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DANNYLSON SOARES DE ALBUQUERQUE
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IMPROVING UNDERSTANDING OF NATURAL SELECTION: AN ACTIVE METHODOLOGY APPROACH TO BIOLOGY EDUCATION
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Asesor : ALESSANDRE PEREIRA COLAVITE
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Fecha: 29-ago-2025
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Hora: 19:00
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Understanding evolutionary processes is essential for educating scientifically informed citizens. With the implementation of the New High School Curriculum and the adoption of the National Common Curricular Base (BNCC), it has become necessary to revise the approach to core Biology topics, such as Natural Selection, and consider new pedagogical guidelines. Recognizing Natural Selection as a central mechanism in the evolution of species provides a solid foundation for understanding biodiversity and the adaptation of organisms to their environments. This study aimed to develop investigative teaching sequences on Natural Selection, focusing on its main types (directional, stabilizing, and disruptive), by employing active methodologies to promote student agency and critical thinking. The implementation of three teaching sequences involved data collection and analysis, hypothesis formulation, and group discussions. The use of active methodologies to teach Natural Selection and its various types resulted in a deeper and more comprehensive understanding of evolutionary mechanisms among students. They began to recognize Natural Selection as a central process in explaining biodiversity and the adaptation of organisms to their environments and were able to apply these concepts in practical situations, such as the analysis of real or simulated evolutionary scenarios. This work aimed to report on the experience of transforming teaching practices through the application of active methodologies, with an emphasis on inquiry-based learning, Problem-Based Learning (PBL), and gamification. The proposal stemmed from the need to make lessons more meaningful, fostering greater student interest and participation. Through inquiry-based learning, students were observed to shift from a passive to a more active role in constructing knowledge, demonstrating curiosity, engagement, and autonomy. The incorporation of PBL contributed to the development of critical thinking and problem-solving skills by presenting contextualized challenges that required research, reflection, and collaborative work. Gamification, by incorporating playful elements such as scoring, rewards, and levels, increased student motivation and fostered a more participatory and interactive learning environment. The results demonstrated significant improvements in learning, including increased classroom participation, enhanced academic performance, and the development of socio-emotional skills. It is concluded that the adoption of these methodologies fosters more active, autonomous, and meaningful learning, proving to be an effective strategy for educating critical and creative students who are better prepared to face the challenges of contemporary society.
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SUZY NUNES CRISPIM
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PLAYFULNESS IN ACTION: DEVELOPMENT OF A TEACHING SEQUENCE AS A FACILITATOR IN LEARNING ABOUT INFECTIOUS DISEASES CAUSED BY BACTERIA
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Asesor : FABIO MARCEL DA SILVA SANTOS
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Fecha: 28-ago-2025
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Hora: 16:00
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Contemporary education constantly seeks innovative approaches to promote ethical, critical,
and transformative learning that goes beyond the mere transmission of content. In this
context, knowledge of microbiology and its relationship with health, addressing topics such as
self-care, nutrition, and the health-disease process, are crucial for students' holistic
development. Playfulness emerges as an effective pedagogical mediation for the construction
of complex and meaningful concepts. This study aimed to develop and implement a didactic
sequence based on playfulness and gamification principles to promote meaningful learning
about infectious diseases caused by bacteria. The research, qualitative in nature and using an
action-research approach, was developed with 32 students from the 2nd year A of the
Emiliano Pereira Borges High School in Ferreiros-PE, after approval from the Research
Ethics Committee (CEP) of UFPB and obtaining Free and Informed Consent Forms (TCLE)
from guardians, and Free and Informed Assent Forms (TALE) from students. The didactic
sequence was structured in four stages: survey of prior knowledge, in-depth content
exploration with research on specific bacterial diseases, socialization of acquired knowledge,
and finally, the production and application of the game "Disease Enigma." The results
indicated that students, initially with superficial and fragmented knowledge about the topic,
demonstrated significant engagement and remarkable evolution in understanding diseases,
etiological agents, transmission, and prevention. The "Disease Enigma" game, an educational
product of the research, was evaluated by students as a fun and effective tool for reviewing
and retaining knowledge, validating playfulness as a pedagogical strategy. It is concluded that
the proposed methodology promoted student agency and facilitated the assimilation of
microbiology content, connecting it to daily life experiences and contributing to more
meaningful learning.
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JOSÉ CLÁUDIO GOMES DE ARAÚJO
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INVESTIGATIVE TEACHING ABOUT HEALTHY EATING IN THE SCHOOL ENVIRONMENT
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Asesor : ANGELA CAMILA ORBEM MENEGATTI
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Fecha: 27-ago-2025
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Hora: 14:00
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Healthy eating plays a fundamental role in health and, especially, in students academic performance. Therefore, this study proposed to address food education in Biology classes, exploring food composition and its relationship with the human body, in order to raise students awareness of the importance of balanced dietary choices. The main objective of the work was to promote food education through the implementation of an investigative teaching sequence aimed at student protagonism and the construction of meaningful and reflective learning. The research adopted a qualitative approach, using the methodological strategy of participatory research, which involved data collection through questionnaires, interviews, and classroom observations. The study was carried out at the Creusa de Freitas Cavalcanti State High School, in the municipality of Macaparana, Pernambuco, with 38 students from a third-year high school class. The steps of the teaching sequence included problematization, debates, consultation of reference materials from specialized institutions, a lecture delivered by a healthcare professional, as well as bibliographic research on the functions and properties of biomolecules. Additionally, the students conducted interviews with residents and students from different sociocultural contexts, broadening their understanding of dietary practices. The project culminated in the production of an educational newspaper, which was later distributed to the school community. The results indicated that the investigative methodology contributed to student protagonism, expanding their understanding of the relationship between biomolecules and nutrition. Furthermore, student engagement fostered a practical and dynamic approach, encouraging more conscious dietary choices. It was concluded that the implemented strategy reinforced the comprehension of academic content and promoted positive changes in the participants eating habits.
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JOSÉ CLÁUDIO GOMES DE ARAÚJO
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Inquiry-based teaching about healthy eating in the school environment.
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Asesor : ANGELA CAMILA ORBEM MENEGATTI
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Fecha: 27-ago-2025
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Hora: 14:00
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Healthy eating plays a fundamental role in health and, especially, in students academic
performance. Therefore, this research aimed to address food education in Biology teaching,
exploring the composition of food and its relationship with the human body in order to raise
students awareness of the importance of balanced dietary choices. The main objective of this
work was to implement an inquiry-based instructional sequence on healthy eating, with a focus
on understanding the chemical composition of food and contributing to possible changes in
students eating habits. A qualitative approach was adopted, using participatory research as the
methodological strategy, which involved data collection through questionnaires, interviews,
and classroom observations. The study was conducted at the Creusa de Freitas Cavalcanti High
School, located in Macaparana, Pernambuco, with 38 students from a third-year high school
class. The stages of the instructional sequence included problematization, debates, consultation
of reference materials from specialized organizations, a lecture delivered by a health
professional, and bibliographic research on the functions and properties of biomolecules.
