https://ri.ufs.br/jspui/handle/riufs/2505 2026-07-30T21:43:45Z 2026-07-30T21:43:45Z Jesus, Robson Andrade de https://ri.ufs.br/jspui/handle/riufs/25559 2026-07-15T19:17:58Z 2026-06-19T00:00:00Z

Título: Os padrões da natureza e o ensino de geometria: estratégias pedagógicas à luz da resolução de problemas Autor(es): Jesus, Robson Andrade de Abstract: The negative impacts of human activity have triggered a scenario of social, environmental, and economic instability; a reflection of a civilizational crisis intertwined with an inefficient educational system in the face of the complex problems of daily life. In this regard, Brazilian educational indicators point to weaknesses in the teaching and learning process, such as the Basic Education Development Index of public schools, which is below government targets. This problem is accentuated in the curricular components that teach Mathematics, a fundamental area of knowledge for understanding the world, present in the curriculum of all stages of basic education. With the aim of fostering critical thinking in students, this thesis had the general objective of analyzing the Pedagogical Strategies articulated in a Didactic Path for the study of Geometry, particularly on the number in circular forms associated with Patterns of Nature, in light of the Teaching-Learning-Assessment methodology of Mathematics through Problem Solving, with seventh-grade students of the Colégio de Aplicação da Universidade Federal de Sergipe (CODAP/UFS). Structured in five interconnected sections, Section I covered the characterization of the spatial scope, the ethical aspects adopted, and the general methodological outlines of this study, which combined qualitative and quantitative approaches, as well as the technical procedures of action research, uniting planning, pedagogical interventions, and evaluation in the investigative process. Section II presented an integrative review, using principles of bibliometrics and content analysis of the selected works, revealing scientific and pedagogical gaps, such as the absence of studies on the Problem-Solving teaching methodology and the use of Nature's Patterns as a context for the problems proposed in the classroom, as proposed in this research. Following this, Section III established the Pedagogical Strategies articulated in a Didactic Path with 12 methodological teaching steps, including the elaboration of the generating problem, assessment for learning, and the link between Problem Solving and the Study of the Environment, in this case, the study of Geometry in contact with Nature. Further on, in Section IV, the potential and limitations of the Didactic Path were identified during two pedagogical interventions at CODAP/UFS. Through participant observation, the following were noted as strengths: motivation, interpersonal dynamics, learning, and the link between practical and theoretical experience; these overcame the challenges encountered, such as the lack of initiative from some group members in the initial stages of the pedagogical interventions. In Section V, the results concern the evaluation of the Didactic Path from the perspective of the participants in this research, through descriptive statistical analysis and correlations, indicating a positive trend by associating the best levels of understanding of the studied knowledge objects with the best indications about the context of Nature's Patterns in the statement of the generating problem. As a general conclusion of this thesis, the adopted Pedagogical Strategies were effective, since geometric knowledge was constructed through the adopted teaching methodology, and student learning was enhanced through activities outside the classroom, in the context of Nature's Patterns. In this way, the geometric knowledge objects studied became understandable and reflective, thus fulfilling the 2030 Agenda, especially Sustainable Development Goal 4, Quality Education.; Los impactos negativos de la actividad humana han desencadenado un escenario de inestabilidad social, ambiental y económica; reflejo de una crisis civilizatoria interconectada con un sistema educativo ineficiente ante los complejos problemas de la vida cotidiana. En este sentido, los indicadores educativos brasileños señalan debilidades en el proceso de enseñanza-aprendizaje, como el Índice de Desarrollo de la Educación Básica de las escuelas públicas, que se encuentra por debajo de las metas gubernamentales. Este problema se acentúa en los componentes curriculares que imparten Matemáticas, un área fundamental del conocimiento para la comprensión del mundo, presente en el currículo de todas las etapas de la educación básica. Con el objetivo de fomentar el pensamiento crítico entre los estudiantes, esta tesis tuvo como objetivo general analizar las Estrategias Pedagógicas articuladas en una Trayectoria Didáctica para el estudio de la Geometría, particularmente sobre el número en formas circulares asociadas con Patrones de la Naturaleza, a la luz de la metodología de Enseñanza-AprendizajeEvaluación de las Matemáticas a través de la Resolución de Problemas, con estudiantes de séptimo grado del Colégio