https://repositorio.ufu.br/handle/123456789/21099 2026-08-14T16:51:38Z 2026-08-14T16:51:38Z https://repositorio.ufu.br/handle/123456789/49260 2026-08-05T06:21:19Z 2026-05-25T00:00:00Z

Title: A experimentação na educação básica: desafios e possibilidades Abstract: The teaching of science often keeps students in a passive role in the teaching-learning process, hindering their active participation in the construction of knowledge. In this regard, experimentation emerges as a strategy with the potential to bridge theory and practice, fostering students’ autonomy and critical thinking. Considering this, this dissertation analyzes the challenges and potential of planning and teaching in the Experimental Practices course. The research was based on the experience of a teacher-researcher at a high school in the state school system of Minas Gerais, in the Triângulo Mineiro region. This is a qualitative study grounded in reflection on teaching practice in the school setting, tracking the process of designing, implementing, and evaluating experimental lessons. During the research, we observed that the adoption of these practices faces daily barriers that were categorized into three pillars: structural (such as the lack of laboratories and reagents); pedagogical; and time management (exacerbated by the overload of bureaucratic demands). To address these difficulties, the experience demonstrated the viability and strength of using alternative materials alongside different types of experimentation. Based on this finding, the research’s Educational Product was developed in e-book format, titled “Experimental Practices: Focus on Science Teaching in Basic Education.” The material was created with the aim of offering direct pedagogical support to teachers, bringing together accessible lesson plans and helping to optimize planning time. The results reinforce that experimentation is a viable and powerful approach to teaching Science/Chemistry, and the resulting product serves as a guiding document to support teachers’ implementation of experimental practices in Basic Education.

2026-05-25T00:00:00Z https://repositorio.ufu.br/handle/123456789/49129 2026-07-29T06:23:54Z 2026-02-27T00:00:00Z

Title: Articulações entre numeramento e resolução de problemas: uma revisão sistemática de teses e dissertações (2021–2024) Abstract: This dissertation focuses on the connections between numeracy and problem-solving in mathematics education, examining recent academic productions developed in the Brazilian context. The study is linked to the Postgraduate Program in Science and Mathematics Education (PPGECM) at the Federal University of Uberlândia (UFU), within the research line "Teacher Training in Natural Sciences and Mathematics". The general objective is to understand what Brazilian theses and dissertations produced between 2021 and 2024 reveal about the connections between numeracy and problem-solving in mathematics education. The research is characterized as qualitative and adopts a systematic literature review as its methodological approach. The survey of studies was conducted in the Brazilian Digital Library of Theses and Dissertations (BDTD) and in the CAPES Theses and Dissertations Database, using descriptors related to numeracy, numeracy practices, and mathematics education. As inclusion criteria, theses and dissertations that explicitly addressed numeracy in the context of education, were available in full, and had been developed in Brazilian postgraduate programs were selected. Duplicate works, productions that did not directly engage with the theme, or that treated numeracy in a secondary way were excluded. As a result of the selection process, a corpus composed of ten research studies, including theses and dissertations, organized by thematic axes, was constituted. The analyses showed that numeracy is understood mainly as a social and cultural practice, related to the meaningful use of mathematics in everyday contexts. It was also observed that problem-solving appears, in a large part of the studies, as a structuring axis of teaching, favoring the mobilization of strategies, the construction of meanings, and the development of students' intellectual autonomy. Other recurring themes involve teacher mediation, the contextualization of mathematical activities, and the need for inclusive and investigative pedagogical practices. The results indicate that research converges in advocating for overcoming mechanistic and decontextualized approaches, pointing to numeracy and problem-solving as paths to more meaningful mathematical learning. However, weaknesses related to initial and continuing teacher training are evident, especially regarding the conceptual understanding of numeracy and its articulation with pedagogical practices. As a result of the research, an educational product entitled "Exploring Division through Problem Situations and Numeracy Practices" was developed, aimed at training teachers in the early years of schooling. The material seeks to contribute to contextualized and investigative pedagogical practices, directly addressing the gaps evidenced in the analyzed research. It is concluded that the analyzed productions reinforce the importance of understanding numeracy as a central element of Mathematics Education in the early years, articulated with problem-solving as a methodology and teaching perspective, contributing to the formation of critical and participatory individuals in social life.

2026-02-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/49056 2026-07-25T06:27:58Z 2026-05-29T00:00:00Z

Title: Dinamizando o ensino de Biologia Celular: contribuições de uma sequência didática com metodologias ativas Abstract: The study of Cell Biology, or Cytology, is fundamental to understanding living beings, since the cell constitutes the basic unit of all organisms. However, teaching this subject faces pedagogical challenges, especially due to the high level of abstraction of the content and the difficulty students have in relating it to everyday situations, which often results in student disinterest in the topic. In this context, the use of active methodologies presents itself as a didactic alternative that can favor conceptual understanding and stimulate interest in Science. Thus, this study aimed to analyze how the use of a didactic sequence based on active methodologies, including playful resources, contributes to the teaching and learning of Cell Biology in Elementary School, favoring conceptual understanding and student engagement with the abstract content of cytology. The proposal was applied to sixth-grade students in a municipal school in Uberlândia, Minas Gerais, involving 66 students, aged between 11 and 12 years, distributed in two classes. The teaching sequence was developed between May and August 2025, over eight 50-minute classes, encompassing theoretical activities, practical laboratory work, and the use of a playful resource through the educational game "Cell in Play". The results showed greater student engagement, increased classroom interactions, and advances in the understanding of the cytological concepts addressed. It is concluded that the diversification of teaching strategies, associated with the use of active methodologies, favored the construction of knowledge in a more dynamic, participatory, and contextualized way. Furthermore, the findings of this study indicate possibilities for applying the proposal to other content areas in Natural Sciences and reinforce the importance of further research focused on developing pedagogical practices that promote student protagonism and more meaningful learning.

2026-05-29T00:00:00Z https://repositorio.ufu.br/handle/123456789/48813 2026-07-14T06:20:35Z 2026-03-09T00:00:00Z

Title: Educação ambiental na educação infantil: oficinas interdisciplinares para a educação especial Abstract: This research aims to develop, implement, and evaluate inclusive pedagogical strategies for teaching Science and Environmental Education to children with Autism Spectrum Disorder (ASD) in Early Childhood Education, also considering the continuity of this process within Specialized Educational Assistance (AEE). Grounded in the articulation between Environmental Education and Inclusive Education, the study is based on the understanding that pedagogical practices sensitive to the singularities of students who are the target audience of Special Education can foster more meaningful, accessible, and socially committed teaching and learning processes. The investigation is characterized by a qualitative approach, anchored in the analysis of pedagogical practices already experienced in the classroom and in AEE, in the identification of challenges present in Science teaching, and in the development of an Educational Product focused on an inclusive perspective. As part of the investigative process, pedagogical workshops on Environmental Education were developed with the purpose of expanding the participation, interaction, and learning possibilities of students with ASD, while respecting their specificities and potentialities. The research highlights that the approximation between Environmental Education and Inclusive Education constitutes a fertile field for the construction of pedagogical practices that promote not only socio-environmental knowledge, but also the development of cognitive, motor, communicative, and social skills. Thus, it can be concluded that the proposal of inclusive strategies and an Educational Product focused on Environmental Education may contribute to the strengthening of teaching practice and to the constitution of more inclusive school contexts committed to the integral development of children.

2026-03-09T00:00:00Z