PPECM - Mestrado em Ensino de Ciências e Matemática

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Lesson study nos trabalhos de conclusão de curso em ensino da Matemática no Nordeste brasileiro
(Universidade Federal do Rio Grande do Norte, 2025-10-31) Costa, Péricles Dennys Santana; Gutierre, Liliane dos Santos; https://orcid.org/0000-0001-6124-7769; http://lattes.cnpq.br/8693761992237347; http://lattes.cnpq.br/0025023784486364; Balvin, Fabian Arley Posada; https://orcid.org/0000-0003-4413-7298; http://lattes.cnpq.br/5612306074421036; Anjos, Marta Figueredo dos; http://lattes.cnpq.br/1802642900191449; Richit, Adriana; https://orcid.org/0000-0003-0778-8198; http://lattes.cnpq.br/2107707592550055
The professional development training process of Lesson Study has been widely used in mathematics teaching in Brazil, which motivated this research on its academic production in the Northeast region, since our academic and professional training took place in that region. Given this, this study sought to answer the research question: How do the contributions of Lesson Study manifest themselves in initial and continuing teacher training, based on undergraduate course completion papers, dissertations, and theses produced in the Northeast region of Brazil? The objective is, therefore, to analyze the contributions of Lesson Study to the initial and continuing training of mathematics teachers, identified in undergraduate theses, dissertations, and theses produced in the Northeast region of Brazil. To this end, searches were conducted in the Brazilian Digital Library of Theses and Dissertations, the Thesis and Dissertation Catalog of the Coordination for the Improvement of Higher Education Personnel, and Google Scholar, identifying 52 works, of which, after applying inclusion and exclusion criteria, 11 were selected for analysis. The analysis was conducted from the perspective of Bardin's Content Analysis (2016), using the categorization technique. The results of this research show that Lesson Study has contributed to teacher training, both initial and continuing, in the Northeast region of Brazil. The difficulties initially encountered in collaborative planning and reflection on the lessons taught were overcome with the use of Google Meet, which enabled virtual meetings and greater integration among participants. However, in two of the eleven studies analyzed, there are statements of activities that do not constitute challenging problems, since the students approached them superficially, without fully understanding the context, which compromises the training process of Lesson Study, although an effort is observed on the part of future teachers and practicing teachers to take ownership, keeping the student as the central element of the class. This commitment demonstrates personal motivation, guided by the desire to contribute to the construction of quality education. It was also found that participants see collaborative mathematics teaching as a concrete opportunity for social transformation. Their engagement reveals the hope that it is possible to promote the development of a classroom in Northeast Brazil with better living conditions for its population, based on critical students using the mathematics they learn beyond the school walls. Lesson Study in undergraduate final projects, dissertations, and theses produced in the Northeast region of Brazil has thus been configured a formative process of professional development that led future teachers and practicing teachers to reflect on attitudes, practices, and skills, serving as an instrument for mobilizing and strengthening teacher identity in the struggle for a more inclusive public school system with quality mathematics teaching and learning.
Compreensões de licenciandos em química sobre aspectos em torno das mudanças climáticas globais: desafios e perspectivas para o ensino
(Universidade Federal do Rio Grande do Norte, 2025-05-30) Dias, Elizete Faustino; Freire, Melquesedeque da Silva; https://orcid.org/0000-0003-2693-877X; http://lattes.cnpq.br/0358064729580858; Silva, Márcia Gorette Lima da; https://orcid.org/0000-0002-8114-0704; http://lattes.cnpq.br/6965522706601294; Silva, Leticia Caetano da; http://lattes.cnpq.br/3977890578794609
The scientific consensus on the anthropogenic origin of climate change is supported by decades of research and evidence, recognized by several institutions and countless studies around the world. However, distorted information on the subject, such as that the current global warming is a natural phenomenon experienced by the planet, has been widely disseminated in society. This scenario demonstrates the importance and urgency of science education, especially with regard to the role of teachers as opinion makers, in informing and elucidating the understanding of the general population, and of students in the classroom, about socially relevant topics such as this. This research aimed to characterize the understanding of undergraduate chemistry students on the topic of global climate change, and the respective challenges in initial training for planning educational activities. Data collection was carried out in the context of a training course with undergraduate chemistry students from the Federal University of Rio Grande do Norte (UFRN), held in 4 consecutive meetings totaling 10 hours. The instruments used were questionnaires, interviews and the development of an activity plan to be developed in the classroom on the topic of climate change. All meetings were recorded and the oral and written records produced in the discursive interactions were transcribed, organized and analyzed through Discursive Textual Analysis (DTA). The results indicated that the undergraduate students recognized the importance of addressing the topic of climate change in the classroom, but signaled the perception of a lack of pedagogical preparation to deal with the topic comprehensively in the context of the chemistry discipline, which reinforces the importance of promoting formative experiences of this nature in the context of initial teacher training.
