Revista Brasileira de Educação em Ciências e Educação Matemática
A Revista Brasileira de Educação em Ciências e Educação Matemática é promovida pelo Programa de Pós-Graduação em Educação em Ciências e Educação Matemática (Área de Ensino da CAPES), mestrado e doutorado, da Universidade Estadual do Oeste do Paraná (UNIOESTE). A revista é prioritariamente da área de Ensino e tem por objetivo publicar artigos embasados em pesquisas em Educação em Ciências e/ou Matemática, ou que indiquem implicações para a área.
Universidade Estadual do Oeste do Paraná - UNIOESTE
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ANÁLISE DE SENTIMENTOS NOS RELATOS DOS ESTAGIÁRIOS DO CURSO DE LICENCIATURA EM MATEMÁTICA
Supervised Internship I is an essential component in the initial training of undergraduate mathematics students, as it promotes the first systematic contact with the school environment and the demands of teaching work. This study analyzes the feelings expressed by interns in the Mathematics Licentiate program at the State University of Paraíba (UEPB), seeking to understand how the experience contributes to the construction of professional identity. Twenty students enrolled in the course participated, and their experience reports were examined using a qualitative approach, with sentiment analysis and text mining in the R software. The results indicate that, despite nervousness and insecurity at the beginning, positive feelings predominate at the end of the internship. Interaction with students, experience in pedagogical practice, and adaptation to the challenges of the classroom were central aspects. It is concluded that the internship constitutes a significant formative space, strengthening the professional development of teachers.
Copyright (c) 2026 Josevandro Barros, Joanderson de Oliveira Gomes, Joseilme Fernandes Gouveia, José Augusto Oliveira https://creativecommons.org/licenses/by-nc-sa/4.0
MATHEMATICAL KNOWLEDGE MOBILIZED BY THE PROVA PARANÁ 2025
In the state of Paraná there is a diagnostic evaluation for students of Basic Education called Prova Paraná. Thus, this research aims to identify the demands of mathematical knowledge mobilized by the Paraná Test regarding the concepts of numbers for the 5th year of elementary school. This identification was performed through a mathematical organization contemplated in the assumptions of the Anthropological Theory of Didactics. The analyses and discussions were carried out from questions related to the thematic unit of Numbers in a Paraná Test of Mathematics of the first quarter of 2025. The results show descriptors aimed at understanding the decimal numbering system, the positional value, the composition and decomposition of natural numbers, as well as fundamental operations and problem solving. It was also found that the analyzed tasks require the application of elementary mathematical concepts in a technical way, and can be improved in terms of contextualization.
Copyright (c) 2026 Willian Augusto de Brito Sarachi, Camila Bonini de Araújo Cassoli, Dra. Mariana Moran Barroso https://creativecommons.org/licenses/by-nc-sa/4.0
PARÂMETROS E PROPÓSITOS NA EDUCAÇÃO CTS: UMA ANÁLISE DA COLEÇÃO “MULTIVERSOS” DO PNLD 2021
In the educational context, CTS studies aim to promote scientific and technological literacy, seeking to enable citizens to understand science and technology as human activities shaped by the sociocultural context in which they are embedded. The objective of this article is to present an analysis of how the CTS approach is addressed in one of the book collections distributed by the 2021 National Textbook Plan. To this end, the parameters and educational purposes for CTS education in Brazil were used, which enable the categorization and identification of the depth of this approach. In this sense, excerpts from books that refer to science, technology, and society were selected. The analysis of the selected excerpts reveals a predominantly technical and descriptive approach to science and technology, with an emphasis on the evaluation of post-production impacts, without necessarily considering the active participation of society in the development of this knowledge.
Copyright (c) 2026 Luiz Felipe Gonçalvez de Silvio, Anike Arnaud https://creativecommons.org/licenses/by-nc-sa/4.0
FORMAÇÃO CONTINUADA DE PROFESSORES PARA O USO DE TDICS NO ENSINO DE QUÍMICA: RELATO DE EXPERIÊNCIA NO SUL DA BAHIA
Continuing education is essential to teacher development, especially in Chemistry, requiring constant scientific and technological updating. In this text, we discuss the continuing education of Chemistry teachers in Southern Bahia, highlighting a workshop held as part of the Continuing Education Project for High School Chemistry Teachers. The topic of Digital Information and Communication Technologies was based on the teachers' needs, highlighting the importance of integrating digital resources as a pedagogical strategy. Our objective was to describe the process of organizing and implementing the workshop, from data collection to the execution of the activities. In our methodology, we used a questionnaire, highlighting barriers to the integration of digital technologies: poor infrastructure and limited internet access. We conclude that continuing education is essential for the adoption of innovative pedagogical practices, contributing to student motivation and improving the quality of Chemistry education in high school in the regional public school system.
