https://ri.ufs.br/jspui/handle/riufs/23898 Tue, 07 Jul 2026 14:15:20 GMT 2026-07-07T14:15:20Z https://ri.ufs.br/jspui/handle/riufs/25066 Título: O conceito de Alfabetização Biológica e sua abordagem em sequências didáticas: revisão sistemática de literatura das publicações brasileiras em Língua Portuguesa (2000-2022) Autor(es): Angelo, José Adriano Cavalcante; Silva, Adjane da Costa Tourinho e; Motokane, Marcelo Tadeu Abstract: This study presents a systematic literature review on Biological Literacy in teaching sequences for Basic Education, systematizing evidence on students’ cognitive and argumentative skills in publications from 2000 to 2022. Fifty-three articles in Portuguese were selected, with a focus on Biological and Scientific Literacy in Biology-related topics. The search sources were the CAPES journal portal and Google Scholar. Risk of bias was controlled through implementation of PRISMA guidelines, aiming at transparency and replicability. The teaching sequences mainly address organisms and environment, employing methodologies such as inquiry-based teaching, interdisciplinary approaches, and STSE/CTSA-oriented proposals. Limited by the absence of specific theoretical frameworks in the studies, the review identified challenges to consolidating a unified definition of Biological Literacy. At the pedagogical level, cognitive and argumentative skills are addressed, but in a restricted way: cognitive skills include activities such as hypothesis formulation and data analysis, yet there is a lack of detailed qualitative and quantitative assessment; argumentation is underexplored from a qualitative perspective, as few studies investigate its development. The findings indicate that research currently prioritizes conceptual understanding over cognitive and argumentative skills, underscoring the need for more robust models of Biological Literacy. Thu, 01 Jan 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25066 2026-01-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25065 Título: Alfabetização Biológica em sequências didáticas: revisão sistemática de literatura da produção brasileira em Língua Portuguesa (2000 - 2022) Autor(es): Angelo, José Adriano Cavalcante; Silva, Adjane da Costa Tourinho e Abstract: This systematic review aims to map the characteristics associated with Biological Literacy in didactic sequences within the context of primary and secondary education in Brazil (2000–2022). Eligibility criteria were defined based on language, publication type, and level of education, and the sources of information included the CAPES Journals Portal and Google Scholar. The screening, selection, and analysis followed the PRISMA model, resulting in 53 studies. The results highlight a predominance of research on Scientific Literacy applied to Biology, focusing on topics related to the Fundamentals of Biology and Environment and Sustainability, which were more frequently addressed in the upper grades of Elementary School and in High School. Despite the progress made over the last two decades, limitations such as thematic dispersion and low representation in Early Childhood Education were identified. This review provides a basis for improving curricula and pedagogical practices, underscoring the importance of Biological Literacy in addressing contemporary environmental, health, and social challenges. Fri, 01 Aug 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25065 2025-08-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24017 Título: A construção da identidade da professora e do professor de ciências na formação inicial: uma análise de projeto pedagógico do curso a partir de Lee Shulman Autor(es): Leal, Sabrina Milhomem; Silva, Jemima Queiroz da; Angelo, José Adriano Cavalcante Abstract: The professional identity of Science and Biology teachers is crucial to the success of education. The curriculum in initial training is fundamental to the formation of this identity. This article analyzed the Curricular Pedagogical Project of the Biological Sciences Teaching Degree program at the Federal University of Tocantins. The research used Document Analysis to collect the data and the seven categories of knowledge necessary for teacher training, delimited by Shulman (1987), for analysis. The results showed that the course partially complies with the categories used. It is necessary to reflect and observe more carefully the initial training of Science and Biology teachers. Thu, 01 Feb 2024 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/24017 2024-02-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/23990 Título: Alfabetização Biológica: uma proposta de modelo com base em níveis e dimensões Autor(es): Angelo, José Adriano Cavalcante; Silva, Adjane da Costa Tourinho e; Motokane, Marcelo Tadeu Abstract: This article presents a theoretical proposal for Biological Literacy, understood as the capacity of individuals to comprehend biological principles and concepts in relation to social, historical, philosophical, cultural, economic, and technological aspects, enabling them to transform society and address contemporary problems through biological knowledge and scientific methods. The model, developed through a literature review and documentary analysis of curricular guidelines, organizes Biological Literacy into five levels of development: Biological Illiteracy, Nominal Biological Literacy, Functional, Structural, and Multidimensional Biological Literacy, based on the theoretical framework of Uno and Bybee (1994). These levels are complemented by seven dimensions: Cognitive, Nature of Biology (NoB), Affective, Interdisciplinarity, Sustainability, Bioethics, and BiologyRelated Careers Awareness, expanding the dimensions proposed by Semilarski and Laius (2021). In addition, the model proposes three domains: Psychological, Epistemic, and Social, that structure the dimensions, thus strengthening the integration of Biology with other fields. This model serves as a flexible and comprehensive tool for curriculum development, teaching material design, and the assessment of Biological Literacy, promoting critical, ethical, and reflective citizenship education. Sat, 01 Nov 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/23990 2025-11-01T00:00:00Z