Search

This article aims to reflect, from the perspective of the Epistemology of Complexity, on traditional riverside knowledge for a transdisciplinary approach to science education. This is a qualitative study, developed from a phenomenological perspective, with its results constructed through theoretical-bibliographic research and systematic observation. The findings reinforce the understanding that the Epistemology of Complexity underpins transdisciplinary practices that foster dialogue between traditional and scientific knowledge, thusprovidingdeepermeaning to learning. This not only empowers riverside students to think critically and collaboratively in their understanding of the world, but also strengthens their sense of belonging and appreciation for Amazonian riverside culture. [ABSTRACT FROM AUTHOR]

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Educational studies demonstrate the complex relations between public policies, curriculum, and teachers and how it is relevant to the development of proposals to improve Brazilian education. In order to contribute to the debate on this topic, our study investigated how five Chemistry teachers express themselves in relation to the curriculum. To this end, we interviewed five educators from the state of Minas Gerais about the concept of curriculum, the social role of schools, and their motivations for teaching Chemistry. We sought to associate their responses with curriculum theories and curricular emphases for teaching science discussed in the literature. We also interviewed a Chemistry teacher trainer about the challenges of their work. Despite the limitations inherent in the data generated through interviews, we observed that, despite reporting descriptive conceptions of curriculum that were little related to social and political interests. Teachers expressed themselves more critically in relation to the social role of schools. It was possible to associate the statements with different curricular theories, such as scientific and post-critical theories. Critical theories were the least represented and are those that relate capitalist exploitation to the social inequalities that permeate schools. Curricular emphases present in the teachers' expressions regarding Chemistry teaching, it was noticed a tendency to value the perspective and experience of students. However, there was a gap in more problematizing discussions, such as those that relate Science, Technology and Society. Through our results and the statements of the teacher trainer we interviewed, we conclude that formative processes, especially in initial training, that provide opportunities for debate on the political dimension of teachers' work and the curriculum and that encourage more authentic teaching agency can be relevant contributions to the teaching of Science in Brazil. In addition, collective processes of debate and materialization of curricular policy in schools, associated with partnerships with Universities, also seem to be promising contributions to the issue. [ABSTRACT FROM AUTHOR]

This article aims to understand how university professors construct their professional identity, based on Ludwik Fleck's Epistemology. Based on these, the following guiding question arises: How is training and knowledge constituted in the teaching development process of science teachers at Federal University of Northern Tocantins (UFNT)? Aiming to analyze how the professor in the area of Natural Sciences at UFNT constitutes his training and knowledge in his teaching professional development process. The research was developed within a qualitative approach, characterized as Case Study. Regarding data collection, an individual interview was carried out with professors from the Natural Sciences area of the University, in relation to data analysis, we started from Fleckian a priori categories: Style and Collective of Thought and based on the interviews the a-posteriori categories were constructed: Teaching Identity and Teaching Knowledge necessary for higher education. It was possible to identify, in the discourse produced by this analysis methodology, the structural elements of teaching identity, therefore, the data reveal that each teacher interviewed confers on teaching activity in their daily lives based on their values, the way of situating themselves in the world, their life history and, mainly, their knowledge. [ABSTRACT FROM AUTHOR]

This research aimed to evaluate the development of students' school scientific knowledge through an interdisciplinary activity based on a "Potentially Meaningful Teaching Unit" (PMTU) integrated into a "Study Situation". To this end, the research sought to validate the integration of the SE curricular perspective and the PSTU teaching sequence, which was named "Potentially Meaningful Study Situation" (PMSS). To achieve the proposed objective, together with 32 students from the 7th year of a public school, a didactic and theoretical-curricular proposal was developed, based on a PMSS, on the development of a prototype of a Social Technology - the Low-Cost Solar Heater. The data refer to the participants' arguments and arguments during classes and the responses to a questionnaire administered at the end of the activity, which were transcribed and analyzed by Discursive Textual Analysis, based on three pre-established categories that characterize a PMSS: 1. Problematization and survey of prior knowledge; 2. Expansion of knowledge linked to disciplinary concepts; 3. Systematization of knowledge and assessment of learning. The results indicate that PMSS has the potential to contribute to a more meaningful Science education, enabling students to face scientific, technological, social, and environmental challenges with confidence and creativity, in addition to strengthening their scientific and technological literacy and the ability to solve real-world problems. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this research article, we present the results of a qualitative study aimed at highlighting how the reports described in the work Através da Bahia, by the German naturalists Spix and Martius can contribute to the science teaching and teacher training that is sensitive to cultural diversity. The methodology used was documentary research, and the data analysis employed content analysis methods. The analysis indicates that there are excerpts in the mentioned work focused on ethnobiological and ethnoecological knowledge that open up possibilities for dialogue with school science content in biology, chemistry, and ecology (e.g., scientific classification, animal fossils, biological evolution, environmental sustainability, socio-environmental development, slavery, and racism). These excerpts could also draw teachers' attention towards considering and respecting cultural diversity from a historical and social perspective, contributing to teacher training that is sensitive to cultural diversity. [ABSTRACT FROM AUTHOR]