Additionally, students carried out interviews with residents and students from different
sociocultural contexts, broadening their understanding of eating practices. The project
culminated in the production of an educational newspaper, which was later distributed to the
school community. The results indicated that the inquiry-based methodology fostered student
protagonism, expanding their understanding of the relationship between biomolecules and
nutrition. Moreover, student engagement promoted a practical and meaningful approach,
encouraging reflection on more conscious dietary choices. It was concluded that the
implemented strategy strengthened the understanding of academic content and fostered positive
changes in participants eating habits.
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IARA PATRÍCIA FERREIRA DE SOUSA
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UMA VIAGEM INVESTIGATIVA PELA ORGANIZAÇÃO DO CORPO HUMANO: DO MACRO AO MICRO
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Asesor : VIVYANNE DOS SANTOS FALCAO SILVA
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Fecha: 22-ago-2025
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Hora: 09:30
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The cellular organization of the human body provides knowledge that is deepened throughout basic education and allows for a better understanding of how our organism functions. Understanding that the human body functions through the articulation of several other structures that form a whole is undoubtedly a challenge for teachers. Therefore, the objective of this study was to develop activities that can contribute to a better understanding of the morphological composition of the human body through investigative and meaningful learning. To this end, the research activities were conducted with students in the fifth cycle of the EJA (Youth and Adult Education) high school program at the José Leal Ramos Integral Technical Citizen School, located in São João do Cariri, Paraíba, in the 2024 school year. The research was qualitative and utilized participant observation and action research, enabling those involved to construct school knowledge in a dialogic way with civic practices. Various resources were used to collect data, including questionnaires, continuous observation of students' statements, a participant observation guide, photographs taken during the activities, and a logbook completed by students during the activities. The research was conducted in two stages: the first was the administration of a preconceptions questionnaire, and the second, the development of the investigative teaching sequence using active learning methodologies. The data obtained through the questionnaire served as a basis for demonstrating the students' level of knowledge regarding the topic addressed, which helped identify their weaknesses and allowed the exploration of the content of the Investigative Teaching Sequence so that theory and practice could support each other and achieve the intended objective according to the topic's demands. Students had the opportunity to exercise student leadership using diverse teaching strategies that enabled the development of skills. Through image analysis, games, challenges, and teaching models, students presented hypotheses to link the cellular organization of the human body. Furthermore, the activities developed at SDI were meticulously planned to ensure meaningful learning and, above all, to incorporate inquiry-based learning and student empowerment. For the students, it was a unique experience, providing access to essential skills for scientific training, especially given that they are a neglected and even underestimated group in most schools. The research resulted in the production of educational materials that combine theoretical knowledge and practical exercises, presenting the organization of the human body as an integrated process, validating the theory of meaningful learning and inquiry-based learning as effective approaches for developing biological concepts in an attractive and engaging way for students.
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NIEDJA KELLY PEREIRA DA SILVA
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BASIC GENETICS CONCEPTS: A TEACHING SEQUENCE EXPLORING PROTAGONISM AND INVESTIGATION
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Asesor : DARLENE CAMATI PERSUHN
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Fecha: 08-ago-2025
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Hora: 14:00
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Genetics plays a fundamental role in high school by facilitating the understanding of how
hereditary traits are transmitted from one generation to the next. This helps inform reflections
on the similarities between individuals and the understanding of how variations occur within a
population. Effectively addressing genetics is essential, as many students face considerable
difficulties learning about this topic. Therefore, this study aimed to promote, through an
investigative and participatory approach, an understanding of the basic concepts of Mendelian
Genetics. To achieve this goal, we employed a strategy that encouraged students to take a
leading role through investigation. The methodology used was quantitative, with an emphasis
on investigative practices. This approach allowed participants to interact and construct concepts
collectively, establishing a dialogue between the knowledge acquired and civic practices. The
research activities were conducted with third-grade students at the Ivan Bichara Sobreira
Integral and Technical Citizen School, located in Lagoa de Dentro, Paraíba, during the 2024
school year. A teaching sequence was developed as a pedagogical resource for teaching
genetics, using investigative activities involving contextualized genetic concepts. The teaching
sequence began with a presentation of Mendel's first law, followed by active methodologies,
exploring activities explaining and employing genetic crosses using the Punnett Square and
constructing a couple's child based on hypothetical genotypes. Furthermore, concepts of
recessiveness and dominance were explored in activities involving ABO and Rh blood groups
contextualized in a hypothetical case of a baby switch at the maternity ward. The
implementation process and analysis of results led to discussions that allowed for the
exploration and application of genetic concepts. As a result, we were able to construct a teaching
sequence that not only facilitated students' understanding of Mendelian Genetics content but
also fostered a participatory, reflective, and meaningful learning environment. We concluded
that by integrating investigative activities into teaching, students demonstrated greater
motivation and engagement, developed intellectual autonomy, and were able to establish
connections between scientific content and everyday situations, such as analyzing blood types,
identifying hereditary patterns, and solving practical problems related to genetics.
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JOSÉ ALDEMIR DA SILVA OLIVEIRA
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Demystifying Shark Incidents Through an Investigative Teaching Sequence in Zoology Education
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Fecha: 28-jul-2025
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Hora: 17:00
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Sharks are seen in our society as ferocious animals, given that the media, for the most part, always portrays this aspect of these animals. Therefore, there is a fear within society in understanding that these animals are victims and not villains. Therefore, this work aims to demystify the mistaken perception that exists regarding sharks as villains, leading students to understand that these animals are of great importance for the preservation and conservation of aquatic ecosystems. For this research, the methodological approach is based on constructing and applying an investigative didactic sequence with 30 students from the 2nd year A, morning shift of High School at the Prefeito João Ataíde de Melo School in the city of Tangará/RN. This work proposes a qualitative-quantitative research, divided into three stages seeking a level of reality better integrated into the school context. The first stage of the research, called Pre-Intervention, consisted of an introductory approach with the participants, in which the objectives of the study were presented and the proposed activities to be developed throughout the process were clarified. The second stage, which consisted of the Intervention, took place in three Investigative Didactic Sequences (IDS) and culminated in a science fair. The first Investigative Didactic Sequence (IDS 1) focused on the discussion and sharing of information about sharks. The second Investigative Didactic Sequence (IDS 2) consisted of applying the active methodology of the flipped classroom, with activities involving the collection of information, the production of posters, and the subsequent presentation of the data to other classmates. In the third Investigative Didactic Sequence (SDI 3), integrated active methodologies were applied, including collaborative reading in groups, group discussions, and gamification. The final stage of the intervention was the dissemination of the materials produced throughout the didactic sequence during the Science Fair promoted by the school, with a themed room planned, assembled, and decorated by the students themselves. The third and final stage of the research, called Post-Intervention, consisted of the application of an evaluative questionnaire. This stage focused on verifying possible changes in students' perceptions regarding sharks and incidents involving these animals, as well as critically analyzing the impacts of the methodological strategies used during the research. The material produced throughout this study also served as the basis for the development of a teaching guide. The guide proposes approaches that highlight the ecological importance of these animals, while also seeking to demystify misconceptions and break with stereotypes widely disseminated by popular culture and the media.