de Aplicação da Universidade Federal de Sergipe (CODAP/UFS). Estructurada en cinco secciones interconectadas, la Sección I cubrió la caracterización del alcance espacial, los aspectos éticos adoptados y los esquemas metodológicos generales de este estudio, que combinó enfoques cualitativos y cuantitativos, además de los procedimientos técnicos de la investigación-acción, uniendo planificación, intervenciones pedagógicas y evaluación en el proceso de investigación. En la Sección II, se presentó una revisión integradora, utilizando principios de bibliometría y análisis de contenido de los trabajos seleccionados, lo que resultó en brechas científicas y pedagógicas, como la ausencia de estudios sobre la metodología de enseñanza de Resolución de Problemas y los Patrones de la Naturaleza como contexto para los problemas propuestos en el aula, como se propone en esta investigación. Luego, en la Sección III, se establecieron las Estrategias Pedagógicas articuladas en una Ruta Didáctica con 12 pasos metodológicos de enseñanza, entre los cuales están la elaboración del problema generador, la evaluación para el aprendizaje y el vínculo entre la Resolución de Problemas y el Estudio del Entorno, en este caso, el estudio de la Geometría en contacto con la Naturaleza. Más adelante, en la Sección IV, se identificaron las potencialidades y limitaciones de la Ruta Didáctica durante dos intervenciones pedagógicas en CODAP/UFS, que, basadas en la observación participante, revelaron las siguientes potencialidades: motivación, dinámica interpersonal, aprendizaje y el vínculo entre la experiencia práctica y teórica; Los desafíos encontrados, como la falta de iniciativa de algunos miembros del grupo en las etapas iniciales de las intervenciones pedagógicas, fueron superados. La Sección V presenta los resultados de la evaluación del Proceso Didáctico desde la perspectiva de los participantes, mediante análisis estadístico descriptivo y correlaciones. Se observa una tendencia positiva al asociar los mejores niveles de comprensión de los objetos de conocimiento estudiados con las mejores indicaciones sobre el contexto de los Patrones de la Naturaleza en el planteamiento del problema generador. En conclusión, las Estrategias Pedagógicas adoptadas resultaron efectivas, ya que el conocimiento geométrico se construyó a través de la metodología de enseñanza empleada, potenciando el aprendizaje de los estudiantes mediante actividades extracurriculares, en el contexto de los Patrones de la Naturaleza. De esta manera, los objetos de conocimiento geométrico estudiados se volvieron comprensibles y reflexivos, cumpliendo así con la Agenda 2030, especialmente con el Objetivo de Desarrollo Sostenible 4: Educación de Calidad.

2026-06-19T00:00:00Z Jesus, Cristiane Neyre Almeida de https://ri.ufs.br/jspui/handle/riufs/25347 2026-07-07T18:46:50Z 2026-02-27T00:00:00Z

Título: A (in)segurança alimentar e a atividade de mariscagem: o caso do povoado Preguiça em Indiaroba/SE Autor(es): Jesus, Cristiane Neyre Almeida de Abstract: Shellfish gathering, a low-environmental-impact artisanal activity predominantly carried out by women, constitutes a traditional subsistence practice and a means of defending the mangrove as a territory of life. However, communities that depend on this activity face growing environmental, social, and economic challenges, especially due to the expansion of shrimp farming, which degrades mangrove ecosystems and compromises food security. This thesis, developed in the community of Preguiça (Indiaroba, Sergipe State, Brazil), analyzed the social, environmental, economic, and operational conditions related to shellfish gathering and shrimp farming, with a focus on food (in)security and food sovereignty, in dialogue with Sustainable Development Goal 2 (SDG 2) of the 2030 Agenda.The methodological approach of the thesis was qualitative–quantitative in the first two articles and quantitative in the third, based on data from the Brazilian Food Insecurity Scale (EBIA) and the application of correlation statistics. In addition, data collection procedures included community-based questionnaires, photographic records, workshops, and other methodological strategies. The study was structured into three articles: (i) characterization of the community’s socio-territorial profile, revealing marked socio-environmental vulnerability; (ii) identification of threats to shellfish gathering, highlighting its historical invisibility and the risk of extinction in the face of the advance of shrimp farming; and (iii) assessment of food security, indicating severe food insecurity among shellfish gatherers and moderate food insecurity in the community as a whole, with EBIA index values of 0.71 and 0.51, respectively. It is concluded that shrimp farming weakens shellfish gathering, intensifies socio-environmental vulnerability, and aggravates food insecurity, especially among women. There is an urgent need to implement integrated public policies that strengthen shellfish production, ensure access to diversified foods, and preserve ecosystems, thereby guaranteeing the right to food and the sustainability of local livelihoods.