Copyright of Ciência & Trópico (03042685) is the property of Fundacao Joaquim Nabuco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mobilizing Basic Education students cognitively, affectively, and communicatively around activities that encourage them to produce work of a scientific nature is a pedagogical experience that can enhance their scientific initiation. Based on these assumptions and having the gaucho culture as a backdrop, the research reported in this article sought to answer the following problem: what are the contributions of a workshop with an emphasis on ethnomodels of gaucho culture for development of scientific initiation skills in Elementary School students? For this purpose, seven scientific initiation indicators were formulated based on a review of academic-scientific works that discuss education focused on research and authorial production. These seven indicators were used to analyze the data gathered during a workshop offered remotely to students and teachers in the final years of Elementary School, with the aim of instigating the development of investigative and authorial projects for presentation at Science Fairs. The data gathered in this research were analyzed using the Triangulation Theory. The results show the contribution of the Workshop as a driver of the students' scientific initiation, who elaborated works of an investigative nature on themes related to the gaucho culture. Teachers, in turn, reported having started to guide their students in carrying out projects for Science Fairs instead of just proposing them works in advance. The research and the realization of the Workshop confirm the importance of promoting the scientific initiation of Basic Education students, as it is through this initiation that they develop investigative, argumentative, and communicative skills. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An affective education that prioritizes empathy and otherness can be developed from active learning methodologies. In the case of biology teaching, this approach can contribute significantly to scientific reading. In this sense, the objective of this work was to propose a scientific literacy strategy based on active learning methodologies from an affectivity perspective. Thus, the construction of skills between teachers and students who will contribute significantly to the learning development should consider the school as an environment in which people spend a long and significant time of their lives and that the process teaching learning is not monological and depends on teacher-interactionin which affectivity should be a constant, with a positive look at the pedagogical relationship. From this, it is possible to develop teaching strategies that have as protagonist students and that enhance the critical view of the world and deeper understanding of scientific information. In this sense, the use of the school blog (a more current form of the class newspaper, an active methodology widely used in schools) could enhance these learning and allow an improvement in the quality of the pedagogical relationship. [ABSTRACT FROM AUTHOR]

In this work we sought to discuss the results obtained in research that focused on practical activities and teaching knowledge in the continuing education of teachers, taking as a reference another theoretical perspective, the biology of cognition. The objective of the analysis was to evaluate whether theoretical triangulation makes it possible to expand the interpretation and give new meanings to the empirical data produced in the investigation. To this end, some practical activities were selected and analyzes were carried out based on the theory of teaching knowledge. Subsequently, taking as a reference some structuring categories of the biology of cognition, a new interpretation of the data was made. The analysis suggests that even though the research object is viscerally linked to theory, it can be taken in an expanded sense, requiring analysis based on other theoretical references. The importance of Humberto Maturana's construct, the biology of cognition, for the continued training of biology teachers is also highlighted, as it contributes to expanding and reformulating knowledge already acquired. [ABSTRACT FROM AUTHOR]

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by socio-communicative deficits and restricted and repetitive patterns of behavior, interests or activities. There are different degrees of severity of ASD, which will directly influence the individual's responses to environmental stimuli and the level of support needed. These peculiarities need to be considered to establish an inclusive educational scenario. Considering that teaching science/biology involves handling different materials and using environments outside the classroom, this work aimed to carry out a bibliographic review on inclusive pedagogical practices already described in the literature and, based on the results found and on the cognitive profile of hypothetical autistic students, develop activities that address both the student's specificities and their interests. This work is expected to stimulate debates and inspire educators to know their students better in order to develop inclusive science/biology teaching activities. [ABSTRACT FROM AUTHOR]