Nollet, Franklin e a garrafa de Leiden: estratégias para construção de repertório docente
(Universidade Federal do Rio Grande do Norte, 2025-07-25) Morais, Thiago Barbosa; Silva, Ana Paula Bispo da; https://orcid.org/0000-0001-8465-0614; http://lattes.cnpq.br/0263132634838418; https://orcid.org/0009-0003-8846-2356; http://lattes.cnpq.br/0799672033737313; Silva, Cibelle Celestino; https://orcid.org/0000-0003-3021-3915; http://lattes.cnpq.br/8975592323807707; Pinto, José Antonio Ferreira; https://orcid.org/0000-0001-9169-9950; http://lattes.cnpq.br/0868817484001159; Silva, Márcia Gorette Lima da; Silva Filho, Wanderley Vitorino da
This dissertation investigates the didactic potential of the historical episode of the Leyden jar for science teacher education, through the lens of the HistoricalInvestigative Approach (HIA). Considering the benefits and challenges of using the history of science (HS) in education, a literature review revealed that existing teaching materials often present an anachronistic view of science, simplify the processes of scientific knowledge production, and make strictly technical use of the Leyden jar in teaching—failing to explore the historical-investigative character of the episode. To address this issue, the general objective of this work is to develop a didactic proposal, grounded in the HIA, that explores both conceptual and contextual aspects related to the Leyden jar, considering the understanding of electricity in the 18th century. The specific objectives are: (i) to construct a historical narrative that highlights the different interpretations of the phenomenon of charging and discharging the Leyden jar; (ii) to emphasize the controversies present in the context of the device's development; and (iii) to elaborate a lesson plan aimed at teacher education, based on the theoretical and methodological assumptions of the Historical-Investigative Approach. Methodologically, a historical narrative was developed based on the analysis of primary and secondary sources involving the actors Jean-Antoine Nollet (1700–1770) and Benjamin Franklin (1706–1790), following aspects of modern historiography of science. By studying documents from the historical period related to the Leyden jar episode, different interpretations of the phenomenon of electrification were identified, as well as questions concerning its operating mechanism and the role of the materials used in the construction of the device. The research highlights how differing conceptions resulted in varied experimental arrangements, revealing the challenges faced by scholars and portraying science as a dynamic process, thereby reflecting on the provisional nature of scientific knowledge. The didactic proposal was constructed by integrating references from the historiography of science, the nature of science (NoS), studies on the historical-investigative approach, and the development of historicalinvestigative teaching repertoires (CREDHI). It is expected that this work contributes to the promotion of understanding of historical and epistemological aspects of scientific practice, to the discussion of issues relevant to the development of more reflective pedagogical practices, and to the provision of theoretical and methodological support for a critical and contextualized teacher education.
A imagem pública da Química: estudo sobre as visões de graduandos e suas implicações para o ensino e a divulgação científica
(Universidade Federal do Rio Grande do Norte, 2025-03-31) Silva, Márcio Gildeon Soares da; Freire, Melquesedeque da Silva; https://orcid.org/0000-0003-2693-877X; http://lattes.cnpq.br/0358064729580858; Dantas, Josivânia Marisa; https://orcid.org/0000-0002-9636-4698; http://lattes.cnpq.br/6685565063970044; Santos, Bruno Ferreira dos; http://lattes.cnpq.br/1331230222415236
Philosophical reflections on chemistry, its distinctive character in relation to other sciences, and its social impacts throughout history are important for promoting a richer and more authentic view of chemistry for teachers and students. Addressing epistemological issues can favour reflections on the Public Image of Chemistry, dispelling reductionist conceptions that associate it with stereotypes, environmental disasters, and other negative connotations disseminated in society and the scientific community. This study aimed to understand undergraduates' views on chemistry and its nature when they reflect on the public image of chemistry and its implications for teaching and science communication. The research adopted the assumptions of a qualitative approach and pedagogical intervention research, from the planning to the implementation of the empirical data collection stages, which was conducted in the context of a training course with chemistry undergraduates at the Chemistry Institute (IQ) of the Federal University of Rio Grande do Norte (UFRN). The data collection instruments included a questionnaire, written productions in the context of didactic-pedagogical activities and recordings of discursive interactions with the students over four consecutive days of the course, which totalled ten hours. The data was organized and examined in the light of Discursive Textual Analysis, further supported by a heuristic tool for analysing conceptions of chemistry. In the context of chemistry teaching, the results showed that, in addition to identifying views on chemistry, the conceptual profile of chemistry proved useful for analysing the Public Image of Chemistry in epistemological and socio-cultural terms, extending this characterisation beyond the positivenegative dichotomy. In addition, the experience suggested that relating the Public Image of Chemistry to aspects of the Nature of Chemistry can contribute to the epistemological foundation of teacher training. With regard to science communication, the didactic activity resulted in cultural communication texts, with the presence of elements characteristic of science communication discourse. Therefore, we point to the Philosophy of Chemistry as an epistemological foundation for training chemistry teachers and science communicators.
