https://ri.ufs.br/jspui/handle/riufs/2509 2026-03-14T14:12:23Z https://ri.ufs.br/jspui/handle/riufs/24188 Título: Dos livros didáticos ao projeto de vida: as mudanças estruturais e pedagógicas no ensino médio na região do Baixo São Francisco/Sergipe Autor(es): Chagas, Yngridy Silva Abstract: This research investigates the recent structural changes in secondary education at a public school in the Lower São Francisco region, focusing on the Joana de Freitas Barbosa Center of Excellence (CEJFB) in Propriá/SE. The history of the school and the city provides the backdrop and context for understanding the profound changes that occurred in the formation of young students after the implementation of the New Secondary Education and its Life Project curriculum component. This collection explored several key topics, including the contrast between equity and the globalization of education in national public policies versus the regionalization of teaching and meaningful learning. It also examines the realistic and factual integration of Digital Information and Communication Technologies in a Lower São Francisco school. Methodologically, the research presents a qualitative, multipaper approach, divided into four studies with specific methodologies for each theme. It employs document analysis, participant observation, and interviews with teachers. The latter method aims to analyze teachers' perceptions of Integral Education and how the school is structuring itself as a multifaceted, interdisciplinary, and intercultural space, shedding light on the question: How have integrative projects contributed [or not] to the holistic development of students in the Lower São Francisco region? Additionally, the study explores the Life Project and related projects in textbooks approved by the Brazilian National Textbook Program (PNLD), assessing how these resources address the regionalization of education versus the globalization of educational policies and their impact on contemporary Sergipe youth formation. One article investigates the use of podcasts as a pedagogical and accessible tool, highlighting how these technological innovations can contribute to teaching and learning in Brazilian public schools. Another article examines the strengths and weaknesses of Science and Life Project textbooks and how their strengths can be leveraged to develop more meaningful and transformative pedagogical practices. The results emphasize the importance of holistic education and the integration of DICT to promote meaningful and contextualized learning, preparing students for contemporary challenges. The ongoing research concluded that the connection between theory and practice, as well as the appreciation of socio-emotional skills, are crucial for building an education that aligns with local realities and enhances the personal and social development of students in the Lower São Francisco region. 2025-02-28T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24069 Título: Etnosaberes geométricos presentes na produção de trabalhadores de chapéus de couro: um estudo etnomatemático em Nossa Senhora da Glória-SE Autor(es): Ângelo, Mateus Santos Abstract: This study aimed to analyze, through the lens of the Ethnomathematics Program, how the geometric ethnoknowledge of workers involved in leather hat production in the municipality of Nossa Senhora da Glória-SE is culturally constructed. The research sought to answer the question: How is the geometric ethnoknowledge of workers involved in leather hat manufacturing in Nossa Senhora da Glória-SE culturally constructed? The theoretical foundation was based on ethnomathematical studies, focusing on the works of Ubiratan D’Ambrósio and Knijnik. Methodologically, the work was configured as an ethnographic study with a qualitative approach, conducted through data collection based on narrative autobiographies, semi-structured interviews, and participant observation. The investigation involved five workers residing in the São Clemente Village (Vila do Padre) in Nossa Senhora da Glória-SE, aged between 33 and 97 years. The results revealed that the geometric knowledge, or "ticas de matema," employed in hat production is acquired empirically and transmitted orally from generation to generation. The ethnoknowledge manifests itself in the practical use of geometric figures and concepts, even if the workers do not formally name them. Practices involving measurement and numbering of shapes were highlighted: the use of hand fingers as a unit of measurement to calibrate the compass opening, and visual assessment ("volume" or "by eye") to determine the size of the mold. Plane and Spatial Geometry: The construction of the "brim" involves using a handmade compass to trace concentric circles, and the assembly process of the crown represents the transformation from plane to space (two to three dimensions). Symmetry and Polygons: Reflective symmetry is present in the crown model, and the "engarração" process (thickening the brim) and the "snail" stitching pattern involve fitting figures such as triangles, trapezoids, rectangles, rhombuses, and squares. The research concluded that the geometric ethnoknowledge of these artisans is culturally constructed knowledge that is effective for everyday practices. The identification and appreciation of these "ticas de matema" can serve as methodological alternatives for teaching geometry, allowing teachers to work with geometric concepts in a more meaningful and contextualized way, in addition to overcoming the lag in the development of students' geometric thinking. 