The environmental issue is increasingly presented as crucial to the quality of life on earth, making it necessary to train citizens in the knowledge and critical sense about the environment, and in the aspects and impacts that surround it. Based on this premise, the Marechal Deodoro, Stare of Alagoas, Brazil. Environmental Science Fair Project was developed, which has already been consolidated in four editions, with the fifth edition in the organization phase. Aiming to present the methodological procedures and relevant results of the project in its four editions already carried out, this article was developed in a case study format. As a result, the generation of knowledge was observed through active methods that enabled the promotion of knowledge about environmental sciences, and the popularization of sciences in the municipality of Marechal Deodoro and adjacent regions, focusing on the dissemination of knowledge related to sustainable development and the improvement of the life quality of the population. [ABSTRACT FROM AUTHOR]

This article aims to evaluate the prevailing ideas and concepts regarding the course "Ciência é Dez (C10)", offered by the Open University of Brazil system, managed by the Coordination of Superior Level Staff Improvement of Brazil, from the perspective of its organization as a program in association with public higher education institutions that offer the course. As a theoretical framework, the Public Policy Cycle Approach was used, notably the concept of production context, in addition to concepts about continuing education for teachers and science teaching. Methodologically, the research is characterized as documentary, descriptive and interpretative; and it used techniques of Content Analysis and Textual Analysis to code and categorize qualitative data, with the aid of the IRaMuTeQ and SOBEK software. The corpus comes from the CAPES archives, where 248 documents were located regarding the course with reference to the period between 2010 and 2022. The main results obtained were the observation of the presence of two predominant categories: 1) Program C10 - Management Aspects; and 2) Political, Philosophical and Pedagogical Aspects of Education. As a result of the lexicon of categories and inferential processes, it was possible to determine constitutive features of the Program, having concluded, notably, that the predominant ideas are based on a teacher training model that prioritizes the connection with the classroom and its practical aspects, promoting science teaching based on investigation and research. As an inconsistency, traces of technical rationality were verified in CAPES' management, which opposes the announced programmatic assumptions. [ABSTRACT FROM AUTHOR]

We explore didactic potentialities for an anti-racist, anti-sexist and anti-capitalist teaching of Natural Science based on the book by Carolina Maria de Jesus intitled "Quarto de Despejo: diário de uma favelada". This is an essay that seeks to raise the possibility of developing Natural Science Teaching projects. The absence of authors and especially black woman authors mentioned in the field of Science Teaching is symptomatic of a racist, murderous and suicidal society. This pointed out absence seems to be not enough to produce the genocide of racialized peoples, especially black peoples and peoples originating from the Americas. For the colonialist interests of the imperialist countries, when it is not possible to westernize, it is necessary to systematically produce the murder of the knowledge of these peoples. Annihilating the bodies and spirits of racialized peoples is a necropower strategy of those who are sovereign in capitalist society. What we observe is that racism and sexism are not social pathologies or individual behavioral deviations. They are structuring and structured ideologies, based on modernity, in the western context, in the capitalist mode of production. Thus, the reproduction of capitalism necessarily requires the reproduction of racism and sexism. There is no way to radically overcome racism or sexism without radically overcoming capitalism. [ABSTRACT FROM AUTHOR]