Abordagem didática do conteúdo de polímeros a partir de materiais utilizados no futebol: uma intervenção pedagógica com graduandos em química
(Universidade Federal do Rio Grande do Norte, 2025-02-18) Lucas, Gabryelle Jéssika; Silva Júnior, Carlos Neco da; https://orcid.org/0000-0001-9015-1934; http://lattes.cnpq.br/0917006004895117; http://lattes.cnpq.br/0388750578051298; Freire, Melquesedeque da Silva; https://orcid.org/0000-0003-2693-877X; http://lattes.cnpq.br/0358064729580858; Cabral, Wallace Alves; https://orcid.org/0000-0002-4685-7486; http://lattes.cnpq.br/8236518574003031
The teaching and learning process of chemistry presents considerable challenges, particularly due to the abstract nature of certain concepts, which often leads to difficulties in students’ understanding of the subject matter. In this context, adopting a contextualized approach has shown promising results in overcoming many of these challenges. This study discusses key concepts related to the topic of polymers through materials associated with the context of soccer—an immensely popular sport in many countries around the world and also a symbol of revolution, social emancipation, and inclusion. The choice to explore polymer content through the lens of soccer stems from the limited attention this topic typically receives in chemistry education. To conduct the research, a short course was designed and implemented for undergraduate students enrolled in both the teaching and bachelor's degree programs in Chemistry at the Federal University of Rio Grande do Norte (UFRN), with a total of 23 participants. Characterized as qualitative in nature, the study involved a pedagogical intervention that utilized data collection tools such as questionnaires and audio recordings. The research was previously submitted to and approved by UFRN's Ethics and Research Committee under approval number 6.701.007. For data analysis, elements of Content Analysis were employed, supported by the IRAMUTEQ software during the categorization phase.The results indicate that using the context of soccer to teach polymer concepts was well received by the participants, revealing diverse ways of understanding the concepts discussed, as reflected in their responses. The data also show that students developed a more meaningful understanding of concepts such as monomeric units, polymerization processes, and types of polymers, as these were consistently linked to the familiar context of soccer materials. Finally, students emphasized the importance of incorporating varied didactic resources in the teaching and learning of polymer content, such as models, analogies, and the negotiation of meaning.
O uso de vídeos como recurso de ensino nas aulas de matemática: possibilidades, contribuições e transversalidade
(Universidade Federal do Rio Grande do Norte, 2025-05-12) Lima, Luís Fernando Mesquita de; Gutierre, Liliane dos Santos; https://orcid.org/0000-0001-6124-7769; http://lattes.cnpq.br/8693761992237347; https://orcid.org/0000-0001-5248-9790; http://lattes.cnpq.br/4405802502570239; Breda, Adriana; Tinti, Douglas da Silva; Anjos, Marta Figueredo dos
As formative agents, mathematics educators play a fundamental role in promoting critical mathematical learning. To achieve this, it's essential that they develop pedagogical practices aligned with a critical mathematics education perspective, valuing reflection and knowledge contextualization. In this sense, the use of videos in the classroom presents itself as a powerful didactic tool. These audiovisual resources facilitate the connection between mathematical concepts and socially relevant issues for students, fostering not only engagement but also a more comprehensive and contextualized understanding of the content, as they are integral to students' cultural and media landscape. One such theme aligns with urgent discussions regarding global climate and environmental changes. Given this, this study sought to answer the following research question: How does video, as a didactic resource proposed in Brazilian theses and dissertations, contribute to the practice of Mathematics teachers, considering a critical and transversal education related to sustainability for Basic Education students? Thus, our objective was to analyze whether the videos proposed as didactic resources in Brazilian theses and dissertations consider a critical and transversal education related to sustainability for Basic Education students. Methodologically, the investigation has a qualitative approach and was based on a Systematic Literature Review. The retrieved works were analyzed using the Didactic Adequacy Criteria (CAD), a relevant tool for the planning, evaluation, and replanning of mathematics teaching and learning processes. These criteria are implicitly mobilized by teachers when justifying their practices. The analyses carried out using the CAD were triangulated with discussions on critical mathematics education by Skovsmose, Freire's conceptions of Education, the taxonomic proposal of videos presented by Ferrés (1996), and the researcher's subjectivity. The results presented suggest that, on one hand, the production and use of videos in Mathematics classes have increased; however, on the other hand, teachers show a lack of clarity in defining criteria for the selection of videos as a didactic resource, even if they are aware of the potential of their use.
Interlocuções entre a alfabetização química do ensino médio e os objetos de conhecimento em livros didáticos das ciências da natureza do PNLD 2021
(Universidade Federal do Rio Grande do Norte, 2025-02-19) Rodrigues, Ângela Daiane de Lima; Dantas, Josivânia Marisa; https://orcid.org/0000-0002-9636-4698; http://lattes.cnpq.br/6685565063970044; https://orcid.org/0009-0006-3168-1189; http://lattes.cnpq.br/3274430748073129; Carvalho, Rozicleide Bezerra de; Firme, Ruth do Nascimento
The aim of this research was to investigate how the Natural Sciences textbooks approved in the 2021 National Textbook Plan (PNLD) Guide present the conceptual content and constituent elements that favor the development of Chemical Literacy, considering the reference documents for Basic Education, BNCC and LDB, in the context of the Brazilian High School Reform. To this end, the following research problem was posed: How do the conceptual contents present in textbooks approved by the PNLD 2021, corresponding to the Multiversos Ciências da Natureza collection, which are based on LDB Nº 9.394/1996 and BNCC (Brasil, 2018), influence Chemical Literacy in the state of Rio Grande do Norte? The qualitative study, based on Stake (2011), used Bardin's Content Analysis (2011) as its analytical method, in six volumes of the “Multiversos - Ciências da Natureza” collection. Four main dimensions were adopted for the analysis, based on the literature on Chemical Literacy: i) Aspects of the Nature of Science in Chemistry; ii) Chemistry in Everyday Life; iii) Knowledge of the Nature of Matter; iv) Higher Order Learning Skills (Shwartz et al., 2004, 2005, 2006, 2013). Based on the analysis of the textbooks in the aforementioned collection, 29 chemistry concepts were catalogued, and we found that these dimensions are covered throughout the conceptual content, boxes and complementary sources. Considering our references and the analysis carried out, we conclude that the collection does not provide ample support for the development of Chemical Literacy that stimulates critical analysis and problem solving, which are fundamental for understanding chemical concepts that are intrinsic/present in man's relations with society. In this research, we identified that only two concepts (C8 and C6) of the Chemistry knowledge objects analyzed fully corroborate the process of developing AQ in high school in RN, through the current reform.