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JOSÉ CARLOS DA SILVA JÚNIOR
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AN INVESTIGATIVE TEACHING SEQUENCE FOR TEACHING PROTEIN SYNTHESIS TO EJA STUDENTS
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Asesor : ANGELA CAMILA ORBEM MENEGATTI
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Fecha: 15-jul-2025
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Hora: 08:30
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The teaching of biochemistry, including the topic of protein synthesis, represents a weakness in biology classes, since its object of study is molecular processes and microscopic structures, thus requiring a high degree of abstraction from students. This weakness becomes even more significant when the target audience is students in Youth and Adult Education (YAE), who face difficult circumstances to study. Another challenge is the difficulty of associating this content with the student's reality. On the other hand, a possible strategy to facilitate learning, especially on topics that require students' imagination, is inquiry-based teaching, which is based on precepts of scientific investigation, promoting critical thinking, protagonism and autonomy of students. In this sense, this research aimed to develop investigative activities based on an Investigative Teaching Sequence (ITS) involving topics such as transcription, translation and genetic diseases. The study was conducted at the Agenor Mendes Pedrosa State Citizen Integral School, located in the city of Aguiar-PB, and the target audience was 34 students from cycles V and VI of YAE. They went through all the stages of the ITS on protein synthesis and its relationship with genetic diseases. The evaluation was carried out according to each stage, through at least four main data collection instruments: an initial diagnostic questionnaire; a post-ITS questionnaire; a researcher's logbook; and an evaluation form for the presentation of the didactic models constructed by the students. The main findings were the students' little prior knowledge regarding the topic, as well as their conceptual evolution regarding the topic throughout the application of the ITS. Another finding was that they had an easier time understanding and presenting concepts and information about the more general processes involving protein synthesis, and had more difficulty delving into these concepts and information. The efficiency of teaching through inquiry and the construction and presentation of the didactic models was also clear. The main risk factor was low student attendance during the research period. As a final product, a teaching guide was created, which provides contextualization and material suggestions, as well as a step-by-step guide to assist biology teachers in the production and use of teaching models for protein synthesis.
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TÂMARA WYARA PEREIRA DE AQUINO
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AN INVESTIGATIVE APPROACH ON THE USE OF MEDICINAL PLANTS WITH ANTIFUNGAL ACTIVITY AND THEIR RELATIONSHIP WITH POPULAR KNOWLEDGE
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Asesor : WALLACE FELIPE BLOHEM PESSOA
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Fecha: 02-jul-2025
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Hora: 09:00
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Teaching about the Fungi Kingdom is essential to understanding its biology, classification, and importance for life on the planet. Active methodologies, digital tools, and investigative strategies were crucial in the construction of the Investigative Didactic Sequence (SDI). This was an important milestone for students to move from their supporting role to becoming protagonists of their learning. This work promoted an approach to the Fungi Kingdom, investigating the use of folk medicine plants used to treat mycoses, recognizing folk knowledge as an important part of scientific development. It was carried out at the Barão de Exu High School, in Exu-PE, with 2nd grade students (2024-2025). The action research methodology was used, and participant observation and interviews with a semi-structured questionnaire were used as data collection instruments. The results revealed that students understand the role of fungi in decomposition, but have difficulties in classification and pharmaceutical application. Furthermore, it was found that medicinal plants continue to be used by the population, with the leaves and bark being used in the form of teas, ancestral knowledge generally preserved by women. Plants such as juazeiro, aloe, garlic and aroeira were the most cited to treat mycoses. The study resulted in the e-Book Saberes que Curam: Plantas Medicinais com Atividade Antifúgica [Healing Knowledge: Medicinal Plants with Antifungal Activity]. The investigative approach highlighted the active participation of students, breaking with traditional teaching methods, improving their performance and engagement in learning.
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VIVIANE ALMEIDA DA COSTA MENEZES
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Beginning of Life: Teaching About Fertilization and Embryology Through Active Methodologies
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Fecha: 27-jun-2025
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Hora: 09:00
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This study was conducted in response to the learning difficulties encountered by high
school students regarding human reproduction and embryonic development, which
are often perceived as complex due to technical vocabulary and the nature of the
phenomena. Consequently, a pedagogical sequence was designed that culminates in
the construction of an interactive model utilizing low-cost materials and a didactic
game as educational tools, developed at the Augusto Gondim Reference School in
Goiana/PE. This project is justified by the necessity to implement active
methodologies that enhance the understanding of fertilization processes and early
embryonic development, thereby overcoming the limitations of traditional textbooks
and educational materials. A qualitative approach was employed, focusing on
scientific literacy, the development of critical skills, and student agency. The research
aimed to identify the challenges in learning the events leading to fertilization and
implantation, as well as to connect students' prior knowledge with scientific concepts.
The hypotheses posited that the incorporation of playful pedagogical resources, such
as the interactive model and the didactic game, could significantly enhance students'
comprehension and engagement in biology classes, thereby promoting collaborative
learning. Additionally, the effectiveness of these resources and the creation of a
Teaching Guide in manual format, intended for educators wishing to replicate this
approach in their institutions, contribute to the strengthening of reproductive biology
education and the improvement of the teaching-learning process.
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BENILDO LIMA LARANGEIRA JÚNIOR
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ENVIRONMENTAL EDUCATION FROM AN INVESTIGATIVE PERSPECTIVE: THE USE OF AUTHOR PHOTOGRAPHY IN ADDRESSING ANTHROPIC ENVIRONMENTAL IMPACTS
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Fecha: 13-jun-2025
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Hora: 15:30
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Environmental issues are a widely discussed topic in the contemporary world, taking part of the agenda of meetings of global leaders and, frequently, addressed by the media and/or digital media also. With an accelerated population growth, levels of industrialization and urbanization, the demand for natural resources challenges the development of sustainability practices. In this way the use of authorial photographs can be employed as a pedagogical tool in Environmental Context, Environmental Education is inserted as a process that makes it possible to reevaluate how we live and relate to the environment, proposing actions that seek for sustainability. Thus, this work aims to understand Education, promoting an investigative and critical approach about environmental impacts of anthropic origin. For this purpose, a qualitative-quantitative approach was used, with methodological assumptions of action research, bibliographic research, to support the work that was carried out in a state public school located in the city of João Pessoa/PB. The research stages involved the development of an Investigative Teaching Sequence with: presentation of the problem situation and survey of prior knowledge; discussion circle on environmental impacts; photography workshop; collection, dissemination and presentation of preliminary and definitive photographic data, with the creation of an online map. At the end of the research, reports on teaching situations and data analysis are presented, with pertinent discussions, aimed at understanding the multidimensional context of environmental impacts occurring in urban environments, around the investigative and critical approach, which consequently, a didactic guide for basic education was made available as an educational resource that includes a sequence of investigative teaching and guidelines pertinent to the topic.