This research article focuses on teaching practice based on a didactic proposal about the topic of pesticides, developed in Chemistry discipline in a third-year high school class, based on the assumptions of sts Education. The topic, considered controversial, was related to the students' context. Thus, the analysis aimed to identify the implications, challenges, and potentialities in and for science teaching. The methodological approach is qualitative, based on the analysis of the logbook produced during the classes. The excerpts were analysed according to the Textual Discourse Analysis, resulting in a final category entitled: Reflections on the teaching practice facing the sts (Science, Technology, Society) Education. The results contributed to highlight the act of reflecting on what should be taught and what is taught, fostering context-oriented debates that aim at the formation of critical people, in the same way that it helps positively in the development of the teacher. Among the results, we can highlight the teachers lack of time, conditions, and tools to promote teaching in an interdisciplinary way, as well as the lack of initial and/or continuing formation based on the assumptions of sts Education. Therefore, the potentialities refer to changes in teaching practice, identified in this work, originating from the reflection and experience of classroom activities based on sts Education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Linhas is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Linhas is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Voces y Silencios is the property of Universidad de los Andes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Building the way - Revista do Curso de Letras da UEG/Itapuranga is the property of Universidade Estadual de Goias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Odeere is the property of Edicoes UESB and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Odeere is the property of Edicoes UESB and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Odeere is the property of Edicoes UESB and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Odeere is the property of Edicoes UESB and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Among the contents worked in the school context, we highlight Astronomy, an area of knowledge inserted in the discipline of Sciences, whose scientific contents seek to explain the astronomical phenomena that are observed in everyday life. This text is part of a master's research and aims to investigate the approach of Astronomy contents in the Early Years of Elementary School and its implication in the teaching and learning process. Data collection was carried out with the application of questionnaires, directed to the Municipal Department of Education of a municipality in the state of Paraná, to school directors/coordinators and to Sciences teachers, with the participation of 56 volunteers. The results discuss the aspects that influence the teaching and learning process of Astronomy contents, reflecting on the training of education professionals and inquiring about the problems that permeate the teaching of this content in classroom practice. [ABSTRACT FROM AUTHOR]

Since the Covid-19 Pandemic, growth in the sale/interaction of/with digital games has been recorded. This study analyzed the contributions of digital games that bring information linked to Health in their narratives, in this case, to the epidemiological aspects of a Pandemic. To this end, based on a survey of the literature, referring to the relationship between digital games and digital teaching spaces, the Pandemic game was chosen as the object of study due to its hybrid characteristic (Analogical/Digital), being analyzed through the principles of Heuristic Assessment of Gameplay. After analysis, the potential of this digital artifact for discussing the Biology curriculum was highlighted, in addition to the specific development of a didactic sequence linked to the contents of the area. It was possible to see that games, like Pandemic, are capable of contributing to the development of pedagogical interventions that directly and indirectly deal with health issues involving a health crisis, such as a Pandemic. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Considering that the initial training of teachers is a factor that influences the development of classroom practices and teaching and learning processes regarding concepts of knowledge and its articulation with cultural phenomena; a qualitative study has been developed with Natural Science teacher trainers within a teaching education program in the southern region of Colombia. In this study, the conceptions of the teacher trainer regarding the link between sexuality and affectivity with science education are recognized. For this reason, a semi-structured interview was applied on the thematic axes of interest, where the information was systematized and analyzed through the Discursive Textual Analysis technique, building a system of units of meaning, categories and semantic networks around the phenomenon under study. The findings show that, although teachers recognize the importance of addressing issues of socio-scientific interest in the natural sciences classroom, it develops training proposals with future teachers that are limited to biologist-type content and strongly articulated to experimental sciences. [ABSTRACT FROM AUTHOR]

The objective of this article is to reveal the conceptions of the teachers who are part of an intercultural community of practice based on the following categories: 1) Origin and purpose of the community; 2) Relationship between traditional ecological knowledge (cet) and scientific knowledge schools (cce), 3) Community dynamics; and 4) Teachers' attitudes through a hermeneutical analysis supported by N-Vivo®. Theoretically, it starts from the theoretical constructions around communities of practice, extending this notion to the intercultural context. The research is qualitative with an interpretive perspective. In this way, the results indicate that the a priori defined categories are interrelated and permeated by cultural origin. As a final reflection on the teaching activity, it is possible to identify a constructive tension between teachers of diverse cultural origin, which leads to a dialogue of knowledge from the context of the Educational Institution of the Capital District of Bogota. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

