https://ri.ufs.br/jspui/handle/riufs/23989 Wed, 06 May 2026 01:31:22 GMT 2026-05-06T01:31:22Z 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