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ALDA CLÁUDIA VIEIRA NÓBREGA
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ARBOVIROSES IN THE SCHOOL CONTEXT: AN INVESTIGATIVE TEACHING SEQUENCE THROUGH THE CREATION OF A POP-UP BOOK IN HIGH SCHOOL
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Fecha: 03-jun-2025
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Hora: 14:00
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Arboviruses are diseases caused by viruses and transmitted by arthropods, primarily
hematophagous mosquitoes. Addressing arboviruses is essential and considered a public health
issue. Therefore, this research aimed to develop a didactic sequence on arboviruses as a
methodological strategy, using inquiry-based teaching and active methodologies to create a
pop-up book, aiming to improve teaching and learning about this topic in basic education. With
this purpose, the research activities were carried out with 10th-grade students (2nd year of high
school) from Cônego Luiz Gonzaga de Oliveira State School, regular modality, in Mangabeira
I, João Pessoa, PB, during the 2024 school year. The interest in this topic arose from the
observation that students in the classroom struggle to learn concepts related to arboviruses. It is
believed that better clarifying what these diseases are and how to prevent them is crucial, as it
is a public health issue. This is due to the lack of engaging approaches in high school textbooks,
leading students to passive memorization and reproduction of knowledge. This research had a
quantitative-qualitative nature, using action research methodology and bibliographic review.
Data collection was conducted during implementation, with the application of questionnaires
(initial and final), drawings, photos, and bibliographic references. The didactic sequence
consisted of eleven stages, employing active methodologies with different investigative and
collaborative steps. The varied use of teaching strategies helped students develop certain skills,
such as empathy, creativity, and attitudinal strategy development. This experience encouraged
students to develop critical thinking. Among the activities carried out, the field trip to the
Benjamin Maranhão Botanical Garden Park was the most well-received by students, as it took
place outside the school environment, allowing interaction with nature and demystifying beliefs
about Aedes aegypti. This research resulted in the development of pedagogical tools (a didactic
guide and a pop-up book)educational resources that combine theory, contextualization, and
creativity regarding arboviruses.
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MARIA APARECIDA BIDÔ DIAS
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Early formation of the human embryo: proposal of pedagogical strategies with collaborative and investigative learning approaches
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Fecha: 02-jun-2025
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Hora: 08:30
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It is through the biological field called Embryology that we obtain knowledge about the cellular
events that lead to the development of a new individual. These events, due to their microscopic
level, are difficult to learn. There is a need to make classes more dynamic and motivate students
to study Embryology, thus making the research approach increasingly known. This research
aimed to develop activities in a didactic sequence to stimulate collaborative learning in the
study of Embryology topics with a view to investigative protagonism. The research was
developed in a 2nd grade high school class at the Nossa Senhora de Lourdes High School
Reference School, in the city of Solidão, Pernambuco. Qualitative and descriptive research was
used as a methodology with the support of bibliographic sources, and data was also collected
from participant observation. Thus, the interlocutors were subjected to observations carried out
by the researcher, who took notes of their actions throughout the process of applying the
investigative didactic sequence composed of dynamic activities. Participants were always
assessed in groups, using a diagnostic questionnaire, observation and impressions left during
the activities. The data obtained through notes, photographs, questionnaires and activities were
described in text and organized in graphs, tables and figures, and were analyzed through
categorization. The questionnaire provided the students' prior knowledge about the anatomy of
the human reproductive system, cell division in the formation of gametes, Down Syndrome,
fertilization and the formation of twins. This diagnosis highlighted individual weaknesses that
received the necessary attention in the production of the Teaching Sequence, which included
activities planned according to the stages of Inquiry-Based Teaching and active methodologies.
The use of diverse pedagogical strategies provided different ways of learning, enabling the
development of some skills when working in groups, when proposing hypotheses for problem
situations, when analyzing images and graphs, when investigating clinical cases and when
comparing hypotheses with the knowledge constructed on the topics studied. Practical,
relational, reflective and communication skills that are important for scientific training were
highlighted. The structuring of the activities always took into consideration group work, with
the aim of enabling collaborative learning supported by contextualized themes. After
completing this work, students can present resources to associate Biological themes with
everyday situations (Down syndrome, assisted reproduction, twin formation) as well as the
cellular processes of gamete formation and fusion. Finally, all applied activities were organized
in a Manual as a final product capable of inspiring other teachers in their pedagogical activities.
The results obtained demonstrate the effectiveness of the diversified activities and
contextualization themes, capable of attracting students and awakening their interest in building
knowledge on the topics covered.
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CICERA MARIA DE BRITO
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Ethnobotany from an Investigative Perspective: Valuing the Teaching-Learning of Plant Biology
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Fecha: 30-abr-2025
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Hora: 14:00
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Plants play an immeasurable role in life on Earth. They purify the air, feed living beings, and
help treat various diseases. Their benefits go beyond the limits of human knowledge. However,
despite these organisms being responsible for maintaining environmental balance and
sustaining different life forms, they have not aroused the due interest in students in getting to
know them in their different aspects. This study aimed to develop a Didactic Sequence with
investigative activities, with the purpose of bringing students closer to plants and the culture
that involves the cultivation and use of these beings, as well as expanding students' knowledge
about the benefits they provide, so that they understand the importance of knowing and delving
into botanical content. This research has a qualitative approach, with a focus on participatory
observation, and its target audience was 32 students from the 1st year of high school at the
Second Military Police College of Ceará (2nd CPMCHMJ) in the 2024 school year: The
activities of the Investigative Didactic Sequence (SDI) involved theoretical and practical
activities, using active methodologies and investigative research. Practical classes were carried
out in various locations: in the schools gardens and surrounding areas to observe existing plant
species; at the Timbaúbas Ecological Park, as a field trip to an environmental preservation area;
in the science lab, where a playful activity helped students identify plant parts and their
adaptations to natural environments, as well as observe the reproductive structures of hibiscus
flowers under a stereoscope; and in the computer lab. In addition, field research was conducted
to explore ethnobotanical culture. The investigative activities were carried out in teams, with
students participating actively and reflectively. They conducted field and bibliographic
research, collected, surveyed, and analyzed data; created the blog "Ethnobotany of Cariri
Cearense" and designed artwork for an educational guide with the goal of presenting the ten
most frequently mentioned plant species in the research. According to the questionnaire
responses, the main motivation for practicing ethnobotany was personal appreciation and
enjoyment. A total of forty-seven plant species were mentioned, including food, ornamental,
medicinal, and spiritual plants. The development of these activities increased students interest
in the topic, raised awareness of plant benefits, and promoted the appreciation of plants and
ethnobotanical culture, resulting in meaningful learning. As an educational product of this
research, a didactic guide was created to share the developed IDS and highlight the ten species
that, according to the research, represent the Ethnobotany of Cariri Cearense. The guide also
aims to encourage other teachers and students to carry out investigative research, with a focus
on valuing plant life and, consequently, enhancing the teaching and learning of this biological
topic.
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ANGELINA XAVIER DA SILVA
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FIELD CLASSES: AN INVESTIGATIVE APPROACH TO INSECTS IN DIFFERENT CONTEXTS
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Fecha: 29-abr-2025
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Hora: 19:00
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Mostrar Resumen
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Currently, teaching and learning strategies value students active stance, their prior knowledge
and the meaningful construction of knowledge. In this context, field trips stand out as an
effective methodology, as they promote direct exploration of the environment, stimulate
curiosity and integrate theory and practice. This approach is especially relevant for teaching the
Insecta Class in urban environments, allowing for contextualized and investigative learning.