A câmara de nuvens: de objeto científico à prática pedagógica de Física Moderna
(Universidade Federal do Rio Grande do Norte, 2025-02-20) Rodrigues, Mateus Miranda; Silva, Ana Paula Bispo da; https://orcid.org/0000-0001-8465-0614; http://lattes.cnpq.br/0263132634838418; https://orcid.org/0009-0002-8050-1915; http://lattes.cnpq.br/0046575355583772; Pereira, Luiz Augusto Stuani; Silva Filho, Wanderley Vitorino da
By Material Culture it is understood that objects carry historical meanings and attributes, and that through a detailed description we are able to expand our historical sources without being restricted only to written documents. In this sense, studies of material culture began to be inserted in the history of science through investigations of scientific instruments. In this way, scientific material culture emerges, intended for the analysis of two categories of instruments, those used in research (scientific objects) and those intended for teaching laboratories (pedagogical objects). In higher education, specifically in teaching laboratories, there is a very fine line between the meaning of each category. When dealing with Modern Physics, in which phenomena and objects are a black box, understood based on preconceived theoretical models, experimental practice becomes just a demonstration and loses its initial investigative character, so the instruments pass to be, predominantly, for pedagogical and demonstrative purposes. Thus, through a case study, this work aims to investigate the cloud chamber, taking into account the historical and epistemological aspects used in its construction and all the adaptations undergone until its arrival in the teaching laboratories. In doing so, in the following way: review in a historiographical way the scientific versions of the chamber of clouds; analyze the pedagogical version of the cloud chamber based on the scientific material culture approach; identify the factors that made the cloud chamber a pedagogical object and the importance of this instrument in Science Teaching. The first versions of the cloud chamber are classified as scientific objects, as their purpose was to study the phenomenology of subatomic particles. However, over the years, the chamber undergoes modifications and becomes increasingly compact, soon losing its investigative character and becoming an object of pedagogical and publicity nature. Furthermore, the way in which the cloud chamber is used in laboratories distorts it, as in many cases the experiments worked on are already scripted, with only a brief experimental visualization followed by data collection. Thus, we can conclude that the cloud chamber is a fundamental piece of equipment in teaching laboratories, as it allows students to have a good understanding of physical phenomena. However, considering its historicity, it is underused, attributing a distorted empirical character to the knowledge acquired at the end of the 19th century and beginning of the 20th century, which is Modern Physics.
As culturas Sci-Fi e Pop na formação das representações sociais sobre o Planeta Marte: um estudo com licenciandos em Física
(Universidade Federal do Rio Grande do Norte, 2024-12-11) Brandão, Natan Cavalcante; Alves, Milton Thiago Schivani; https://orcid.org/0000-0003-2143-1750; http://lattes.cnpq.br/5496202392846305; https://orcid.org/0009-0009-2190-8943; http://lattes.cnpq.br/7227415195410710; Andrade, Erika dos Reis Gusmão; https://orcid.org/0000-0002-5296-8481; http://lattes.cnpq.br/0778953049451033; Colombo Júnior, Pedro Donizete
While inspiring imaginations and visions of the future, sci-fi and pop culture can also shape how people perceive and interpret information of a technological and scientific nature, exerting significant influence on the formation of Social Representations (SR). These representations can guide people's practical actions, not only by justifying but also by directing and shaping the construction of social identity. In the case of Planet Mars, for example, these representations can lead to mistaken and naive conceptions, revealing a lack of awareness about national participation in the context of space exploration and technological development, as well as a hegemonic North American perspective on scientific and technological progress. Thus, in the educational context, we question and aim to investigate the following: What are the social representations of undergraduate physics students regarding Planet Mars? To what extent are these representations influenced by sci-fi and pop culture, and could they impact Physics Teaching in Basic Education? For this purpose, we interviewed students enrolled in the inperson Physics Degree program at the Federal University of Rio Grande do Norte (UFRN), focusing on two subgroups: students entering in 2024 and participants in the Institutional Teaching Initiation Scholarship Program (PIBID) and Pedagogical Residency (RP), totaling 72 undergraduate students. We employed Moscovici's Theory of Social Representations for the theoretical-methodological framework, combined with Abric's Structural Approach (Central Core Theory). Data collection was carried out using the Free Word Association Technique (TALP) and Hierarchy through questionnaires. Data analysis, based on prototypical analysis, revealed that the terms "life," "exploration," "universe," "astronomy," and "water" stood out as possible constituent elements of the central core of the Social Representations of Mars among the undergraduate students. The results suggest that the interviewed physics undergraduates demonstrate an interest in topics related to astronomy and space exploration. However, the SR about Mars reflects a common-sense perspective reinforced by mass media, including themes such as human colonization of Mars and extraterrestrial life. This dissertation can provide support for teacher training in Physics and contribute to efforts to mitigate the impacts of fake news, conspiracy theories, misleading technological and scientific information, and sociopolitical biases surrounding Planet Mars.