2026-02-27T00:00:00Z Costa, José Sérgio Filgueiras https://ri.ufs.br/jspui/handle/riufs/25324 2026-07-07T17:11:14Z 2026-02-26T00:00:00Z

Título: Educação ambiental e sustentabilidade no Instituto Federal de Sergipe: uma análise das práticas ambientais à luz da agenda 2030 Autor(es): Costa, José Sérgio Filgueiras Abstract: The concepts of environmental education and sustainable development emerged on the international stage between the 1960s and 1980s, driven by concerns about the environmental impacts of production and consumption patterns. In this context, Environmental Education plays a fundamental role in raising awareness about the balanced use of natural resources. Thus, environmental sustainability should be addressed in an interdisciplinary and systemic way within Higher Education Institutions, integrating teaching, research, and extension. Based on these premises, this study aimed to analyze environmental education and sustainability practices at the Federal Institute of Sergipe (IFS), examining their integration into undergraduate Course Pedagogical Projects, the alignment of socio-environmental actions with the Sustainable Development Goals (SDGs), and the thematic, methodological, and pedagogical approaches present in master’s dissertations in Tourism and Education. The research is innovative in that it analyzes, in an integrated manner, the teaching-researchextension triad in articulation with the SDGs in the context of IFS, addressing the lack of systematic analyses on the incorporation of Environmental Education into undergraduate curricula and institutional practices. In addition, a bibliometric analysis of dissertations was conducted, revealing thematic gaps that remain underexplored in regional literature. Adopting a multipaper format, the study was structured into three articles corresponding to its specific objectives. The first article analyzed the integration of environmental education and sustainability into Institutional Pedagogical Projects (PPP) and Course Pedagogical Projects (PPC) at IFS, highlighting advances in the incorporation of socio-environmental themes, especially in Biology and Chemistry programs, as well as gaps in Mathematics and Physics programs. The results indicated that the presence of Environmental Education in curricula remains uneven, pointing to the need to strengthen interdisciplinarity, continuous teacher education, and systemic articulation among teaching, research, and extension. The second article examined socio-environmental practices developed by IFS in light of the SDGs, identifying institutional alignment particularly with SDG 4 (target 4.7), SDG 12 (target 12.5), SDG 16 (target 16.7), and SDG 17 (target 17.7). The findings showed a higher incidence of such practices in teaching and research, while extension still faces challenges in achieving effective integration into curricula. Initiatives such as educational gardens, socio-environmental projects, and the implementation of photovoltaic plants stand out, demonstrating institutional commitment to sustainability, although asymmetries among programs and campuses persist. The third article analyzed dissertations from the graduate programs in Tourism and Education at IFS, revealing distinct approaches to environmental education and sustainability. The results indicated that in the Graduate Program in Tourism, there is a strong centrality of these themes, linked to ecotourism, sustainable tourism, and educational actions aimed at regional development. In the Graduate Program in Professional and Technological Education, although less frequent quantitatively, the dissertations emphasize human development, pedagogical practices, and critical awareness, reflecting an interdisciplinary and transformative conception of environmental education. However, the need to expand and systematize these approaches is highlighted, especially regarding sustainable management, resource reuse, and the integration of teaching, research, extension, and institutional policies. As the final product of the thesis, an e-book entitled Glossary of Socio-Environmental Terms and Entries was developed and made available in open access by the IFS Press (EDIFS), contributing to the dissemination of the knowledge produced. In conclusion, the study demonstrated that integrating environmental education and sustainability into the teaching-research-extension triad at IFS constitutes a viable and necessary path for strengthening critical, civic, and interdisciplinary education in higher education, contributing to academic and institutional debates on the role of Higher Education Institutions in promoting sustainability and socio-environmental