Insects, characterized by three pairs of legs, a body divided into head, thorax and abdomen, a
pair of antennae and up to two pairs of wings, play fundamental ecological roles in the balance
of ecosystems. The study of this group, combined with investigative practices, promotes
scientific literacy and the development of skills such as observation, analysis and
argumentation. This proposal is in line with the National Common Curricular Base, which
values skills such as critical thinking, communication and creativity. The methodology used is
participatory and flexible, and can be applied in different school settings, given the wide
distribution of insects. The main objective was to promote the teaching of the Insecta Class
through field lessons based on scientific investigation in different environments, focusing on
students in the 2nd year of high school at a public school in Abreu e Lima, Pernambuco. The
activities took place in three locations: classrooms, school grounds, and the Caetés Ecological
Station (PE), a unit dedicated to nature conservation. The planning included surveying students
preconceptions, using questionnaires, and developing investigative scripts. The didactic
sequence ensured unity between the stages, maintaining clear and consistent objectives. The
first field lesson took place in the school environment, where students explored the site and
observed the insects present, relating their occurrence to local environmental conditions. In the
second stage, traps were set up to capture insects, expanding the understanding of biodiversity
and allowing for more detailed observation of the specimens. The last activity took place at the
Caetés Ecological Station, enabling a comparison between the diversity of insects in the two
environments. The experience culminated in seminars and videos produced by the students
themselves, in addition to the creation of a teaching guide that documents all the stages of the
process. This material serves as a pedagogical resource for teachers who wish to adopt similar
practices. The results showed that the field classes provided practical, contextualized and
engaged learning, strengthening the students' relationship with the environment. Direct
experience with insects in different contexts favored the development of environmental and
scientific awareness, reinforcing the importance of biodiversity conservation.
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CÉLIO ROBERTO LEÃO E SILVA
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LEARNING THE CONCEPT OF ONE HEALTH TEACHING THROUGH RESEARCH OF ZOONOSES AND ARBOVIROSES AFFECTING THE RIO MORNO COMMUNITY IN RECIFE, PERNAMBUCO, BRAZIL
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Fecha: 15-abr-2025
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Hora: 14:00
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The One Health approach integrates human, animal, and environmental health in a
sustainable manner, aiming to optimize these aspects collectively. Environmental
degradation has been affecting both wild and urban areas. Brazil combines some of the
highest urbanization rates in the world with environmental degradation, social vulnerability,
and the circulation of goods and services, factors that favor the spread of zoonotic diseases
such as arboviruses. In this context, reducing the impacts of human activities, especially on
health, has become an urgent necessity. In the peripheral neighborhood of Linha do Tiro, in
Recife, the frequent accumulation of trash, particularly along the Rio Morno (Morno River),
worsens environmental conditions and contributes to the incidence of zoonotic diseases,
such as leptospirosis, and arboviruses. Against this backdrop, this study aimed to develop
the One Health concept with high school students from the Escola de Referência Padre
Nércio Rodrigues, turning them into multipliers of information on zoonosis and arboviroses
prevention through inquiry-based learning and interdisciplinary activities. The goal was to
raise community awareness and mitigate the spread of these diseases. A preliminary
assessment of the students' knowledge about zoonoses, etiological agents, and the role of
the environment, animals, and the circulation of goods and services indicated a good
understanding of respiratory diseases and arboviruses, including etiological agents, modes
of transmission, and the role of the environment and human mobility. However, knowledge
about the role of animals appeared less clear. Field visits to local health units and
community areas allowed for the observation of environmental factors responsible for
maintaining zoonotic cycles, as well as the collection of epidemiological data from the
neighborhood. Interdisciplinary classroom activities such as analyzing epidemiological data
in Mathematics to create graphs and interpret dengue case reports, and using Geography to
map critical points related to local socio-environmental conditions helped reinforce the One
Health concept. Knowledge construction, mediated by the teacher through these
investigative activities and interdisciplinary approaches, enabled the development of an
inquiry-based didactic sequence to address the One Health concept in high school
education
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RAI LIMA DA SILVA
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INTERACTIVE CONSTRUCTION OF A BIODIVERSITY MODEL FOR
INVESTIGATIVE ANALYSIS OF TEACHING ABOUT BRAZILIAN BIOMES
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Fecha: 31-mar-2025
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Hora: 19:00
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The present research investigated the effectiveness of an innovative methodology for teaching
Brazilian biomes in a public school in the Northeast region of Brazil. Aiming to overcome the
limitations of conventional approaches, a methodology was proposed that combined
theoretical and practical elements, encouraging active student participation in the learning
process. Through the application of questionnaires, practical activities such as building
three-dimensional models of biomes, the use of educational games, and a field trip to an
environmental protection area, it was possible to promote student engagement and the
construction of meaningful knowledge about Brazilian biodiversity. The results demonstrated
that the proposed methodology was effective in enhancing student learning, surpassing
traditional lecture-based approaches. The use of technological resources, such as QR codes
and digital platforms, facilitated access to information and interaction among students,
making the learning process more dynamic and engaging. Furthermore, the research
highlighted the importance of interdisciplinarity and the use of active methodologies in the
teaching-learning process, contributing to the development of more environmentally aware
and engaged citizens. The construction of three-dimensional biome models allowed students
to develop spatial visualization skills and understand the relationships between different
elements of each ecosystem. The field trip provided a significant learning experience,
enabling students to engage directly with nature and observe the characteristics of the studied
biome. Educational games, in turn, made learning more playful and enjoyable, enhancing
concept retention and problem-solving abilities. The analysis of data collected through
questionnaires revealed a significant increase in students' knowledge about Brazilian biomes
after the implementation of the methodology. Additionally, students showed a greater
appreciation for the importance of environmental preservation and the need to adopt more
sustainable practices.
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EMELYNE MARILIA BARBOSA DE SOUSA LIMA
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INVESTIGATIVE EXPERIMENTAL ACTIVITIES AS A STRATEGY IN TEACHING PLANT PHYSIOLOGY TO HIGH SCHOOL STUDENTS
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Fecha: 31-mar-2025
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Hora: 14:00
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Mostrar Resumen
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Biology is part of the curriculum of the Natural Sciences and Technologies area. Within this
discipline, Botany is often considered one of the most challenging areas for teaching,
especially with regard to Plant Physiology. Among the factors that contribute to these
difficulties, we highlight the abstraction of content, gaps in initial and continuing teacher
training, and the use of poorly contextualized methodologies with low interdisciplinary
articulation. It is understood that the adoption of methodologies that replace traditional
teaching can make the teaching of Plant Physiology more attractive. In this sense, inquiry-
based teaching is an alternative that stimulates students' curiosity through the investigative
process and, associated with active methodologies, provides student protagonism. The
objective of this study was to develop experimental activities, with an investigative approach,
as a way to contribute to the improvement of the teaching-learning process of Plant
Physiology. The research was conducted at a public school in the city of São Gonçalo do
Amarante/RN, with the target audience being 40 students, aged between 15 and 17, who were
part of a class in the Formative Workshop, a subject in the Potiguar High School curriculum.