Copyright (c) 2026 Júlia Reis dos Santos, Indman Ruana Lima Queiroz https://creativecommons.org/licenses/by-nc-sa/4.0
PERCURSOS METODOLÓGICOS NA PESQUISA SOBRE MATEMÁTICA FINANCEIRA NO CAMPO DA EDUCAÇÃO FINANCEIRA
Este artigo busca responder o seguinte questionamento: O que se mostra sobre os procedimentos metodológicos empregados nas produções teóricas que abordam o ensino de Matemática Financeira no contexto de Educação Financeira? Este estudo fundamenta-se na ideia de que compreender os métodos de pesquisa é essencial para fortalecer a área e oferecer referências para investigações futuras. Enquanto resultados, reflete-se sobre os quatro principais procedimentos metodológicos encontrados: pesquisa bibliográfica, pesquisa bibliográfica combinada com análise documental, pesquisa-ação e modelagem teórica, e como eles contribuem para a investigação do ensino de Matemática Financeira no referido contexto, oferecendo caminhos para futuras pesquisas e possibilidades de aprofundamento na área.
Copyright (c) 2026 Camila Heloiza da Silva, Renata Camacho Bezerra, Richael Silva Caetano https://creativecommons.org/licenses/by-nc-sa/4.0
PRÁTICAS EDUCATIVAS DE RESOLUÇÃO DE PROBLEMAS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: UM MAPEAMENTO NOS ANAIS DO SIRPEM
This research aims to portray the research published in the proceedings of the I and II Symposium on Problem Solving in Mathematics Education (SIRPEM) regarding problem-solving practices in early-grade mathematics classes. Qualitative research methodology was used, and data were analyzed using Discursive Textual Analysis (DTA). As theoretical frameworks, we highlight research that discusses the concept of problem, the importance of problem-solving in mathematics teaching, and the triple teaching-learning-assessment methodology. The conclusion is that early-grade teachers have incorporated the Mathematics Teaching-Learning-Assessment Methodology through Problem Solving (MEAAMaRP) into their teaching practices, highlighting the relevance of its use in promoting more dynamic and investigative classes, addressing fundamental aspects of students' cognitive development.
Copyright (c) 2026 Larissa Flores de Castro, Jossara Bicalho https://creativecommons.org/licenses/by-nc-sa/4.0
A TRANSPOSIÇÃO DIDÁTICA DAS PARTÍCULAS ELEMENTARES EM LIVROS DIDÁTICOS DE FÍSICA
Este trabalho apresenta a análise da transposição didática do tópico Partículas Elementares em 12 coleções didáticas de Física do Ensino Médio, pertencentes ao Programa Nacional do Livro e do Material Didático (2018–2020). A abordagem fundamenta-se na teoria da Transposição Didática de Yves Chevallard, com ênfase nos processos de descontextualização e despersonalização. Constatamos um reducionismo conceitual que distancia o Saber Sábio do Saber Ensinado. As coleções frequentemente negligenciam a história da construção científica, omitindo a coparticipação de diversos cientistas, o que pode gerar uma imagem distorcida do fazer científico. Os resultados indicam que, embora o tema apareça em quase todas as coleções, predominam abordagens que simplificam excessivamente os conceitos, ignorando suas implicações históricas, filosóficas e epistemológicas. Conclui-se que a forma como a FPE é transposta limita o potencial formativo do conteúdo, exigindo uma reflexão crítica sobre os modos de tratar saberes científicos complexos na educação básica.
