https://ri.ufs.br/jspui/handle/riufs/2529 2026-09-07T06:51:44Z https://ri.ufs.br/jspui/handle/riufs/26022 Título: História e cultura indígena em políticas públicas educacionais : uma análise documental com ênfase no ensino de ciências da natureza Autor(es): Pinto, Alessandra Jesus Abstract: The presence of Indigenous peoples in Brazilian history is marked by processes of resistance, invisibilization, and struggles for social, cultural, and political recognition. The protagonism of the Indigenous movement contributed to legal achievements, such as the mandatory teaching of Indigenous History and Culture, established by Law No. 11,645/2008. However, its implementation remains challenged by the persistence of Eurocentric teaching practices that reproduce stereotypes, by the scarcity of teaching materials, and by the lack of initial and continuing teacher education. In this context, public curricular policies express asymmetrical power relations and are shaped by disputes among counter-hegemonic groups. This study analyzes how Brazilian educational public policies address the incorporation of Indigenous History and Culture (IHC) into the teaching of Natural Sciences in basic education. The general objective is to identify references to the theme in national normative documents, assessing advances and setbacks, and how/if the official discourse guides pedagogical practice. The methodology is characterized as qualitative, exploratory research, using documentary analysis as its technical procedure. The analytical corpus encompasses legal frameworks from the postredemocratization period, including the Law of Guidelines and Bases of National Education (LDB), the National Curriculum Parameters (PCNs), the National Environmental Education Program (ProNEA), the National Environmental Education Policy (PNEA), the National Curriculum Guidelines for Education on Ethnic-Racial Relations; Laws No. 10,639/2003 and 11,645/2008; the National Curriculum Guidelines for Basic Education; the National Curriculum Guidelines for Environmental Education; the National Common Curricular Base (BNCC); the BNCC Contemporary Cross-Cutting Themes documents (Environment and Health); and the reforms of Upper Secondary Education. The analysis is grounded in Critical Discourse Analysis (CDA), according to Van Dijk, considering micro-, meso-, and macro-social dimensions, with the support of artificial intelligence for textual revision and bibliographic research. The results were organized into four analytical subcategories: (I) Indigenous history, culture, and/or identity; (II) Indigenous rights; (III) Indigenous peoples’ knowledge; and (IV) Indigenous representation. A curricular fragmentation was identified, marked by the silencing of the theme in the Natural Sciences PCNs and by a limited presence in the BNCC, predominantly associated with astronomical knowledge. The predominance of a functional interculturality discourse was observed, which values diversity in a symbolic and depoliticized manner, without challenging the structures of neoliberal capitalism and environmental racism. The final considerations indicate that, although there have been legal advances, these are challenged by curricular standardization policies and by the logic of market-oriented competencies, resulting in the invisibilization of Indigenous knowledge in Natural Sciences. It is concluded that critical interculturality is necessary to ensure genuinely anti-racist education. 2026-08-21T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25931 Título: Atropelamento de animais na BR-101 Sergipe : uma análise das agregações de mamíferos domésticos com os silvestres Autor(es): Carvalho, Guilherme Batista de 2026-08-11T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25912 Título: Análise da abordagem da educação sexual em livros didáticos de ciências da natureza do ensino médio das escolas estaduais do estado de Sergipe Autor(es): Anjos, Danielle Siqueira dos Abstract: This undergraduate thesis aimed to analyze the approaches to sex education in Biology textbooks approved by the National Textbook Program (PNLD) 2026, used in high schools of the state public network of Sergipe, considering their adequacy to curricular guidelines and their potential contribution to students' critical development. The methodology employed was documentary research, using Bardin's content analysis, applied to three Biology textbooks most requested in PNLD 2026: "Identidade Saraiva" (Saraiva Publisher), "Moderna Plus" (Moderna Ltda Publisher), and "360° Biologia" (FTD S.A. Publisher). Analysis categories were established, including thematic presence and density, conceptual approach, language and visual representations, curricular alignment, and pedagogical devices. The results revealed significant heterogeneity in the approaches: while "Identidade Saraiva" and "Moderna Plus" presented a predominantly biologizing and restricted perspective, focusing on reproductive anatomy and physiology and neglecting social, cultural, gender, and rights aspects, the "360° Biologia" textbook demonstrated a more integral and comprehensive approach. The latter articulated biological and sociocultural dimensions of sexuality, including themes such as affectivity, consent, sexual orientation, and violence against women, and promoted activities that stimulate critical reflection. It is concluded that, although the PNLD establishes criteria for the selection of didactic materials aligned with curricular guidelines and principles of respect for diversity, the effective transposition of these principles into the content of the textbooks remains a challenge. The research highlights the need for continuous review and improvement in how sex education is presented in didactic materials, aiming at a more critical, inclusive, and contextualized education for students. 2026-08-06T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25849 Título: Década do oceano, saberes da experiência e formação docente : reflexões da aplicação de um projeto de ensino no PIBID Autor(es): Silva, Rayssa Costa da Abstract: This study aims to analyze the experience of implementing a teaching project on the Ocean Decade within the Institutional Scholarship Program for Teaching Initiation (PIBID), in order to examine its contributions to teacher education and the construction of experiential knowledge. This is a qualitative, descriptive-explanatory study, inspired by interventional research of the research-development type. It is characterized by the articulation between action and reflection, focusing on the production of knowledge grounded in concrete educational practices. The research analyzes the experiences developed throughout the planning, organization, and implementation of the teaching project, understanding these experiences as spaces for the construction of experiential knowledge. The results show that didactic planning, the organization and selection of knowledge, the practical implementation of activities, and the reflective evaluation of practice contributed to the development of more contextualized pedagogical practices and to the construction of teacher identity. It is concluded that PIBID, combined with the implementation of teaching projects, constitutes an important formative space, fostering the integration between theory and practice and contributing significantly to the development of a critical, reflective, and transformative teaching practice. 2026-07-21T00:00:00Z