The research is characterized as qualitative and quantitative, with the application of
questionnaires and data collection through logbooks. The methodological approach included
the execution of an Investigative Didactic Sequence composed of expository dialogued
classes and experimental activities, guided by guiding questions that allowed the investigation
and discussion of the results. The results obtained showed significant changes in the students'
engagement and attitude towards scientific knowledge. Greater autonomy in conducting the
experiments, collaborative organization of the groups and genuine interest in solving the
proposed problems were observed. The practices enabled the active construction of
knowledge, promoted dialogue, collective planning and overcoming of previous conceptions.
The curiosity aroused during the activities reinforced the importance of experimental practices
that value investigation and student protagonism. As a result of this study, a teaching guide
was developed with accessible and replicable research proposals, contributing to teacher
training and the qualification of Botany teaching in secondary education. It is concluded that
the research approach has a high potential to promote significant learning and develop
students' botanical perception, by articulating theory and practice in a contextualized, critical
and participatory way.
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MARLY DENISE DE OLIVEIRA DA SILVA
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Approach of the Investigative Didactic Sequence in the Teaching of Botany through the Eucalyptus Park, located in the Municipality of Cabo de Santo Agostinho PE
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Fecha: 27-mar-2025
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Hora: 14:00
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Mostrar Resumen
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Botany is the area of Biology that studies plants, using different structural approaches in terms
of anatomical, morphological, physiological, evolutionary, economic and even ecological
aspects. Therefore, it is of great importance to understand that plants, as well as animals, are
inserted as biotic beings within the environment. Considering the relevance of plants, this work
aimed to develop, through the application of the investigative didactic sequence, the teaching
of botany, using the Eucalyptus Park as a space for high school students. For the process to
occur, an investigative didactic sequence was carried out at the Cabo de Santo Agostinho High
School Reference School, in Ponte dos Carvalhos, in the municipality of Cabo de Santo
Agostinho-PE with a 3rd grade high school class, which was organized into five moments,
totaling twelve classes. Firstly, the questionnaire was administered with the aim of diagnosing
the students' prior knowledge regarding Botany content. In the second moment, the class began
with a dialogical approach, in which the teacher raised guiding questions to stimulate initial
discussion among students, for example: How important are plants to your life and the
environment in which you live? After the questions, students had the opportunity to formulate
their hypotheses and share them, which promoted an environment for discussion. Furthermore,
the teacher took parts of plants, such as fruits, to the classroom so that students could analyze
and have more direct contact with the object of study. In the third moment, the class began with
the teacher providing all the guidance to the students about the field class, based on the itinerary
for the visit to the park. The teacher had previously requested the class to be divided into six
groups of around seven students, in which each team was named after plants found in the
Eucalyptus Park. During the field class, the teacher raised some guiding questions, such as:
What biome is the park located in? The students answered the questions, promoting
interaction between them and with the teacher mediating. In the fourth moment, the students
continued as a team, in which they constructed post-field reports in the classroom, and were
also able to carry out bibliographical research to deepen the content, which promoted interaction
between students. In the fifth moment, a conversation circle was held with the aim of comparing
previous knowledge with that acquired during the didactic sequence. During the entire process,
the involvement of students in knowledge construction activities was notable, as well as the
opportunity to express their opinions, listen to others and reflect on the content discussed.
Therefore, this research led the teacher to adopt a different approach to evaluating students,
focusing on continuous and procedural assessment. It enabled the teacher to more carefully
observe the particularities of each student, not just conceptual, but attitudes and behaviors. In
the end, an educational resource was developed by the teacher, containing the didactic sequence.
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MARIA ROSANA DE OLIVEIRA LIMA
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GUIDELINES FOR IMPLEMENTING THE SUSTAINABLE DEVELOPMENT GOALS OF THE 2030 AGENDA IN THE SCHOOL CURRICULUM
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Fecha: 26-mar-2025
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Hora: 10:00
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Mostrar Resumen
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The planetary crisis, as a result of social injustices and human actions over the environment, led countries to join together in intergovernmental meetings and promote agreements in favor of urgent changes about the world scene. In particular, the 2030 schedule is composed of 17 Sustainable Development Goals (SDGs) and several goals that aim to build a better world for present and future generations. Sustainable Development Indexes for Brazilian Cities (BR-SDIC) reveal progress for implementing to SDGs in various social areas, providing indicators that require socio-environmental interventions. The school is an important social segment to contribute in this direction. This study aims to develop guidelines for implementing the SDGs of the 2030 schedule in the school curriculum, with the collaboration of students and that are coherent with official curricular guidelines. The research is qualitative, exploratory and was carried out in the period between October 2023 and December 2024 in a public school located in Natal city, Rio Grande do Norte state. Data were obtained from documentary and bibliographic analysis, questionnaires, observation and focus groups. Theoretical and practical studies were carried out over the 2030 schedule, the SDGs, contextualized environmental themes, focusing on student participation, investigating and dialoguing about problems and seeking solutions through actions constructed and systematized in a didactic sequence. The didactic and pedagogical experiences lived in the research were compiled in a paradidactic book. This present research contributed to enhance teaching-learning, through an elective course, approaching various themes in an interdisciplinary way that are part of the students reality, and consequently, motivating them to be socially and environmentally responsible, contributing to improve the BR-SDIC of the municipality. As a legacy of the activities developed in the research, a paradidactic book was created entitled For a school connected with the SDGs of the 2030 Schedule - an educational product that will be available, virtually, to support pedagogical interventions directed to studies about the SDGs/SCHEDULE 2030 in the school space.
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SUZANA MARIA DE FRANÇA ALVES DA SILVA
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AGROECOLOGICAL LIVING LABORATORY FOR ECOLOGY TEACHING: PROTAGONISM AND TEACHING THROUGH RESEARCH AT ESCOLA CIDADÃ INTEGRAL PROFESSOR OLIVIO PINTO JOÃO PESSOA/PB
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Fecha: 25-mar-2025
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Hora: 10:00
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Mostrar Resumen
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This research aimed to investigate the use of the Agroecological Living Laboratory as a pedagogical tool in teaching Ecology, through the application of an Investigative Didactic Sequence. The research was conducted with high school students, with the goal of promoting meaningful learning and the development of competencies for significant learning, in addition to developing scientific skills such as argumentative reasoning, an investigative stance towards the world, and systemic and critical thinking essential to understanding the impact of their actions on the environment. The study was structured around five main objectives: (1) to diagnose students' prior knowledge of ecological and sustainability topics, (2) to enable the use of the Agroecological Living Laboratory as a space for investigative learning, (3) to apply an Investigative Didactic Sequence addressing topics such as Ecology, ecological relationships, energy flow, biogeochemical cycles, ecological succession, and agroecology, (4) to understand how agroecological practices contribute to environmental sustainability, and (5) to produce a didactic guide with the lessons planned to facilitate the replication of the approach by other teachers. The methodology involved applying a diagnostic questionnaire to identify students' prior knowledge, followed by the implementation of an Investigative Didactic Sequence that included both practical and theoretical activities, focusing on the Agroecological Living Laboratory. The results showed that students had a deeper understanding of the concepts studied by the end of the intervention, with emphasis on the development of scientific investigation skills, critical reflection, and decision-making regarding sustainable practices. Furthermore, the research highlighted that the use of the Agroecological Living Laboratory significantly contributed to active learning, as it allowed students to apply concepts in real situations and observe the effects of agroecological practices. As a final result, a didactic guide was produced containing the lessons and activities planned and applied during the research, aiming to provide teachers with a support tool for replicating this approach in their pedagogical activities. The guide includes detailed instructions on how to carry out the activities, learning objectives, and the necessary resources. In short, the research confirmed that the use of active methodologies, such as Inquiry-Based Learning in the Agroecological Living Laboratory, is an effective strategy for promoting meaningful learning, contributing to the formation of students who are more aware and prepared to adopt sustainable and responsible practices towards the environment.