Uma investigação sobre a trajetória da disciplina História da Matemática no curso de Licenciatura em Matemática da UFRN/CERES - Caicó
(Universidade Federal do Rio Grande do Norte, 2024-12-19) Medeiros, Letícia de Azevêdo; Oliveira, Adriel Gonçalves; https://orcid.org/0000-0003-1525-2393; http://lattes.cnpq.br/2408911558037856; https://orcid.org/0009-0008-4228-0502; http://lattes.cnpq.br/3737232809268819; Dalcin, Andréia; Cury, Fernando Guedes
The present study aims to investigate the historical trajectory of the History of Mathematics discipline at a specific University, seeking to understand how this component was taught and its role in the initial training of mathematics teachers. Thus, a historical study was carried out on the History of Mathematics as a discipline since the beginning of its offering at the Seridó Higher Education Center of the Federal University of Rio Grande do Norte until the present day, that is, from 1979 until 2024.Therefore, this study aims to answer the following research question: how did the trajectory of the History of Mathematics discipline develop at the Seridó Higher Education Center at the Federal University of Rio Grande do Norte? Based on this inquiry, the main objective of the research is to develop a historical interpretation of the trajectory of the History of Mathematics discipline in the Mathematics Degree course offered at the Centro de Ensino Superior do Seridó (CERES) of the Federal University of Rio Grande do Norte (UFRN). This is research of a historical nature, as the study developed is an interpretation of the historical trajectory of a discipline and for this purpose, curricular documents were consulted, such as the Pedagogical Political Projects and the curricular structures of the chosen Mathematics Degree course, the syllabus of the History of Mathematics discipline and the Programs for that discipline available. In addition, interviews were carried out with teachers who taught this curricular component and the course plans of some teachers and written assessments applied by them were analyzed. Thus, the method of data triangulation was chosen, seeking to make the different sources, written and oral, complement each other. At the end of this study, several aspects of the History of Mathematics discipline were addressed, as well as how it has changed over the years, both according to institutional documents and based on the different approaches and views of the teachers who taught the discipline throughout the course. over the years, but there are also some permanences, such as the course syllabus and some references.
Equilíbrio químico em livros didáticos de química geral do ensino superior: abordagens contextualizadas e aspectos da representação química
(Universidade Federal do Rio Grande do Norte, 2022-04-28) Dantas, Fabrícia; Silva Júnior, Carlos Neco da; https://orcid.org/0000-0001-9015-1934; http://lattes.cnpq.br/0917006004895117; http://lattes.cnpq.br/9676410763264784; Mazze, Fernanda Marur; Silva Júnior, Luiz Alberto da; Cabral, Wallace Alves
This research aimed to analyze General Chemistry textbooks for Higher Education frequently used by teachers and students at the Federal University of Rio Grande do Norte. This analysis sought to highlight aspects of contextualization present in the works and the aspects of chemical representations that refer to the macroscopic, submicroscopic and symbolic/mathematical levels - evidenced through Johnstone's Triangle in the content of chemical equilibrium. Thus, for the treatment of the results, Bardin's Content Analysis (CA) technique was used as support. The results indicate that the books at this level present poorly contextualized approaches, and these in turn have the aspects of chemical representations in a fragmented way, favoring more the symbolic and mathematical aspects to the detriment of the phenomenological aspects. As a result, it was also possible to observe the limitations that the textbooks have when working with this content, mainly for teachers in initial training, since they do not present contexts that help future teachers to build their practice in the basic education classroom.
Clube de ciências como estratégia para uma abordagem intercultural na educação científica
(Universidade Federal do Rio Grande do Norte, 2024-08-28) Damasceno, Amanda Beatriz Ferreira; Dantas, Josivânia Marisa; https://orcid.org/0000-0002-9636-4698; http://lattes.cnpq.br/6685565063970044; http://lattes.cnpq.br/3735781717870178; Nascimento, Wilson Elmer; Leite, Rosana Franzen
In the historical and social context of a techno-scientific society, it is of the utmost importance to understand the sciences in their complexity to participate actively, autonomously, and critically in society. The process of scientific development is a socio-historically determined human activity, thus a cultural process. For this reason, it makes sense to work on science teaching from the perspective of science as culture, reintegrating the possibility of working on science close to those who build it and live it: human beings in their cultural diversity. In the society in which we live, dialogues with knowledge can take place in different ways, often tending towards a monocultural dynamic. Thinking inter-culturally can be a catalyst for overcoming such a perspective. In this sense, teachers must know how to mediate the cultural diversity inherent in the educational act. This qualitative, participant-based study aimed to analyze the contributions of the experiences of a Science Club with an intercultural approach to the initial training of Chemistry, Physics, and Biological Sciences teachers. Eighteen undergraduates took part in the research. Based on the three pedagogical moments, they built four activities for the science club in Museum Park, hosting three classes from a public school in the diversity of Natal, RN. Different cultures, apart from the scientific one, were recruited throughout the research, and this trajectory made it possible to provoke the students into constructing critical and culturally diverse ways of teaching science. In addition, the undergraduate students' experiences, recounted in interviews, reverberated in three categories: creative spaces and strategies in science education; horizontality and interest in science education; and professional performance: practicing teaching. Most of the teachers said that working at the Science Club helped them to think of strategies to overcome traditional forms of teaching. The Science Club at the Museum Park proved pertinent for thinking about and debating science in dialog with other cultures, expanding the ways of seeing and working with it. Therefore, we believe it's important to encourage actions of this nature, both in teacher training and in various educational spaces.