Copyright (c) 2026 Rafael Gombrade, Leandro Londero https://creativecommons.org/licenses/by-nc-sa/4.0
CONTRIBUIÇÕES DO PET FÍSICA NA PERSPECTIVA DO ENSINO, PESQUISA E EXTENSÃO: UM RELATO DE EXPERIÊNCIA
Em 2024, o PET Física do IFCE-Sobral desenvolveu atividades integrando ensino, pesquisa e extensão. Destacam-se a criação de mídias sociais, com um site, perfil no Instagram e canal no YouTube, ampliando a divulgação de suas ações e o acesso a recursos educacionais. Também foi realizado o projeto Física para o Enem, com a elaboração e distribuição de materiais didáticos para estudantes de escolas públicas. Além disso, os petianos desenvolveram atividades para mecânica básica e cálculo na graduação, utilizando o LaTeX. Essas iniciativas proporcionaram aos bolsistas experiências práticas, desenvolvimento de habilidades pedagógicas e maior interação com a comunidade, reforçando o papel do PET na formação de profissionais críticos e comprometidos com o ensino de física contextualizado. O programa consolidou-se como um espaço de aprendizado colaborativo e de relevância na educação.
Victória Régia Cavalcante de Vasconcelos
Copyright (c) 2025 Antonio Victor Gomes Pinto, Francisco Jackson Albuquerque Coelho, Victória Régia Cavalcante de Vasconcelos, Jéssica Pereira Fernandes, João Marcelo Souza Cavalcante, Francisco Alexandre Paiva Silva, Maria Suzany Alcantara Lima, Mikaelle Barboza Cardoso, Diego Araújo Frota https://creativecommons.org/licenses/by-nc-sa/4.0
FORMAÇÃO DE PROFESSORES DE CIÊNCIAS NO ÂMBITO DO PROGRAMA RESIDÊNCIA PEDAGÓGICA: PERCEPÇÕES DE PRECEPTORES E RESIDENTES
The Pedagogical Residency Program, launched in 2018, targeted students in the second half of undergraduate programs. Despite its short implementation time, the program generated a framework for analysis and discussion on the initial teacher training process and the relationship between higher education and basic education. This paper presents a study conducted within a stricto sensu graduate program in science education. The objective was to analyze the perceptions of preceptors and residents of a science subproject developed at a public institution in southern Brazil. The results presented insights into science teacher training from the perspective of residents and preceptors, and highlighted the need for greater organizational structure in the work developed, a certain lack of understanding by schools of their role as co-educators, and the need to break with certain persistent paradigms
Copyright (c) 2025 Andréia Florêncio Eduardo de Deus, Vilmar Malacarne https://creativecommons.org/licenses/by-nc-sa/4.0
IMPERCEPÇÃO E INVISIBILIDADE: A BOTÂNICA E O SOLO NO INCONSCIENTE ESCOLAR
This study analyzes students’ drawings from two activities within a Learning Unit (LU) on Soil and Botany, grounded in “Education through Research,” applied through “Classroom Research,” and organized within the “Dialectical Cycle.” The LU aimed to promote student protagonism in the learning process. The investigation took place in a rural school in Southwestern Paraná and employed Discursive Textual Analysis (DTA) to examine the records. The analysis revealed the categories “Botanical Imperception” and “Soil Invisibility,” highlighting an initially limited understanding of these topics among the students. To address these gaps, strategies were proposed that valued students’ questioning and connected scientific content to their daily lives through practical and reflective activities. The results indicate progress in the perception and appreciation of soil and plants, reinforcing the potential of investigative and contextualized approaches in Science education.
Copyright (c) 2026 Giulia Caponi de Oliveira, Bárbara Grace Tobaldini de Lima https://creativecommons.org/licenses/by-nc-sa/4.0
LOGOMATHEMATICS EDUCATION: A THEORETICAL ESSAY ON THE WILL TO MEANING IN THE MATHEMATICS CLASSROOM
This theoretical essay presents reflections on a dialogue between Mathematics Education (ME) and Logotherapy, aiming to address one of today’s greatest societal challenges: the will to meaning. Based on bibliographic research, it analyzes Viktor Frankl’s (1905–1997) writings on Logotherapy and Existential Analysis. The study identifies the possibility, necessity, and means to integrate ME and Logotherapy in mathematics classrooms through methodologies such as Problem Posing, without compromising their original principles. Such integration can foster more meaningful teaching and learning, enhancing students’ motivation and engagement. Furthermore, it may help students find meaning in mathematics, develop resilience, increase self-awareness, promote emotional well-being, strengthen ethical awareness, reduce existential emptiness, improve academic performance, and nurture more conscious and responsible citizens.