transformation.; Los conceptos de educación ambiental y desarrollo sostenible emergieron en el escenario internacional entre las décadas de 1960 y 1980, impulsados por preocupaciones sobre los impactos ambientales de los patrones de producción y consumo. En este contexto, la Educación Ambiental asume un papel fundamental en la sensibilización para el uso equilibrado de los recursos naturales. Así, la sostenibilidad ambiental debe ser abordada de forma interdisciplinaria y sistémica en las Instituciones de Educación Superior, articulando docencia, investigación y extensión. Partiendo de estas premisas, este estudio tuvo como objetivo analizar las prácticas de educación ambiental y sostenibilidad en el Instituto Federal de Sergipe (IFS), examinando su integración en los Proyectos Pedagógicos de los cursos de grado, el diálogo de las acciones socioambientales con los Objetivos de Desarrollo Sostenible (ODS) y los enfoques temáticos, metodológicos y pedagógicos presentes en las tesis de maestría en Turismo y Educación. La investigación presenta un carácter innovador al analizar, de forma integrada, el trípode docencia-investigación-extensión en articulación con los ODS en el contexto del IFS, cubriendo la falta de análisis sistemáticos sobre la incorporación de la Educación Ambiental en los proyectos pedagógicos de los cursos de grado y en las prácticas institucionales. A ello se suma el análisis bibliométrico de tesis, que evidencia vacíos temáticos aún poco explorados en la literatura regional. En formato multipaper, la investigación fue estructurada en tres artículos, correspondientes a los objetivos específicos del estudio. El primer artículo analizó la integración de la educación ambiental y la sostenibilidad en los Proyectos Político-Pedagógicos (PPP) y en los Proyectos Pedagógicos de Curso (PPC) del IFS, evidenciando avances en la incorporación de temáticas socioambientales, especialmente en los cursos de Biología y Química, y vacíos en los cursos de Matemáticas y Física. Los resultados indicaron que la presencia de la Educación Ambiental en los currículos aún ocurre de forma desigual, señalando la necesidad de fortalecer la interdisciplinariedad, la formación continua del profesorado y la articulación sistémica entre docencia, investigación y extensión. El segundo artículo examinó las prácticas socioambientales desarrolladas por el IFS a la luz de los ODS, identificando una alineación institucional principalmente con el ODS 4 (meta 4.7), el ODS 12 (meta 12.5), el ODS 16 (meta 16.7) y el ODS 17 (meta 17.7). Los resultados mostraron una mayor incidencia de estas prácticas en las dimensiones de docencia e investigación, mientras que la extensión aún enfrenta desafíos para su efectiva integración en los currículos. Se destacan iniciativas como huertos pedagógicos, proyectos socioambientales y la implementación de plantas fotovoltaicas, que evidencian el compromiso institucional con la sostenibilidad, aunque persisten asimetrías entre cursos y campus. El tercer artículo analizó tesis de los programas de posgrado en Turismo y Educación del IFS, revelando enfoques diferenciados de la educación ambiental y la sostenibilidad. Los resultados señalaron que en el Programa de Posgrado en Turismo se observa una fuerte centralidad de estas temáticas, articuladas al ecoturismo, al turismo sostenible y a acciones educativas orientadas al desarrollo regional. En el Programa de Posgrado en Educación Profesional y Tecnológica, aunque con menor recurrencia cuantitativa, las tesis enfatizan la formación humana, las prácticas pedagógicas y la sensibilización crítica, evidenciando una concepción interdisciplinaria y transformadora de la educación ambiental. No obstante, se señala la necesidad de ampliar y sistematizar estos enfoques, especialmente en lo referente a la gestión sostenible, la reutilización de recursos y la integración entre docencia, investigación, extensión y políticas institucionales. Como producto final de la tesis, se elaboró un libro electrónico titulado Glosario de Términos y Entradas Socioambientales, disponible en acceso abierto a través de la Editorial del IFS (EDIFS), contribuyendo a la socialización del conocimiento producido. En conclusión, el estudio demostró que la integración de la educación ambiental y la sostenibilidad en el trípode docencia-investigación-extensión del IFS constituye un camino viable y necesario para el fortalecimiento de una formación ciudadana, crítica e interdisciplinaria en la educación superior, contribuyendo al debate académico e institucional sobre el papel de las Instituciones de Educación Superior en la promoción de la sostenibilidad y la transformación socioambiental.