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SUZANA MARIA DE FRANÇA ALVES DA SILVA
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AGROECOLOGICAL LIVING LABORATORY FOR TEACHING ECOLOGY: PROTAGONISM AND TEACHING THROUGH RESEARCH AT THE INTEGRAL CITIZEN SCHOOL PROFESSOR OLÍVIO PINTO JOÃO PESSOA/PB
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Fecha: 25-mar-2025
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Hora: 10:00
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Mostrar Resumen
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This research aimed to investigate the use of the Agroecological Living Laboratory as a pedagogical tool in teaching Ecology, through the application of an Investigative Didactic Sequence. The research was conducted with high school students, with the goal of promoting meaningful learning and the development of competencies for significant learning, in addition to developing scientific skills such as argumentative reasoning, an investigative stance towards the world, and systemic and critical thinking essential to understanding the impact of their actions on the environment. The study was structured around five main objectives: (1) to diagnose students' prior knowledge of ecological and sustainability topics, (2) to enable the use of the Agroecological Living Laboratory as a space for investigative learning, (3) to apply an Investigative Didactic Sequence addressing topics such as Ecology, ecological relationships, energy flow, biogeochemical cycles, ecological succession, and agroecology, (4) to understand how agroecological practices contribute to environmental sustainability, and (5) to produce a didactic guide with the lessons planned to facilitate the replication of the approach by other teachers. The methodology involved applying a diagnostic questionnaire to identify students' prior knowledge, followed by the implementation of an Investigative Didactic Sequence that included both practical and theoretical activities, focusing on the Agroecological Living Laboratory. The results showed that students had a deeper understanding of the concepts studied by the end of the intervention, with emphasis on the development of scientific investigation skills, critical reflection, and decision-making regarding sustainable practices. Furthermore, the research highlighted that the use of the Agroecological Living Laboratory significantly contributed to active learning, as it allowed students to apply concepts in real situations and observe the effects of agroecological practices. As a final result, a didactic guide was produced containing the lessons and activities planned and applied during the research, aiming to provide teachers with a support tool for replicating this approach in their pedagogical activities. The guide includes detailed instructions on how to carry out the activities, learning objectives, and the necessary resources. In short, the research confirmed that the use of active methodologies, such as Inquiry-Based Learning in the Agroecological Living Laboratory, is an effective strategy for promoting meaningful learning, contributing to the formation of students who are more aware and prepared to adopt sustainable and responsible practices towards the environment.
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JUSSARA DE MORAIS VARELA
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TEACHING SEXUALITY: RESIGNIFICATION OF ERRATIC KNOWLEDGE AND NEGATIVE PATTERNS ACQUIRED THROUGH EARLY CONSUMPTION OF PORNOGRAPHIC CONTENT
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Fecha: 24-mar-2025
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Hora: 14:00
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Mostrar Resumen
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Human sexuality, although it accompanies us throughout life, is routinely treated as a taboo and
neglected both in the family and educational spheres, distancing adolescents from accurate
information. Pornography often emerges as the primary source of information on the subject of
sexuality. Furthermore, adolescents are daily exposed to songs and social media content that
disseminate a distorted view of sexuality and their own bodies. Currently, the role of educators
in teaching sexuality should not be limited to the physiological point of view but should extend
to behavioral, emotional, and social issues that are intrinsically connected to this topic. This
study aimed to analyze the social issues inherent to sexuality and the early consumption of
pornography by public school adolescents, through the application of a preliminary
questionnaire and the implementation of debate cycles and workshops. The themes addressed
with 88 third-year high school students from a public school located in the municipality of Vera
Cruz/RN focused on sexual and gender-based violence, violence against women, representations
of sexuality in the music industry, male affectivity, gender roles, and aesthetic standards of
modern society. By using inquiry-based teaching, digital tools, mediated debate, and other
methodologies, it was possible to observe the students acceptance, protagonism, and autonomy
when working with the proposed topics. Finally, a didactic manual was developed to assist other
teachers in addressing sensitive topics related to sexuality education.
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EMERSON CARLOS DOS SANTOS
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ENVIRONMENTAL EDUCATION: plant nursery as a pedagogical tool in high school
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Fecha: 21-mar-2025
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Hora: 19:00
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Mostrar Resumen
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Environmental Education (EE) emerged in the 1970s as a response to global environmental concerns and was formalized in Brazil with the Environmental Education Law of 1999, later integrating into the school curriculum. Aiming to foster environmental awareness, the creation of a native plant nursery was proposed as a pedagogical tool, promoting awareness of local flora, environmental recovery, the establishment of an interdisciplinary teaching and learning environment, inquiry-based education, and student protagonism. A qualitative approach was used through action research and practical activities applied to 20 students from a 2nd-year high school class at Escola Estadual Almirante Tamandaré, in Extremoz/RN. The study included a preliminary diagnostic questionnaire, hands-on activities at school and in the field, and participant observations recorded in a field journal. The categorical analysis of data and evaluation through a focus group were essential to understanding students' perceptions of native plants. The activities included visits to plant nurseries, seed collection, and the assembly of the school nursery, fostering hands-on experience in cultivation and planting. The results showed a significant increase in students' knowledge of the importance of green areas, transforming them into active environmental agents who participated in seedling distribution and suggested planting locations. The research not only promoted social skills but also raised greater environmental awareness, resulting in a legacy of sustainable attitudes. The experience culminated in the creation of a Didactic Guide, which compiles activities and materials to support EE and reforestation, serving as a resource for other educators and institutions. This approach not only strengthened students' emotional connection with the environment but also established an effective model for EE, demonstrating the transformative potential of education as a tool for social and environmental change. It is concluded that the proposal for creating a native plant nursery stands out as a relevant initiative in the field of EE, promoting a transformation in students' perceptions and behaviors toward the environment. The integration of theory and practice enabled a dynamic learning environment in which students became protagonists in their own education. The research serves as a catalyst for the formation of conscious and engaged citizens, prepared to face contemporary ecological challenges and promote sustainability in their communities.