From an ethical-critical perspective (DUSSEL, 2012), it is believed that, by recognizing themselves as "victims" of the current system, people can establish ways of freeing themselves from the injustices they face. This idea is inspired by the practice of Freire (2019), defender of a humanizing education, for which he created a theoretical-methodological process called Thematic Investigation. This work proposes to engage with the process of humanization of the community of Vidal Ramos, an agricultural city in the interior of Santa Catarina, in order to transform the situations of injustice present there (although many are not easily recognized by the community), from a didactic plan inspired by ethical-critical education and Thematic Investigation. The planning was carried out in meetings in the format of a workshop, with the Prosa group, which includes a person with ties to the community, who carried out analysis of significant speeches, identified the contradictions, the generating theme and the counter-theme, as well as a study movement critical view of the situation with the identification of required knowledge. Finally, a dialogic-problematizing planning movement was also carried out in different curricular areas, addressing the contradictions discussed. From the development of such activities, it was possible to perceive the feasibility of the ethical-critical perspective in a movement of curricular praxis that starts from listening to the community, from the questioning of the dehumanizing limits identified in this listening and from the movement of identification of the knowledge demanded by the critical analysis of these situations. On the other hand, the demand for a diverse collective and the involvement of members of the local community in the Freirean Thematic Investigation process was evident. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Reflexão & Ação is the property of Universidade de Santa Cruz do Sul and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aimed to highlight the conceptual conceptions of cell imagery representations that are available online, identifying possible fragilities and/or potential of images in order to stimulate a reasoned and critic teacher choice, who uses this resource in the classroom. Therefore, the methodological path was based on a qualitative approach with an exploratory focus, aiming to understand the images meaning through of the grammar of visual design. The initial analysis corpus has had 2.794 images, searched on Google Images using the keywords: "cell biology", "cell", "cytology" and "cell structures". After exclusions, the final analysis corpus had 1.282 images. The results highlighted a predominance of static images comparing with imagens that narrate process. The images of animal ovoid cell dominated the database, as well as the eukaryote cells and. Thus, the microorganisms have had a low imagery representation. Finally, we reiterate the importance of the teacher as a key player in the critical and reasoned choice of images to teach, so that they fulfill their pedagogical role. [ABSTRACT FROM AUTHOR]

The immersion of digital technologies in the initial training of Natural Sciences teachers has become even more complex since the beginning of the Covid-19 Pandemic. In this sense, the present study proposed to analyze how digital technologies are present in the training of Natural Sciences teachers. For this, 15 semi-structured interviews were carried out and an online questionnaire was applied to teachers and students of the Biology, Chemistry and Physics subprojects of the Pedagogical Residency Program/Capes (RP/Capes) of the Federal University of Bahia (UFBA). Based on the principles of Critical Discourse Analysis, the reports identified difficulties in problematizing training with digital technologies, in view of the need to restructure the curricular matrices of the degrees, in addition to the already rooted instrumental training of future teachers. In this way, it is essential to expand the promotion of initial teacher training programs, such as PR, regarding the need to remove the instrumentalizing perspective that limits dialogue with technologies, making actions attentive to the potential of such digital spaces. [ABSTRACT FROM AUTHOR]

Considering that the relationship between Critical Environmental Education (EA) and CTS/CTSA Education is little investigated, even though these two fields hold important convergences that correspond to the aspirations of a contemporary education committed to citizenship formation, the present study aims to analyze the dimensions of EA and CTS/CTSA Education present in productions in the area of science teaching involved with practices in the classroom. Thereby, works which were carried out in classroom that articulated CTS/CTSA and EA in their approaches and that were published in the annals of the VIII to XII edition of the Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC), a Brazilian scientific event, were selected. In total, 04 works corresponded to the search criteria, they were selected and analyzed according to 03 structuring dimensions of analysis (DEA) which were previously constructed as presupposed categories, referring to the teaching purpose, the object of study (reality) and the approach that EA and CTS/CTSA fields have in common. The DEAs were systematized according to a technique adapted from Bardin's content analysis, which brings the categories of analysis, the recording units and the context based on a classification criterion defined by the researcher. In this way, the rule of exhaustiveness was obeyed, in which the author points out that no data should be left out of the constructed categories, for any reason. The results showed that some studies combined more than one dimension, with "decision making/social participation/citizenship" and "problematization of reality/contextualization" appearing concomitantly in at least three of the evaluated studies. The dimension "interdisciplinary/transdisciplinary approach" appeared in only one work. In this way, one understands the teaching effort to bring scientific knowledge closer to the daily reality of studentes, but an evident lack of integration of knowledge for analysis of the complexity of reality. [ABSTRACT FROM AUTHOR]