2026-02-26T00:00:00Z Argôlo, Luciana Moraes do Nascimento https://ri.ufs.br/jspui/handle/riufs/25311 2026-07-07T14:17:46Z 2026-02-27T00:00:00Z

Título: A gestão ambiental e suas nuanças jurídicas na comunidade tradicional costeira do Porto do Mato, na cidade de Estância/SE Autor(es): Argôlo, Luciana Moraes do Nascimento Abstract: Artisanal fishers are subjects whose experiences with the sea and the environment reveal ways of being and existing that are deeply connected to nature. Beyond an economic activity, they express a way of life that conveys meanings of belonging, identity, resistance, and strength. Such is the case of the fishermen and women of the Porto do Mato community, in the municipality of Estância, State of Sergipe, Brazil, where their practices are passed down from generation to generation, reflecting not only technique but also social and cultural values. In light of this, the present research is justified by the need to identify and understand socioenvironmental vulnerabilities through experiential accounts, with the aim of filling existing gaps in environmental management and promoting a balance between enacted legislation and management practices. The topic proves relevant insofar as, once socio-environmental vulnerabilities are identified, the study of public policies and the applicability of state laws— specifically Law No. 8,980/2022—may support the effective needs of the traditional coastal community of Porto do Mato, located in the municipality of Estância, on the southern coast of the State of Sergipe. The general objective of this research is to understand the contexts of environmental management of artisanal fishing in the fishing community of Porto do Mato, municipality of Estância, Southern Coastal Zone, State of Sergipe, Brazil. More specifically, it seeks to: (1) analyze public authority documents that underpin the regulatory system and intervention instruments aimed at environmental management in fishing communities of the Southern Coastal Zone of Sergipe; (2) recognize the meanings and significance of artisanal fishing for fishers of the Porto do Mato community, Estância/SE, in relation to environmental management; (3) describe the political and social profile of the Porto do Mato fishing community, Estância/SE, in light of socio-environmental problems and their management; (4) identify factors that hinder or facilitate the participation of artisanal fishers in the environmental management process of fishing activities in the Porto do Mato community, Estância/SE; and (5) assess socio-environmental aspects of the meanings expressed by the Porto do Mato fishing community, Estância/SE, potentially capable of grounding parameters for participatory environmental management in the Southern Coastal Zone of Sergipe. Based on these objectives, the following hypothesis is formulated: even with the enactment of State Law No. 8,980/2022, which approves the coastal ecological-economic zoning of the southern coast of Sergipe (a management instrument), the objectives established in Article 4 thereof have not achieved— and are far from achieving—effectiveness to the point of resolving or even identifying pathways to address the socio-environmental conflicts, vulnerabilities, and risks existing in the traditional community of Porto do Mato, in the municipality of Estância/SE, given the absence of any form of participation by these communities in decision-making and in the construction of such management instruments. The methodological approach guiding the research is the phenomenological method, through an analysis of the structure of the situated phenomenon. The results indicate that among the factors hindering popular participation in environmental management processes are conflicts of private and political interests, economic dependence on 15 certain benefits, and the presence of parallel associations that fragment representation. At the same time, there are favorable factors, such as collective mobilization, decision-making through assemblies, and proposals for the implementation of economic projects, such as an ice factory and fish processing facilities. In conclusion, the socio-economic and environmental aspects identified through the participants’ accounts indicate that genuine participatory environmental management must recognize the subjectivities of that territory and community, including their knowledge, experiences, and their entire socio-historical and cultural context. In this way, it would be possible to attempt to correct inequalities and strengthen democratic instruments, ensuring that the meanings attributed to artisanal fishing serve as parameters for more inclusive public policies in the Porto do Mato community, in the municipality of Estância/SE, located in the Southern Coastal Zone of Sergipe.

2026-02-27T00:00:00Z