https://repositorio.ufu.br/handle/123456789/21085 2026-07-03T17:59:50Z https://repositorio.ufu.br/handle/123456789/48784 Title: Um estudo de área e perímetro por meio da resolução de problemas com estudantes do 6ª ao 8º ano do ensino fundamental Abstract: This study aims to investigate the process of knowledge construction regarding the area and perimeter of plane figures by students from the 6th to the 8th grade of elementary school through a teaching sequence based on problem-solving within the Experimental Practices Integrative Component of a state public school in the city of Ituiutaba/MG. The ideas of Allevato and Onuchic (2014) underpinned the research, which has a qualitative character based on the Teaching-Learning-Assessment methodology of Mathematics through Problem Solving, and involved the participation of 50 students, 24 from the 6th grade, 12 from the 7th grade, and 14 from the 8th grade. Data were collected through a teaching intervention that took place over 5 meetings, each lasting 1 hour and 40 minutes. In each meeting, participants received a sheet containing 2 problems each involving the content of area and perimeter of plane figures. The analysis was structured across 5 meetings, following the 10-step roadmap proposed by Allevato and Onuchic (2014). The research results highlight that the students demonstrated progress in understanding the concepts covered, especially in recognizing properties of plane figures, such as the equality of opposite sides in a rectangle and the equivalence of areas in different geometric configurations. A greater ease in calculating areas from known references, such as the square and the rectangle, was also observed, as well as the frequent use of visual representations and annotations on drawings to support the organization of thought. However, most did not use abstract formulas to perform the calculations. Many students showed a tendency to operate directly with the presented numbers, without explaining the geometric meaning of their actions, revealing a more procedural than conceptual approach. Keywords: 2026-05-18T00:00:00Z https://repositorio.ufu.br/handle/123456789/48762 Title: Engenharia didática nos planos de aula de geometria do 9º ano do ensino fundamental: uma análise da revista Nova Escola Abstract: Teacher training is a fundamental element for the improvement of basic education, particularly in a scenario marked by continuous transformations. This dissertation adopts Didactics, Mathematics Didactics, and Didactic Engineering as its theoretical references, aiming to analyze how elements of Mathematics Didactic Engineering are manifested in the Geometry lesson plans for the 9th year of Elementary School, published by the Nova Escola Eletrônica Magazine between 2019 and 2023. The investigation, of a qualitative nature, adopts the State of Knowledge approach as a methodological procedure, conducting a documentary analysis of eleven lesson plans. The analysis was guided by the four phases of Didactic Engineering proposed by Artigue (1995): Preliminary Analyses, Conception and A Priori Analysis, Experimentation, and A Posteriori Analysis and Validation. As an educational product, a Commented Guide of the analyzed lesson plans was developed, with the purpose of supporting teacher training in the use of Didactic Engineering as a planning methodology. The validation of the product was carried out through a pedagogical workshop with basic education teachers and undergraduate students in Mathematics, Physics, and Pedagogy, which confirmed its formative relevance and applicability in the school context. The results demonstrate that Didactic Engineering presents itself as a consistent methodological framework for the conception of reflective, intentional teaching practices aligned with the contemporary demands of Mathematics education. 2025-12-10T00:00:00Z https://repositorio.ufu.br/handle/123456789/48744 Title: Guia didático sobre a Olimpíada Brasileira de Biologia (OBB): implicações para o conhecimento e engajamento de professores de biologia de Catalão-GO Abstract: This study investigated whether an educational product, in the form of a teaching guide about the Brazilian Biology Olympiad (OBB), could impact the knowledge and engagement of some Biology teachers in the municipality of Catalão, GO, regarding participation in this competition. The mixed‑method research was developed in three phases: an initial survey with an online questionnaire; an intervention phase, in which the teaching guide was presented during in‑person and remote meetings, accompanied by research diary records; and a final evaluation using another online questionnaire. Eleven teachers participated in the initial phase, five remained in the subsequent phases, and five additional teachers joined the research, totaling 16 participants. The results indicate that, in the initial phase, most teachers had some knowledge about the OBB, but after the dissemination of the guide, 50% of them were able to promote their students’ participation. We found that effective participation still faces challenges such as lack of time, work overload, absence of institutional support, and students’ lack of interest. Therefore, we consider that the educational product contributed to clarifying information and supporting pedagogical practices, but its applicability requires coordination among teachers, school administrators, and public policies, so that participation in scientific Olympiads becomes a continuous practice, culturally integrated into schools. 2026-02-12T00:00:00Z https://repositorio.ufu.br/handle/123456789/48740 Title: Educação ambiental e tecnologias digitais: o Scratch como recurso pedagógico no Ensino fundamental Abstract: This study aimed to produce, implement, and evaluate a didactic sequence to address the topic of recycling in a playful way, using the free Scratch program, in a fifth-grade class at a municipal school located in Uberlândia/MG. The study proposal, consisting of seven meetings, was evaluated and authorized by the Julieta Diniz Municipal Center for Educational Studies and Projects (Cemepe) and the school principal. The results indicate that Scratch was well received by the participants, sparking their curiosity, interaction, and interactivity. The application allowed students to explore the programming system, which many students did not have access to or knowledge of. It is worth noting that infrastructure limitations, such as a lack of Chromebooks for all students and technical problems, impacted the development of the proposal, requiring overcoming these obstacles. Available on the Educapes platform, the didactic product aims to contribute to the teaching of the topic in question, as well as addressing other aspects such as programming and student engagement. 2026-05-11T00:00:00Z