Indicadores da disposição para a transformação social em atividades de química: análise de dissertações e teses focadas na argumentação e no pensamento crítico
(Universidade Federal do Rio Grande do Norte, 2024-10-22) Silva, Nailma de Araújo; Silva, Márcia Gorette Lima da; Monteiro, Midiã Medeiros; https://orcid.org/0000-0002-8114-0704; http://lattes.cnpq.br/6965522706601294; http://lattes.cnpq.br/4698054407214765; Silva, Livia Cristina Santos da; Freire, Melquesedeque da Silva
In the context of science education, there is a growing demand for approaches aimed at forming critical and conscious citizens. In this scenario, scientific argumentation in schools and the development of critical thinking emerge as essential pillars for improving these skills. We start from the assumption that teaching activities whose objectives are based on the relationship between scientific argumentation in schools and critical thinking enable the development of a disposition for social transformation in socioscientific contexts. The general objective was to analyze dissertations and theses from 2013 to 2023 in the field of Chemistry Education, which relies on scientific argumentation in schools and critical thinking, aiming to identify indicators that characterize the disposition for social transformation. To theoretically support our approach, we used the frameworks of Jiménez-Aleixandre and Puig (2022) and the assumptions proposed by Silva, Marbà-Tallada, and Marquez Bargalló (2024). Characterized as qualitative, descriptive, and bibliographic, the research utilized a Systematic Literature Review to select dissertations and theses, and for data organization and analysis, we employed Bardin’s Content Analysis (2016). We investigated how the teaching activities were planned, whether the established objectives were achieved and whether the results reported by the researchers indicated any signs that students mobilized a disposition for social transformation. The main results highlighted thematic categories at the semantic level through analytical description. From the theoretical discussion of these categories, four indicators of the development of the disposition for social transformation emerged: (1) the analysis and discussion of sociocultural issues; (2) the consideration of different points of view; (3) the identification of the problem and analysis of causes and consequences; (4) he proposition of possible solutions to the problems. It is hoped that the identification of these indicators will contribute to the development of a tool to evaluate and adjust teaching activities focused on scientific argumentation and/or critical thinking in schools, ensuring that they contribute to the formation of critical and socially engaged citizens.
Contra-argumentos modificam argumentos? O caso do júri simulado sobre o Marco Legal do Saneamento
(Universidade Federal do Rio Grande do Norte, 2024-02-05) Lima, Eline Costa de; Silva, Márcia Gorette Lima da; https://orcid.org/0000-0002-8114-0704; http://lattes.cnpq.br/6965522706601294; https://orcid.org/0009-0009-1912-3258; http://lattes.cnpq.br/2305576490508563; Nogueira, Mayara Larrys Gomes de Assis; Rodrigues, Sylvia Regina de Chiaro Ribeiro
Several authors of Science Didactics defend the inclusion of argumentation in scientific education due to its potential, such as understanding the nature of science and the development of critical thinking and communicative skills. From a dialogical and dialectical perspective, argumentation is a discursive activity characterized by the defense of points of view and consideration of different perspectives. The argumentative discursive organization that provides for the negotiation and justification of points of view gives argumentation an epistemic potential (construction of knowledge) and a metacognitive potential (reflection on one's proper thoughts). From this perspective, debate situations are indicated as argumentative practices relevant to teaching. One didactic strategy capable of fomented debate is the mock jury (or mock trial), a particular case of role-play game that aims to discuss a controversial topic. However, there are few studies in the literature that address the relationships between the simulated jury in Science Teaching and argumentation. This work proposes a case study on the mock jury strategy based on the dialogical and dialectical perspective of argumentation. Our general objective is to analyze the process of constructing knowledge claims based on arguments and counterarguments produced in guided simulated jury activities and students' perception of this process in a teaching context. As a controversial topic, the New Legal Framework for Basic Sanitation, Federal Law No. 14,026/2020, was chosen due to the controversies involved in its approval and implementation. To achieve the objective proposed, activities were developed and organized in the stages of preparation, implementation, and evaluation of the simulated jury, applied in five meetings in the training meetings of participants in the Pedagogical Residency Program – Chemistry Subproject of UFRN (CAAE - Certificate of Presentation of Ethical Appreciation 57847622.4.0000.5537). Data was collected using audio recordings of the meetings, besides written materials produced by students in the three stages (questionnaires, guided scripts, evaluation forms, and field diary). The data were analyzed using an analytical tool by Veneu, Ferraz, and Rezende (2015) based on Bakthinian elements. The results indicate that the constructing knowledge process statements in guided simulated jury activities occurred in the three stages of the research based on metacognitive processes and thinking self-regulation and being influenced by the evaluative relationships established by the participants with the perspectives. We can affirm that dialectical and dialogical argumentation can make relevant contributions to scientific education, just as the simulated jury can be a tool for instrumentalizing this argumentative perspective.
