in the text of science textbooks, specifically in the area of Chemistry, based on the integration between Systemic-Functional Linguistics and the Theory of Legitimation Codes. It starts from the observation that scientific language, often complex, dense and decontextualized, can hinder student learning and the development of cognitive skills, such as critical thinking. The central problem of the investigation is to understand how context manifests itself in the text of natural science textbooks, specifically in the area of chemistry, based on the integration between Systemic-Functional Linguistics and the Theory of Legitimation Codes. The research is guided by three specific questions: (1) what is the relationship between contextualized and decontextualized language in the presentation of chemical concepts; (2) what metafunctions of language are present in the textual approach; and (3) what is the semantic profile constructed in the textbooks. The theoretical framework articulates Systemic-Functional Linguistics (SFL), by Michael Halliday, and the Theory of Legitimizing Codes (TLC), by Karl Maton, offering subsidies for the analysis of how language contributes to the legitimation of scientific discourses in the school context. The methodology adopted is based on a qualitative approach, according to Bogdan and Biklen (2013), and includes a systematic literature review and content analysis, according to Bardin (2016). The documents analyzed consist of science textbooks selected based on their relevance to the research objectives. The analysis followed the steps proposed by Bardin: pre-analysis, exploration of the material, and treatment of the results. The investigative process was structured in four topics that clearly and sequentially outline the stages of the analysis: (1) definition of the criteria for the selection of textbooks; (2) selection of chapters and units of analysis; (3) identification of the objects of analysis; and (4) construction of analytical instruments. The results indicate that, from the perspective of Halliday and LSF, the language of the textbooks analyzed is, for the most part, characterized by high semantic density and linguistic resources typical of school scientific discourse, such as nominalizations, technical terms, and more abstract constructions, which tends to distance the content from the students' daily lives and hinder the construction of meaning. In dialogue with Maton and TCL, it is observed that the discursive organization of textbooks shows a predominance of ascending semantic movements, with a strong concentration on levels of abstraction and less presence of descents that reconnect scientific knowledge to concrete contexts. This configuration reveals a weakening of the relationships between school knowledge and students' experiences, which may limit conceptual appropriation and the construction of broader meanings. In this scenario, the fundamental role of the teacher as a mediator of the teaching process stands out, responsible for promoting recontextualization movements and for establishing bridges between scientific discourse and students' experiences. By adapting, explaining, and reinterpreting the language of textbooks, teachers contribute to the construction of more balanced semantic waves and to a more critical, contextualized, and meaningful science learning experience.

2026-03-06T00:00:00Z Silva, Joselita Fortunato https://ri.ufs.br/jspui/handle/riufs/25656 2026-07-24T14:52:59Z 2026-02-12T00:00:00Z

Título: Metodologias ativas no ensino de Ciências Exatas na educação básica brasileira: uma revisão sistemática Autor(es): Silva, Joselita Fortunato Abstract: This research aimed to systematize academic evidence on the use of active methodologies in the teaching-learning process in Basic Education. To this end, a systematic literature review was conducted. The search for original articles was carried out in the CAPES Periodicals Portal and the Scientific Electronic Library Online (SciELO) databases, considering publications between 2015 and 2025, in order to cover a decade of academic production on the topic. Among the 23 selected articles, the most frequently addressed methodologies were Case-Based Learning, Game-Based Learning and Gamification, Problem-Based Learning, Blended Learning, Peer Instruction, Team-Based Learning, and the Flipped Classroom. Although they differ in their approaches, these methodologies share common characteristics, such as problematization, the promotion of autonomy, student protagonism, the teacher’s mediating role, and the development of essential skills, concepts, and attitudes that enable students to apply learning to real-life contexts. This process directly involves students in their own learning, and the results indicate that, despite the challenges associated with implementing active methodologies in the classroom, they represent a viable proposal and a relevant alternative for pedagogical practice. Thus, this research contributes to strengthening scientific knowledge in the field of education by systematizing evidence that may support teachers, administrators, and researchers in adopting more effective pedagogical strategies, fostering the development of more participatory, critical, and contemporary educational practices aligned with current educational demands.

2026-02-12T00:00:00Z