Copyright (c) 2025 Saul Barbosa de Oliveira https://creativecommons.org/licenses/by-nc-sa/4.0
PERCEPÇÕES DE PROFESSORES SOBRE O ENSINO DE BIOLOGIA NA ATUALIDADE: UMA ANÁLISE À LUZ DA POLÍTICA NACIONAL DE ENSINO MÉDIO
This study aims to analyse the perceptions of a group of biology teachers working in the state school system of Rio Grande do Sul regarding the New Secondary Education (NEM) curriculum, verifying the potential and limiting factors of this curriculum proposal in the construction of biological knowledge and the integral development of students. An exploratory qualitative research was conducted, adopting the following data collection instruments: theoretical review, documentary analysis of the BNCC, and semi-structured interviews. Bardin's Content Analysis was used to evaluate the data. The teachers' perspectives reflect weaknesses in the composition of the NEM curriculum with regard to the construction of biological knowledge, especially in terms of the available workload. The curriculum format shows potential for the integral development of students, as it encourages their autonomy and directs them towards professional training. However, the conduct of the training itineraries proved to be superficial and unstructured.
Copyright (c) 2026 Laura Beatriz Kremer Mattos, Profa. Dra. Suelen Bomfim Nobre https://creativecommons.org/licenses/by-nc-sa/4.0
OLHARES DE PROFESSORES DE CIÊNCIAS/BIOLOGIA SOBRE A CONTEXTUALIZAÇÃO NA EPJAI: DESAFIOS E POSSIBILIDADES
This study investigates the challenges and possibilities involved in the contextualization approach in Science/Biology teaching from the perspective of teachers who work in the context of Education of Young People, Adults and the Elderly (EPJAE), exploring teaching concepts and aspects related to pedagogical practices. From a methodological point of view, a questionnaire consisting of seven open questions was applied to ten Science/Biology teachers who work in the Final Years of Elementary School and/or High School in public schools in a city in Bahia. The information collected was analyzed through Discursive Textual Analysis (DTA). The results showed different conceptions about contextualization in the minds of teachers. They pointed out some challenges that can hinder the implementation of contextualization in Science/Biology classes, suggesting alternatives in favor of a contextualized education that considers the experiences of students and that connects the school and the community.
Copyright (c) 2025 Beatriz, Rodrigo da Luz https://creativecommons.org/licenses/by-nc-sa/4.0
UMA ANÁLISE DOS CONCEITOS DE INTERAÇÕES INTERMOLECULARES DISCUTIDOS NOS LIVROS DE CIÊNCIAS DA NATUREZA E SUAS TECNOLOGIAS DO PNLD 2021
This study aimed to analyze how high school textbooks from the PNLD 2021 program addressed the concepts of Intermolecular Interactions. For the development of this research, Bardin’s (1977) content analysis methodology was applied to a corpus of 42 textbooks, which revealed three categories: Concept Definition, Concept Application, and Concept Representation. The importance of integrating the three levels of Chemistry (macroscopic, submicroscopic, and symbolic) was emphasized, promoting a more balanced learning approach aligned with the educational objectives of the New High School reform.
Copyright (c) 2025 Natália Maiquele Dalmann Maron, Michael Costa da Rosa, Fernanda Karolaine Dutra da Silva, Vitória Schiavon da Silva, Alessandro Cury Soares, Bruno dos Santos Pastoriza https://creativecommons.org/licenses/by-nc-sa/4.0
CONTRIBUIÇÕES E LIMITES DO ESTÁGIO SUPERVISIONADO NA FORMAÇÃO DOCENTE EM CIÊNCIAS: ANÁLISE DE UM RELATO DE EXPERIÊNCIA
Supervised stage is a fundamental component of initial teacher education and represents an important theoretical activity on the future teaching practice of begginer teachers. Based on this premise, this article reports and analyzes the experience of teaching a class in a public school in the state of Minas Gerais, Brazil, to a 6th-grade group in Elementary School. This experience was part of the development of a supervised stage within the Biological Sciences Licentiate program at the Federal University of Lavras. The pedagogical intervention was considered positive, involving the implementation of an experimental class on the separation of materials, which highlighted the role of experimentation in Science teaching and encouraged student participation. However, the lack of opportunities for planning, implementing, and evaluating a more extensive didactic sequence, as well as the limited interaction with the school’s institutional dynamics and educational projects, were factors that constrained the stage experience.