Uma história do curso de especialização em ensino de ciências naturais e matemática (EECNM) do IFRN - Campus Macau na perspectiva do ensino de matemática
(Universidade Federal do Rio Grande do Norte, 2023-07-17) Araújo, Kaline Martins; Gutierre, Liliane dos Santos; https://orcid.org/0000-0001-6124-7769; http://lattes.cnpq.br/8693761992237347; https://orcid.org/0000-0002-1691-2368; http://lattes.cnpq.br/7461505835207281; Oliveira, Adriel Gonçalves; https://orcid.org/0000-0003-1525-2393; http://lattes.cnpq.br/2408911558037856; Gouveia, Cristiane Talita Gromann de; Moura, Elmha Coelho Martins
This research presents the contributions and possible limitations of the Specialization course in Teaching Natural Sciences and Mathematics (EECNM), at the Federal Institute of Science and Technology Education of Rio Grande do Norte (IFRN) – Campus Macau – Rio Grande do Norte (RN), from the perspective of teaching Mathematics. It is centered on the study of the History of the Present Time (HTP), theoretically based on the works of Dosse (2017), Lohn and Campos (2017), Cavalcanti (2019) among other authors. Supported by Valente (2017) and Garnica and Souza (2012), who study the History of Mathematics Education (HEM), it is justified by the contribution to the continuing education of Mathematics teachers and, mainly, to the teaching of this discipline in the city of Macau/ RN and region. Thus, it asks: what were the contributions and/or limitations (if any) that the EECNM provided to the continuing education of Mathematics teachers and to the teaching of Mathematics? It aims, therefore, to investigate the contributions and/or limitations of the Specialization in Teaching Natural Sciences and Mathematics from the perspective of teaching Mathematics. In this investigative field, it makes use of written sources - academic documents of students found at IFRN and the Pedagogical Project of the Course (PPC) of EECNM -, in addition to oral sources - narratives of memories of graduates, professors of the institution and also of Mathematics in the region - collected through semi-structured interviews. To do so, it resorts to the assumptions of authors who discuss qualitative research such as Stake (2011), Bogdan and Biklen (1994), Gil (2008) and (2010) and Cellard (2008), combining different methodological procedures for data analysis, with the intention of obtaining some results. At the end of this investigation, it is observed that the EECNM contributes positively to the didactic practice and academic career of graduates, even providing knowledge inherent to their intrapersonal development. It also contributes to the development of scientific production in the teaching of Mathematics in the city of Macau and region. With regard to limitations, this research pointed to the aspect of course regulation, as the curricular order in which the disciplines are offered and the rules for selecting specialization students create obstacles in the selection process. Another limiting factor observed was the low demand for this specialization in the last selection notices. Therefore, this work comprises an important record of the contributions and limitations of the EECNM of the IFRN, Macau campus, with emphasis on the teaching of Mathematics, in the city of Macau and region, from its implementation to the present day. (Year 2023).
A linguagem no processo de ensino-aprendizagem de matemática: pesquisas fundamentadas na teoria da objetivação
(Universidade Federal do Rio Grande do Norte, 2023-03-31) Ferreira, Bárbara Thees; Noronha, Claudianny Amorim; Gomes, Luanna Priscila da Silva; https://orcid.org/0000-0002-4238-065X; http://lattes.cnpq.br/3258090174478169; http://lattes.cnpq.br/4567704983140217; Morey, Bernadete Barbosa; https://orcid.org/0000-0003-3253-0383; http://lattes.cnpq.br/7554818862651491; Lima, Pablo Jovellanos dos Santos; Gonçalves, Paulo Gonçalo Farias; Barbosa, Tatyana Mabel Nobre
This research is part of the context of investigating the relationship between language and Mathematics Education. Considering a plurality of theoretical references on the subject, we chose to develop this study from the historical-cultural perspective, based on Vygotsky's writings and on the Theory of Objectification advocated by Luis Radford. Thus, we defined as a general objective to understand how language and its relationship with the teaching and learning of mathematics in Basic Education are considered in Brazilian theses and dissertations based on the Theory of Objectification. More specifically, we seek: (a) to identify thesis and dissertations that are based on the Theory of Objectification, whose research was carried out in contexts of Brazilian Basic Education, and to situate those that discuss language and its relationship with the teaching-learning process of mathematics; (b) describe and analyze aspects related to the language approach and its relationship with the teaching-learning process of mathematics in thesis and dissertations identified. With the intention of achieving the objectives outlined in our investigation, we developed bibliographical research inspired by the State of Knowledge based on Fiorentini and Lorenzato (2006), Romanowski and Ens (2006), Vasconcellos, Souza e Silva (2020) and Morosini, Nascimento and Nez (2021). From the definition of descriptors, collection in the Capes Portal database and application of predefined criteria, twelve thesis and dissertations were identified that deal with the teachinglearning process of mathematics in contexts of Basic Education based on the Theory of Objectification. The preliminary synthesis of the corpus of analysis indicated the predominance of research focused on the teaching-learning process of algebra in the final years of elementary school. The corpus analysis was based on three predefined categories. Regarding the first category, conception of language, we highlight that: not all studies explicitly conceptualize language; the researches presented different conceptions of language, interpreted as a means of social interaction, body modality, expression/manifestation of thought and semiotic means/cultural artifact. In the second category, role of language, among the main functions of language evidenced by research, we have: social interaction, communication, expression/manifestation of thought, mediation and organization of thought. The third category, referring to language representations, revealed that all studies, except for one, considered in their investigations the mobilization of different language manifestations such as speech, writing, gestures, rhythms, intonation, drawings etc. We believe that language, as a semiotic means of objectification, is fundamental in the teaching-learning process of mathematics and, therefore, its understanding is crucial for teachers and researchers.