2025-03-31T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24014 Título: Concepções e práticas de professores de ciências da natureza sobre ensino híbrido no contexto de uma formação continuada, em escolas sergipanas Autor(es): Alves, Leonardo de Jesus Abstract: The continuous training process is fundamental for teacher updating. Through it, teachers have the possibility to acquire new skills about the use and application of methodologies and active approaches associated with the use of Digital Information and Communication Technologies (TDICs). The adoption of active methodologies and approaches that stimulate debate on the importance of collaborative work, mediated learning, autonomy, problematization of reality and protagonism should be taken into account for changing paradigms in contemporary education. During and after the pandemic, training in Hybrid Teaching (HS) became a reality for teachers of Natural Sciences (NC), in Sergipe. However, there is still a research gap regarding the effective impacts in teaching practice during and after these trainings. This fact made emerge this research, which aims to: analyze the conceptions and practices of teachers of Natural Sciences Teaching on the Hybrid Teaching and the contributions of a continuing education, carried out by the Group of Interdisciplinary Studies and Researches in Active Methodologies (GEPIMA), from the Federal University of Sergipe, for strengthening teaching practice in public schools in Sergipe. The research was developed with CN teachers from public schools of Aracaju/ SE, in the context of a continuing education in HE and Inverted Classroom (SAI), offered by UFS. It is a qualitative research-action type. After the definition of the problem, preliminary research was started - bibliographic survey and application of diagnostic questionnaire. Subsequently, the development and implementation of an action plan took place through the construction of a proposal for continuing training on EH and SAI. At that time, the participant observation of the implementation stage of the plan was made. Subsequently, the intervention plan was evaluated by means of a semi-structured interview. The data obtained were analyzed in light of Laurence Bardin’s Content Analysis. The results revealed that, although teachers had an understanding of SH, it was often superficial or fragmented. Heterogeneity was observed in the adoption of active methodologies and digital resources. Continuing education proved to be fundamental for the theoretical deepening and practical immersion in HE models, promoting a change in teachers' conception of HE. The teachers perceived HE as an ally in the development of essential skills, despite the challenges in the transition from the traditional model to the hybrid. The research emphasized the need to invest in continuing theoretical and practical training, aligned with school reality and the availability of resources. This study may contribute to the development of public policies for continuing teacher education, highlighting the importance of immersive courses with close monitoring for effective learning and practical application. 2025-07-24T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24013 Título: O livro didático pré e pós BNCC: uma análise das tarefas à luz do nível de funcionamento do conhecimento e letramento estatístico Autor(es): Evangelista, Fernanda Miranda Abstract: This dissertation presents the results of a research study aimed at analyzing the changes that occurred in collections approved in the PNLD editions of 2018 and 2021, motivated by the implementation of the Brazilian Common Core Curriculum (BNCC) and the new program guidelines with a focus on the thematic unit, Statistics. The investigation focused on the tasks proposed by the textbooks, characterizing them according to the levels of knowledge functioning (Technical, Mobilizable, Available) and statistical literacy. Two collections were analyzed: Matemática: Contexto e Aplicações (Dante, 2016) and Matemática em Contextos (Dante & Viana, 2020). The analysis was based on the theories of Robert (1998) and Gal (2002). The results revealed that 90.6% of the statistics tasks in the 2018 collection and 87.1% in the 2021 collection are limited to the application and consolidation of formulas and concepts in a procedural manner, without inviting students to question or evaluate the data presented, thus restricting the full development of statistical literacy. In the 2021 version, the addition of the Situations section was observed at the beginning of the chapters, featuring problem situations contextualized in everyday life. Regarding the number of tasks, it was found that the amount in the current version 12 more than doubled compared to the previous one. As for the classifications, the predominance of technical levels and literacy skills was identified in both versions. However, in the current version there was an increase in tasks classified as mobilizable level, which involve situations requiring knowledge of more than one content area, in addition to critical questions, which gained space in the current version. No task classified as critical questions was identified in the PNLD 2018 collection. Finally, tasks categorized as available levels remained stable. These results indicate specific advances toward more complex learning experiences, but also highlight the need to expand the space for activities that encourage interpretation, argumentation, and decision-making based on data, thus strengthening students’ statistical literacy. 2025-05-26T00:00:00Z