Copyright (c) 2025 Murilo Ferreira Andrade, Ana Gabriella Alves Andrade, Jennifer Caroline de Sousa https://creativecommons.org/licenses/by-nc-sa/4.0
APLICAÇÃO DE UMA SEQUÊNCIA DIDÁTICA PARA O ENSINO DA ELETRODINÂMICA A PARTIR DA CONSTRUÇÃO E ANÁLISE DE UM CIRCUITO FOTOCONDUTOR
Este artigo, tem por objetivo apresentar os resultados de uma proposta de ensino da Eletrodinâmica aplicada no Ensino Médio a partir da idealização e implementação de uma Sequência Didática (SD) com os 29 estudantes do 3॰ ano A de uma escola estadual pertencente ao programa alagoano de ensino integral (pALei), junto à disciplina Laboratório de Práticas Experimentais (LPE), localizada na cidade de Arapiraca, Alagoas. Paralelamente à aplicação da SD, foram construídos pelos estudantes, circuitos fotocondutivos com o objetivo de integralizar os conteúdos contemplados. Ao final da pesquisa, observou-se que o estudo da Eletrodinâmica no Ensino Médio ganha significado científico e extensão prática, quando ministrado paralelamente à realização de atividades instigadoras, em que a montagem de circuitos e a manipulação de instrumentos e ferramentas de bancada, próprias da eletrônica, motivam a experienciação do conhecimento em sua forma substantiva, permitindo maior engajamento e a compreensão de fenômenos elétricos abstratos.
Copyright (c) 2025 KLEBER SALDANHA DE SIQUEIRA https://creativecommons.org/licenses/by-nc-sa/4.0
USO DE JOGOS NO PROCESSO ENSINO-APRENDIZAGEM DA MATEMÁTICA: PERCEPÇÕES NO ENSINO MÉDIO NOTURNO
In high school mathematics teaching at night, students have been facing difficulties in understanding and applying concepts, requiring more innovative approaches to make the teaching-learning process more attractive. Therefore, in this study, possibilities of using games in the teaching-learning process of mathematics in evening high school are analyzed. This is an exploratory and descriptive study, involving a qualitative and quantitative approach and was produced through bibliographic and field research. 42 students and 2 mathematics teachers from the 1st to 3rd year of evening high school participated in a school located in a municipality in the mid-southwest region of the State of Bahia, who answered a questionnaire with open and closed questions. The results point to indicators that can be used in the implementation and analysis of the possibilities of using games in the teaching-learning process of mathematics in evening high school.
Copyright (c) 2025 Ianca da Silva Santos, Dr. Josimar de Aparecido Vieira https://creativecommons.org/licenses/by-nc-sa/4.0
REPORTS OF CAOS: REFLECTIONS ON EXPERIENCES AND PRACTICES IN INTERVENTIONS OF A SCHOOL ASTRONOMY CLUB
This paper, written from an experience report perspective, aims to present the main stages of two pedagogical interventions developed by a school-based Astronomy Club. In addition, it seeks to share the reflections and narratives of the student members of the Club throughout these interventions, in order to highlight possible contributions to their academic and personal development. The reported activities focused on two main themes: the planet Mars (addressed through the science fiction book Martian Time-Slip) and constellations, targeting different student groups. We believe this work presents significant elements that demonstrate the value of such educational spaces for fostering an integrated and critical learning experience. Finally, we outline some research possibilities that could be developed in the context of school science clubs, encouraging the implementation of similar projects and investigations by other students, teachers and researchers.
Copyright (c) 2026 Anna, Daniela, Juliana, Leticia, Vitor Martins Menezes https://creativecommons.org/licenses/by-nc-sa/4.0
INTERVENÇÃO EDUCACIONAL: ESTRATÉGIAS DE ENSINO PARA EDUCAÇÃO AMBIENTAL APLICADA À ESTUDANTES DE BIOLOGIA
The papper is an experience report about an educational intervention carried out during the Supervised Internship discipline of the Degree in Biological Sciences. It consisted of holding an online workshop on the use of digital technologies in a pedagogical strategy for teaching Environmental Education, applied to students on the same Degree. In this way, we present platforms that are easy to access and use, some of which are part of the students&#39; daily lives. Topics such as: conservation, preservation and sustainability were covered; anthropogenic impacts on the environment; Conservation units; and sustainability in Brazilian communities. We seek to relate the topics covered with remote teaching strategies for environmental education. We thus perceive the positive influence that platforms provide for the promotion of Environmental Education, bringing habits and awareness in the area to society through the construction of new knowledge; as well as enabling better development of pedagogical practices in teaching.