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EMERSON CARLOS DOS SANTOS
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ENVIRONMENTAL EDUCATION: plant nursery as a pedagogical tool in high school
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Fecha: 21-mar-2025
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Hora: 19:00
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Mostrar Resumen
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Environmental Education (EE) emerged in the 1970s as a response to global environmental concerns and was formalized in Brazil with the Environmental Education Law of 1999, later integrating into the school curriculum. Aiming to foster environmental awareness, the creation of a native plant nursery was proposed as a pedagogical tool, promoting awareness of local flora, environmental recovery, the establishment of an interdisciplinary teaching and learning environment, inquiry-based education, and student protagonism. A qualitative approach was used through action research and practical activities applied to 20 students from a 2nd-year high school class at Escola Estadual Almirante Tamandaré, in Extremoz/RN. The study included a preliminary diagnostic questionnaire, hands-on activities at school and in the field, and participant observations recorded in a field journal. The categorical analysis of data and evaluation through a focus group were essential to understanding students' perceptions of native plants. The activities included visits to plant nurseries, seed collection, and the assembly of the school nursery, fostering hands-on experience in cultivation and planting. The results showed a significant increase in students' knowledge of the importance of green areas, transforming them into active environmental agents who participated in seedling distribution and suggested planting locations. The research not only promoted social skills but also raised greater environmental awareness, resulting in a legacy of sustainable attitudes. The experience culminated in the creation of a Didactic Guide, which compiles activities and materials to support EE and reforestation, serving as a resource for other educators and institutions. This approach not only strengthened students' emotional connection with the environment but also established an effective model for EE, demonstrating the transformative potential of education as a tool for social and environmental change. It is concluded that the proposal for creating a native plant nursery stands out as a relevant initiative in the field of EE, promoting a transformation in students' perceptions and behaviors toward the environment. The integration of theory and practice enabled a dynamic learning environment in which students became protagonists in their own education. The research serves as a catalyst for the formation of conscious and engaged citizens, prepared to face contemporary ecological challenges and promote sustainability in their communities.
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REGIANA ESTEVAM DA SILVA
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STRATEGIES TO FACILITATE LEARNING ABOUT THE PHYSIOLOGY OF THE HUMAN CARDIOVASCULAR SYSTEM
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Fecha: 20-mar-2025
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Hora: 16:00
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Mostrar Resumen
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Teaching-learning has been undergoing modifications to overcome traditional teaching,
seeking practices that involve students, value their prior knowledge, and invite them to take
an active role in constructing their knowledge. The National Common Curricular Base
indicates that it is essential to contextualize teaching, as much as possible, in the formation of
citizens who should be inserted into society. Knowledge of human cardiovascular system
physiology has a direct relationship with diseases that are among the most frequent and
leading causes of morbidity and mortality in the Brazilian population. In this sense, the
objective of this research was to use strategies to facilitate the teaching-learning of human
cardiovascular system physiology for high school students. Twenty-six students from the 2nd
year of the Reference School in High School Education Professor José Mendes da Silva,
Timbaúba-PE, participated in the study. The research consisted of a didactic sequence with
facilitating strategies organized into five moments, totaling seven 50-minute classes. Among
the elements we used, with the aim of helping to review the concepts and terms studied in a
playful way, we built a cryptogram (a pastime game) in which students had to decipher the
term relating to a question based on clues. In the first moment, students were gathered in a
conversation circle and encouraged to respond with their prior knowledge to the following
question: through which pathways does blood circulate? What structures does it pass through
in our body? This moment was conducted by the teacher through the maintenance of the
dialogic cycle, responding with new questions and inviting everyone to contribute with
answers. In the second moment, in groups, students researched a didactic text and a video on
the structures of the system and how they functioned, and in the third moment, they produced
a drawing representing the structures of the cardiovascular system and the pathways through
which blood circulated, with each group presenting their results collectively. Finally,
individually, they completed a puzzle game (a cryptogram) with terms related to the studied
content. In the fourth moment, the teacher conducted a dialogic class to systematize
knowledge and expand on the subject. The fifth moment represented an application of
knowledge through the verification of pulse rate before, immediately after, and five minutes
after vigorous exercise. Finally, the teacher invited students to respond to an anonymous
evaluative questionnaire. The dialogues from the first and third moments and the responses to
the evaluative questionnaire suggested that the strategies used facilitated learning of
cardiovascular system content, as well as procedural and attitudinal content related to
collaborative knowledge construction. In the evaluation, all participants expressed that they
enjoyed the proposed activities, and the justifications agreed with the literature regarding the
potential for better learning with propositions that involve active student participation and
ludic activities. By conducting the activities, the teacher expanded her training, mainly facing
the challenge of maintaining the dialogic cycle, avoiding ready answers, and inviting students
to express themselves and reflect on knowledge. Finally, the cryptogram has been perfected
constituting our educational resource.
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RINEUDO DIAS MACIEL
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VERMICOMPOSTING AT SCHOOL: using investigative educational practices in teaching the Annelida Phylum
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Fecha: 26-feb-2025
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Hora: 08:00
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Mostrar Resumen
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Vermicomposting is a natural and biological process that uses earthworms, representatives of
the Phylum Annelida, as labor in the recycling of organic compounds, resulting in the production
of humus. As well as being a natural process for fertilizing the soil, reducing the accumulation
of domestic organic waste wasted in the environment, it can be used as a methodological
resource for teaching the Phylum Annelida, especially the Class Oligochaeta. In this sense, this
work aims to develop a didactic-pedagogical proposal for investigative teaching, offering new
approaches that contribute to the learning process of the Phylum Annelida. This project is
presented as a qualitative research project based on participant observation, in which the teacher-
researcher aims to guide, understand and verify the students' perceptions and significant
learning, associating the knowledge constructed with the personal experiences of each student.
The methodology used consisted of preparing and carrying out a didactic intervention with
investigative practices with students from the 2nd grade of secondary school at the EREMT
Professor Antônio José Barboza dos Santos, located in the city of Timbaúba-PE. The results
indicated that vermicomposting, combined with active methodologies, experimental activities
and maker culture, promotes meaningful learning, the development of investigative skills such
as hypothesis formulation, data collection and analysis, as well as stimulating youth protagonism
through approaches such as the inverted classroom and the creation of three-dimensional
didactic models. The use of earthworms as living biological material, especially in the
experimental dissection activity, also proved to be a valuable teaching resource for consolidating
knowledge about the anatomy of these animals. The application of the investigative didactic
sequence resulted in significant improvements in understanding about annelids and the reuse of
organic household waste. Initially, 71% of the students showed unsatisfactory knowledge of the
term annelid, with 56% completely unaware of it. In addition, 94% were unable to name any
characteristics of annelids and 63% disposed of all organic waste in the garbage. After the
educational intervention, 92% of the participants defined annelid and its characteristics
satisfactorily, with only 3% giving unsatisfactory answers. In addition, 86% of the students
showed an interest in using vermicomposting as a sustainable alternative for reusing organic
household waste. After assessing the results, an illustrated Teaching Guide was drawn up,
describing the didactic sequence developed by the teacher with the participation of the students.
The aim is to share the Teaching Guide with biology teachers, suggesting that they could use
this pedagogical proposal as an alternative teaching resource for teaching annelids and the reuse
of organic household waste. The aim is to instigate the practice of investigative teaching and an
ecologically correct attitude.
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