https://repositorio.ufu.br/handle/123456789/19119 2026-08-24T10:28:41Z 2026-08-24T10:28:41Z https://repositorio.ufu.br/handle/123456789/49694 2026-08-20T06:25:13Z 2026-07-21T00:00:00Z

Title: As contribuições da experiência formativa no pibid: um olhar para a formação teórico-prático de futuros/as professores/as de ciências e biologia Abstract: The perspectives, expectations, and achievementes of PIBID as a public policy for teacher education formed the research theme of this capstone project, driving the following research question: “What are the main contributions and reflections produced by students participating in the PIBID Biology Sub-project (Analysis period: 2025) regarding the initial training of future Science and Biology teachers?”. Consequently, analyzing the impact of PIBID activities on the training of future Science and Biology teachers constitutes the study’s general objective. Methodologically, we opted for a qualitative study of a documentary nature, grouded in content analysis techniques (Bardin, 1977). The empirical corpus of the investigation comprises the Biology Sub-project proposal form, activity plans, and final reports. The results and analyses highlighted PIBID’s impact on the initial training od Science and Biology teachers, structured around three analytical categories: the inseparability of theory and practice in training; collective practices and sociocultural/interdisciplinary interventions; and the pivotal role of the supervising teacher as a co-educator. We consider PIBID a teacher education policy that effectively contributes to the qualified entry of pre-service teachers into the profession and to the valuing of the teaching career by weaving together initial training through a dialogue between theory, collective practice, and teacher supervision.

2026-07-21T00:00:00Z https://repositorio.ufu.br/handle/123456789/49599 2026-08-18T06:21:56Z 2026-07-24T00:00:00Z

Title: Utilização de microhabitats por aranhas sinantrópicas na área urbana de Uberlândia, Minas Gerais Abstract: The distribution of spiders is influenced by the availability of suitable microhabitats for web attachment or active foraging. Different web architectures have specific requirements regarding the spatial configuration of the structures used for support. Wandering spiders, on the other hand, may have preferences for the type of substrate (smooth, rough, or with cavities) used for approaching and attacking their prey. In this study, we investigated how different spider families are associated with types of urban microhabitats (walls, poles, fences, shrubs, etc.) and their surface types (smooth, rough, vegetal, cavities). To do this, we conducted active searches at 30 sampling points distributed across the main urbanized areas of Uberlândia. For each point, 500 meters of randomly selected streets were inspected during the day (sidewalks, walls, fences, trees, etc.) by three people in 40 minutes. Specimens were then taken to the laboratory and identified to species level or the lowest possible taxonomic category. All spiders found had their occupied substrate type and geographic positioning recorded. 762 individuals were identified. Spiders from some families, such as Araneidae, were closely associated with vegetation, indicating that parks and gardens constitute an essential requirement for their maintenance in urban areas. Others, such as Latrodectus geometricus (Theridiidae), were able to use a variety of microstructures, maintaining only the architectural requirement of perpendicular planes for attaching their three-dimensional webs. Finally, the most abundant species, Menemerus bivittatus (Salticidae), uses trunks and walls, efficiently hunting across different surfaces. The data obtained are important for understanding how urban structure shapes spider presence and, consequently, their ecological impacts, such as predation on disease-vectoring insects.

2026-07-24T00:00:00Z https://repositorio.ufu.br/handle/123456789/49560 2026-08-15T06:28:08Z 2026-07-23T00:00:00Z

Title: Avaliação ecológica rápida e análise temporal das alterações no conteúdo de água em uma vereda do Ribeirão das Araras, Araguari, Minas Gerais Abstract: Veredas are wetland savanna ecosystems characteristic of the Cerrado biome, recognized as Permanent Preservation Areas because they harbor springs and play a fundamental role in maintaining biodiversity, recharging aquifers, and regulating water flow within watersheds. However, these ecosystems exhibit low resilience to environmental disturbances and have been severely degraded by the expansion of human activities, compromising their structure and ecological functioning. In this context, this study aimed to evaluate the impacts of human-induced changes on water content across three sections of a vereda in the Ribeirão das Araras sub-basin (municipality of Araguari, Minas Gerais) over the past 40 years. To this end, Landsat imagery from 1985, 1990, 2000, 2010, 2020, and 2025 was processed using the Google Earth Engine platform to calculate the Normalized Difference Water Index (NDWI), enabling an analysis of moisture dynamics within the vereda areas. A Rapid Ecological Assessment (REA)—adapted for these environments—was also conducted to qualitatively assess their conservation status. Additionally, historical precipitation data from the National Water and Basic Sanitation Agency (ANA) were used, and linear models were fitted to evaluate the influence of precipitation on NDWI classes. The results revealed a significant increase in surface areas classified as dry and a reduction in flooded and moist areas throughout the time series. The observed variations showed no significant relationship with annual precipitation, indicating that human pressures exert a greater influence on water availability in these vereda ecosystems. The Rapid Ecological Assessment identified varying levels of degradation across the evaluated areas, primarily linked to urban expansion, agricultural and livestock activities, damming, roads, the presence of invasive alien species, and changes in vegetation cover. It is concluded that the vereda (palm swamp) in the Ribeirão das Araras sub-basin has undergone significant changes in water content over the past 40 years, suggesting that the intensification of human activities may have contributed to reduced water availability in this environment. This highlights the need to strengthen monitoring efforts, ecological restoration, and public policies aimed at conserving Cerrado wetlands. Furthermore, integrating remote sensing with Rapid Ecological Assessment proved to be an efficient, low-cost approach with potential for environmental monitoring, capable of informing conservation and management strategies for the veredas of the Ribeirão das Araras sub-basin.

2026-07-23T00:00:00Z https://repositorio.ufu.br/handle/123456789/49477 2026-08-13T06:29:12Z 2026-03-20T00:00:00Z

Title: Coleções didáticas de zoologia no ensino de biologia: uma abordagem dialógica na educação de jovens e adultos Abstract: Educação de Jovens e Adultos (EJA) is characterized by formative trajectories marked by life experiences, knowledge built outside of school, and specific learning demands, requiring methodologies and pedagogical practices that engage with these experiences. This study investigated how the use of zoological teaching collections in practical classes can contribute to the learning, engagement, and environmental awareness of Adult and Youth Education (EJA) students in a public school in Uberlândia, Minas Gerais, Brazil. The research was conducted using a qualitative approach, and we used participant observation with field notes and student work during activities to collect data. We processed and organized the data using a theoretical framework for content analysis. Our results demonstrate that zoological teaching collections constitute an advantageous pedagogical strategy for teaching Biology in EJA, as they bring abstract content closer to the students' sensory experience and encourage reflection on the relationships between humans and other animals. Therefore, we believe that this study can contribute to future work by highlighting that other, more contextualized methodological possibilities for adult education can provide opportunities for pedagogical practices focused on meaningful learning and the development of environmental awareness.

2026-03-20T00:00:00Z