https://ri.ufs.br/jspui/handle/riufs/15030 2026-04-09T15:03:01Z https://ri.ufs.br/jspui/handle/riufs/24365 Título: Silenciamento ambiental da Caatinga frente aos demais domínios morfoclimáticos brasileiros nos livros didáticos do PNLD de 2021 Autor(es): Viana, Fernanda Jacomo Abstract: The present study assesses the attention given to the Caatinga biome in comparison to other Brazilian morphoclimatic domains. Despite being the only exclusively Brazilian biome with significant biodiversity and a high rate of endemic species, the Caatinga does not receive the recognition and importance it rightfully deserves. This is evident in its high rate of natural area loss, lower conservation investments, and the fact that only 2.2% of its territory is protected by integral conservation units. The choice of textbooks is justified by their formative role, as they have the potential to perpetuate ideologies, stereotypes, and prejudices prevalent in society. Therefore, it is crucial to examine whether the Caatinga is being marginalized compared to other Brazilian biomes and whether its portrayal is limited to its challenging climatic aspects, perpetuating environmental injustices as observed in the representation of traditional communities and their livelihoods in supplementary books distributed by the National Fund for Education Development (FNDE). To accomplish this, the textbooks endorsed in the Didactic Book Guide of the Natural Sciences and Technologies area (CNT) were scrutinized, given their relevance to the subject matter. The CNT area comprises seven approved collections, all of which were accessed digitally and subjected to analysis. The adopted methodology is qualitative, employing Bardin's Content Analysis as the methodological framework. The findings are discussed within the context of environmental justice and the role of liberating environmental education in fostering a sense of belonging and recognizing the significance of the Caatinga in maintaining ecosystem equilibrium, thereby acknowledging it as a part of Brazil's heritage. While there have been some modest improvements in the presentation of the Caatinga in textbooks when comparing earlier editions with versions from the 2018 PNLD triennium, there remains a reduction in the space allocated to its beauty, biodiversity, and ecological importance. However, the emphasis on its challenging climatic characteristics and arid landscape prevails in the majority of the works examined in this study. Consequently, we highlight these aspects to encourage new perspectives on the Caatinga in textbooks and to prompt educators in Brazilian primary education to play a critical role in ending the environmental marginalization of the Caatinga. 2023-08-31T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24345 Título: Perfil profissional e os desafios de ensinar ciências do 6º ao 9º ano do ensino fundamental apresentados por professores da região agreste de Sergipe Autor(es): Almeida, Nícolas de Abstract: This study addresses the reality of teachers who teach Natural Sciences in grades 6 to 9 of elementary school in the Agreste region of Sergipe, with a focus on the Regional Education Directorate (DRE 03). The research employs a qualitative methodology, grounded in the principles of Flick (2009) and Creswell (2007). The study was conducted within the Postgraduate Program in Natural Sciences at the Federal University of Sergipe (PPGCN/UFS), at the Professor Alberto Carvalho campus. Thirty-six teachers from 14 municipalities in DRE 03 were identified, of which 27 participated in the research, representing a 75% participation rate. Data collection was performed using an adapted and validated questionnaire, applied in the form of interviews, following the recommendations of Marconi and Lakatos (2003). Data analysis was based on Bardin (2011) and involved three stages: pre-analysis, exploration of the material, and analysis and interpretation. The results show that 77.8% of the teachers are licensed in Biological Sciences, with 22.2% licensed in Chemistry. Most of the teachers are graduates of public institutions in the state of Sergipe, highlighting the role of the Federal University of Sergipe, campus of São Cristóvão and Itabaiana, which educated 81.4% of the participants. The research also revealed that 55.6% of the teachers are permanent employees, and 63% do not have employment ties outside the state. The main challenges faced include: curricular components of Astronomy and Physics, structural conditions of schools, continued education, family support, didactic and methodological teaching approaches, professional recognition, and student behavior. 2025-02-28T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/23494 Título: Uma proposta didática CTSA para o ensino de ciências : argumentação e a temática dos aterros sanitários Autor(es): Santos, Edilane dos Abstract: This dissertation investigates students' arguments based on a didactic sequence based on the Science, Technology, Society and Environment (STSE) approach. The study was carried out with students from the State School called “Murilo Braga” located in Sergipe. The objective was to analyze how students construct arguments during a mock jury on a fictitious environmental crime. The qualitative methodology was adopted using Bardin's (2016) content analysis to interpret the participants' statements. The didactic sequence was structured in Three Pedagogical Moments: (i) survey of prior knowledge and introduction to the topic of sanitary landfills; (ii) conceptual deepening involving Chemistry, Physics, Biology and Geography; (iii) conducting a mock jury trial. The results demonstrated that the didactic sequence contributed to the development of students' arguments with the articulation of scientific concepts and environmental problems. The analysis of the arguments revealed a structure in the mobilization of data, justifications and counter-arguments. Furthermore, the use of the STSE approach favored more contextualized and critical learning. It also allowed discussion on the consequences of the inadequate disposal of solid waste. The study carried out is aligned with the Sustainable Development Goals (SDGs) by encouraging educational practices that promote learning about socio-environmental problems. The integration between science teaching, argumentation and socio-environmental issues strengthens students' civic education. Works like this demonstrate the relevance of using active methodologies for teaching science. 2025-02-21T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/23363 Título: O papel do PIBID na construção de saberes docentes nos cursos da área de ciências da natureza da Universidade Federal de Sergipe Campus Professor Alberto Carvalho Autor(es): Teixeira, Beatriz Mota Abstract: This research aimed to investigate the construction of teaching knowledge by students of courses in the area of Natural Sciences at UFS Campus Professor Alberto Carvalho participating in the CAPES notice N° 2/2020 of PIBID (Brasil, 2020a). In addition to identifying which teaching knowledge was a present in a majority way; analyze the role of PIBID for the construction of this knowledge; investigate the repercussions promoted by PIBID; and to analyze the role of the orientations of area coordinators and supervising teachers in the initial training of teachers in the pibidianos of the courses in the area of Natural Sciences. To this end, a qualitative research was adopted (Flick, 2009), due to its role in understanding meanings that can be found from a descriptive and interpretative analysis. Data were collected through questionnaires and semi-structured interviews, in order to understand the object of study in a more in-depth way. The data were analyzed using the theory of Content Analysis (Bardin, 2016). Based on the data collected, it is observed that PIBID promoted the construction of the teaching knowledge pointed out by Tardif (2010): professional training knowledge, disciplinary knowledge, curricular knowledge and experiential knowledge; having experiential knowledge as the majority. The data also reveal the importance of PIBID in the understanding of the teaching profession, better performance in the course, knowledge about resources aimed at teaching, in addition to having influenced some scholarship holders in the permanence of the course. In addition, the data pointed to the mobilization of a teaching knowledge different from those proposed by Tardif (2010): the technological teaching knowledge. It was also possible to analyze that the orientations of the coordinators and supervising teachers promoted a consolidation of understandings of what it is to be a teacher, and that the activities carried out in PIBID had an importante support for teaching practice. 2024-02-29T00:00:00Z