Copyright (c) 2026 Revista Brasileira de Educação em Ciências e Educação Matemática https://creativecommons.org/licenses/by-nc-sa/4.0
O ENSINO DE GEOMETRIA NOS ANOS INICIAIS: UMA ANÁLISE DA ARTICULAÇÃO ENTRE A BNCC E AS DIRETRIZES CURRICULARES MARANHENSES PARA OS 4º E 5º ANOS
Este estudo analisa as diretrizes propostas pelo Documento Curricular do Território Maranhense (DCTMA) para o ensino de Geometria nos 4º e 5º anos do Ensino Fundamental, em articulação com a Base Nacional Comum Curricular (BNCC). Trata-se de uma pesquisa qualitativa, de natureza exploratória e descritiva, fundamentada em análise documental comparativa entre o DCTMA e a BNCC, além de revisão bibliográfica. A sistematização dos dados revelou avanços no alinhamento às competências e habilidades propostas, destacando a incorporação de elementos da cultura local e a valorização de metodologias ativas e avaliações formativas. Contudo, constatou-se a necessidade de maior detalhamento de práticas pedagógicas e de adaptação das orientações a diferentes realidades escolares. Este estudo contribui para a compreensão das potencialidades e limitações do DCTMA no fortalecimento do ensino de Geometria e aponta caminhos para futuras pesquisas e ações formativas no contexto educacional maranhense.
Copyright (c) 2025 Magno Andris Costa Pereira, Manoel dos Santos Costa, Sidney Costa Nogueira, Joemilia Maria Pinheiro Almeida https://creativecommons.org/licenses/by-nc-sa/4.0
UMA PROPOSTA DIDÁTICA PARA O ENSINO DE CIÊNCIAS NO CONTEXTO DA EXTENSÃO: BIOINDICADOR DE AGROTÓXICOS SUPERFICIAIS EM FRUTAS E LEGUMES IN NATURA UTILIZANDO CAENORHABDITIS ELEGANS NO ENSINO BÁSICO
O presente trabalho utilizou o organismo modelo nematóide Caenorhabditis elegans (C. elegans) como bioindicador para avaliar a presença de agrotóxicos na superfície de frutas e legumes in natura, com o objetivo de investigar os impactos da contaminação alimentar na saúde humana e ambiental. Desenvolvido sob os princípios da Pluriversidade Solidária (PS) e da abordagem Ciência, Tecnologia e Sociedade (CTS), o estudo promoveu a participação ativa dos alunos do ensino básico em todas as etapas do processo científico, com ênfase no desenvolvimento de soluções para os problemas de saúde de suas comunidades. Os resultados destacam a presença de agentes tóxicos em 5 dos 12 vegetais testados, capazes de gerar mortalidade nos organismos nas condições testadas. Além disso, o trabalho evidenciou o potencial de C. elegans como ferramenta educacional, integrando teoria e prática no ensino de ciências e biologia, e ampliando a disseminação do conhecimento científico para a sociedade.
Copyright (c) 2025 Douglas Correia, Cecilia Luis de Queiroz, Arthur San’t Anna Meira Haddad, Luís Felipe Leocádio Rigueira , Guilherme Fraga de Souza Miranda, Luis Felipe Silva Toledo, Luiz Paulo Rigueira de Moraes, Maria Aparecida Scatamburlo Moreira , Jackson Victor de Araújo https://creativecommons.org/licenses/by-nc-sa/4.0
WHY, WHAT AND HOW TO TEACH-LEARN SCIENCE IN CONTEMPORARY SOCIETY?
In contemporary society, the teaching-learning of the sciences is guided by the methods of this area of knowledge. From this perspective, the study in question aims to identify, in the literature on Science Education, assumptions of teaching-learning to highlight the triad why, what, and how to teach-learn science in contemporary society. This study is a qualitative and bibliographic research, of an exploratory nature. The document analysis method was used to work with the data. The results show the justifications, the syllabus and the scenario for teaching-learning science, considering the assumptions: recognition of the consequences of science for society; citizen practice based on scientific knowledge, breaking with mistaken views of science; overvaluation of the sciences as a product; differences between the "sciences of scientists" and the "school sciences"; conceptual, epistemic, social and material domains of scientific knowledge; conservative conception of education; research process within scientific communities; and science communities of practice in classrooms.
Copyright (c) 2025 Tiago Alves https://creativecommons.org/licenses/by-nc-sa/4.0
É com grande satisfação que apresentamos este número especial da Revista Brasileira de Educação em Ciências e Educação Matemática (ReBECEM), referente ao número 1 do volume 9 de março de 2025, que reúne os artigos completos apresentados no VIII Congresso Paranaense de Educação em Química (CPEQUI). Os trabalhos, selecionados, em sua versão revisada e ampliada, contribuem para o avanço das discussões e investigações na área de Educação em Ciências, trazendo reflexões e práticas inovadoras que dialogam com os desafios da educação contemporânea.
Copyright (c) 2025 Cláudia Almeida Fioresi; Enio de Lorena Stanzani, Marcia Borin da Cunha https://creativecommons.org/licenses/by-nc-sa/4.0
EXPLORANDO FUNÇÕES INORGÂNICAS E O FENÔMENO DA CHUVA ÁCIDA: UMA PROPOSTA DE SEQUÊNCIA DIDÁTICA COM O USO DO SIMULADOR PHET
In Chemistry Teaching, it is common to observe difficulties on the part of students, often associated with decontextualized methodologies that favor memorization over understanding. In this sense, this study aims to present an approach for teaching Inorganic Functions, using the Potentially Significant Teaching Units (LUTU) methodology based on Ausubel's Theory of Significant Learning (TAS), with the purpose of promoting more contextualized learning. The methodology included the development of a UEPS focused on the theme of Inorganic Functions for High School, with discussions about the phenomenon of acid rain. To achieve this objective, the use of the PhET simulator and the analysis of recent news were implemented, aiming to contextualize the theoretical concepts presented. Thus, it is expected that this work will help teachers in approaching the theme of inorganic functions, contributing to the construction of meaningful learning, in addition to awakening new ideas for future work.
Copyright (c) 2025 Joyce de Sousa Filgueiras, Blanchard Silva Passos, Ana Karine Portela Vasconcelos https://creativecommons.org/licenses/by-nc-sa/4.0
AS METODOLOGIAS ATIVAS NO ENSINO DE FÍSICA: UM ESTUDO BIBLIOGRÁFICO
Active Learning (AL) places students at the center of the learning process, promoting knowledge construction in collaboration with the teacher through problem-based situations. This article presents a literature review aimed at investigating how AL has been applied in Physics education, addressing two key questions: “How have researchers in the field of Physics defined Active Learning?” and “Which Active Learning methodologies have been used, and how have they been applied in high school and higher education Physics classes?” The review was based on research conducted in the Capes database, using the descriptors “Active Learning” and “Physics.” Out of the 421 articles found, 12 met the inclusion criteria and were analyzed. The results indicated variations in the definitions of AL and in the implementation of methodologies in Physics classes. This study contributes to mapping the current landscape and fostering discussions on the use of these methodologies in the educational context.
Copyright (c) 2025 Nathalie Akie Omachi, Carla Viviana Hermández-Silva, Marcia Borin da Cunha https://creativecommons.org/licenses/by-nc-sa/4.0
NATUREZA DA CIÊNCIA ENTRE ANJOS E DEMÔNIOS: CONTINUIDADES E DESCONTINUIDADES NOS DISCURSOS SOBRE CIÊNCIA DE LICENCIANDOS EM QUÍMICA
The Nature of Science has been debated worldwide in Science Education for over 60 years, initially around the consensus view, then based on its criticism. In this work, we use both perspectives and the French Discourse Analysis to investigate chemistry student teachers’ discourses, promoted by the reading of the novel Angels and Demons, by Dan Brown. We observed a positivist, empirical-inductive, realistic and utilitarian science ideological and discursive formation among students, reinforcing the importance of these discussions in the curriculum, as well as the insertion of literature, which are still little explored in Higher Education.
Copyright (c) 2025 Bruna Zilli, Luciana Massi https://creativecommons.org/licenses/by-nc-sa/4.0
ESTUDO DE MÚLTIPLOS E DIVISORES: SEQUÊNCIA DIDÁTICA DESENVOLVIDA NO CONTEXTO DO PROGRAMA RESIDÊNCIA PEDAGÓGICA
A Educação Matemática está em constante evolução, adotando novas abordagens pedagógicas para desenvolver o pensamento matemático de forma criativa e contextualizada. O uso de sequências didáticas e jogos didáticos é destacado como estratégia para um ensino mais envolvente, incentivando a exploração ativa de conceitos matemáticos pelos alunos. Autores como Grando (2004) e Zabala (2014) enfatizam a importância dessas práticas, visando conectar atividades lúdicas ao ambiente escolar e adaptar métodos de ensino às necessidades dos estudantes. O estudo concentra-se na elaboração de uma sequência didática com jogos para ensinar múltiplos e divisores, buscando promover aprendizagem prática e significativa, estimulando o raciocínio lógico e a cooperação dos alunos, alinhando-se às tendências contemporâneas da Educação Matemática. Esse enfoque visa aprimorar o desenvolvimento do pensamento matemático e a resolução de problemas, proporcionando uma experiência de aprendizagem engajadora e participativa aos estudantes.
Copyright (c) 2025 Francisco José de Lima, Manoel Vagner de Oliveira Diniz, João Nunes de Araújo Neto https://creativecommons.org/licenses/by-nc-sa/4.0
UM ESTUDO DE CASO SOBRE O ENSINO DAS PARTES DAS PLANTAS NOS ANOS INICIAIS EM UMA ATIVIDADE AO AR LIVRE
The general aim of this research was to describe and analyze the interactions that occurred during a pedagogical action on the functions of the parts of a plant, structured in a constructivist perspective of teaching-learning, and based on the analysis, to develop and propose a didactic sequence for teachers of the early years. The theoretical framework was constituted by the studies of Genetic Epistemology of the psychologist and epistemologist Jean Piaget. The didactic sequence proposed here has three main stages: Illustration in the classroom, by means of a poster (first stage); Observation of the plants of the vegetation of the school surroundings (second stage); and Reflection with students (third stage). The data collection methodology was based on the writings of a field diary of the teacher (also a researcher in this study), on the drawings that the students made in the classroom after the walk in the school surroundings and in photos of the environment taken by the teacher/researcher. Content analysis of the collected material was carried out. After analyzing the results, it was concluded that students in the early years are able to understand basic facts about the parts of the plants, which agrees with the literature, and also that the proposed didactic sequence worked, considering its purpose, and can be adapted to other school contexts.
Copyright (c) 2025 Janaína de Oliveira Pereira, Vinicius Carvalho Beck https://creativecommons.org/licenses/by-nc-sa/4.0
WHAT DO SCIENTIFIC COMMUNICATION WORKS SAY FROM THE PERSPECTIVE OF BAKHTIN AND CIRCLE AS A METHODOLOGICAL REFERENCE?
Scientific Dissemination (SC) encompasses a systematic set of communication strategies and practices aimed at disseminating Science and Technology. The objective of this work is to explain linguistic elements of the concrete statement in works on CD published in events in the area of ​Science Education that adopt a methodology anchored in the Bakhtinian framework. The research was carried out in the annals of four events in the area of ​​Science Education from 2012 to 2021. The works were analyzed according to the assumptions of Lima et al. (2019), supported by the concept of Bakhtin's Concrete Statement and his Circle. The results present: the identification of the statement and the immediate context of the research; the active responsiveness of the subjects of the discourse; and the integration of research results to implement a new statement. The results indicate that Bakhtin's Theory is used in different CD contexts, expanding the understanding of communicative interactions and the sharing of Science with the public, which enriches and encourages discussions about CD discourse and academic production.
Copyright (c) 2025 Mikael Otto, Alessandro Rodrigo Zanato, Marcia Borin da Cunha https://creativecommons.org/licenses/by-nc-sa/4.0
IMPACTOS DA PANDEMIA DA COVID-19: UM ESTUDO SOBRE A SAÚDE MENTAL DE PROFESSORES DE ALGUMAS INSTITUIÇÕES DE ENSINO DO PARANÁ
The COVID-19 pandemic and social isolation have profoundly affected the education and mental health of teachers, who have already faced high levels of stress. This research analyzes these impacts on the mental health of teachers in the public and private basic education networks in the State of Paraná. Through interviews and questionnaires sent by email, a significant increase in cases of anxiety, depression, stress, burnout, and exhaustion was found. More than half of the teachers sought mental health treatment, including therapy and medication, and reported sleep problems due to excessive computer use. They also experienced symptoms of anxiety and depression during both in-person and remote classes. The results also indicate limited attention to teachers' mental health, job insecurities, and significant changes in the classroom. The psychological impacts of the pandemic are not dissipating quickly, and teachers' mental health must remain an ongoing priority.
Copyright (c) 2025 Bruna da Costa Buzatto, Débora Piai Cedran, Bruna Silva Pedrosa, João Luiz Zampiroli https://creativecommons.org/licenses/by-nc-sa/4.0