Movimento antivacina e o ensino de ciências: caracterização de aspectos históricos, sociais e percepções de licenciandos em ciências biológicas
(Universidade Federal do Rio Grande do Norte, 2022-11-25) Silva, Willianne Kelle Tavares; Freire, Melquesedeque da Silva; https://orcid.org/0000-0003-2693-877X; http://lattes.cnpq.br/0358064729580858; http://lattes.cnpq.br/2609493909885103; Farias, Carmen Roselaine de Oliveira; Araújo, Magnólia Fernandes Florêncio de; https://orcid.org/0000-0001-8811-7921; http://lattes.cnpq.br/4511989641459455
Historically, vaccines have been successfully used to control and eradication of epidemics and pandemics and, therefore, essential to public health and individual and collective well-being. On the other hand, hesitation and anti-vaccine movements such as, Brazil’s 1904 Vaccine Revolt and currently in the Covid-19 pandemic, influence vaccination coverage rates and bring other concerns regarding to social and educational aspects. Thus, this work aimed to understand aspects of the anti-vaccine movement and its implications for Science Teaching, based on a dialogic examination literature data and biological sciences undergraduates’ perception on this issue. A literature review on the subject was crucial to define the theoretical framework to approach our study and also pointed out its multifaceted character. In order to gather empirical data that could support the analysis, an educational intervention was carried out in a remote teaching scenario with biological sciences undergraduates at Federal University of Rio Grande do Norte (UFRN). Discursive interactions during the meetings were recorded in audio and video subsequently analyzed by using Textual Discourse Analysis. Findings suggest that undergraduates recognize the importance of vaccines and its immunological action, the potential influences that affect vaccines decisionmaking, misunderstanding as a factor of vaccine acceptance or rejection, and that science teachers have a relevant social role regards to this issue. Nevertheless, historical, epistemological and nature of science aspects related to the topic addressed were least evident from the perspective of the participants’ analysis, highlighting the need for problematizing these issues in both science teaching and teacher education, in view of contribute to building of a wider knowledge about vaccination and on how well-founded decisions can be made on the subject.
Aprendizagens para a docência no desencadeamento de ações no Clube de Matemática a partir da sistematização da síntese histórica do conceito de Número Natural
(Universidade Federal do Rio Grande do Norte, 2022-12-05) Ferreira, Juliana Rodrigues; Noronha, Claudianny Amorim; Borowsky, Halana Garcez; https://orcid.org/0000-0001-6813-1304; http://lattes.cnpq.br/8365735503848377; https://orcid.org/0000-0002-4238-065X; http://lattes.cnpq.br/3258090174478169; http://lattes.cnpq.br/0045619135875181; Gonzalez, Fredy Enrique; Silva, Sandra Aparecida Fraga da
In this research, we have as a central discussion about the learning of the necessary knowledge in the learning process for teaching Mathematics for teachers from the systematization of the historical synthesis of the concept of Natural Numbers in the Mathematics Club of (CluMat). The research was developed in the Master's course in Science and Mathematics Teaching and is linked to the Grupo de Pesquisa em Ensino de Matemática e Língua Portuguesa (Contar) and to the extension project Mathematical Club of the Federal University of Rio Grande do Norte (UFRN). This way, we start from the following guiding question: how does learning for teaching occur in triggering actions, involving Natural Number knowledge, at CluMat/UFRN? The objective is to investigate indicatives of learning for teaching in triggering actions, involving knowledge of Natural Number, at CluMat/UFRN. To do this so we use as theoretical support the assumptions of Vigotski's Historical-Cultural Theory (1991), Leontiev's Theory of Activity (1983) and the theoretical-methodological elements of the Guiding Teaching Activity proposed by Moura (1996). In the search for answers to our questioning, we organized the collection of information in two constitutive moments: observation and apprehension of reality. For observation, we used video-recording resources and the researcher's field diary. In order to apprehend the studied reality, we applied a questionnaire and developed a reflective session at the end of the process of study and systematization of the historical synthesis of the concept of Natural Number in CluMat/UFRN. From these instruments, we selected episodes and scenes that composed our axes of analysis. The analysis was organized into episodes and scenes (MOURA, 2004) that are presented in three axes of analysis: 1) Historical synthesis of the concept; 2) Mathematical knowledge; and 3) Formative movement. The first axis of analysis emphasized the importance of studying and reflecting on the logical and historical movement to learn about the concept of Natural Number and to elaborate the situation that triggers learning. The second axis of analysis showed how CluMat is organized as a possibility for learning knowledge about the concept of Natural Number and, consequently, for planning teaching actions that can mobilize the development of the student's theoretical thinking, as well as, contrast the organization of teaching as a learning way for teaching. The third axis of analysis showed that the shared development of actions in CluMat allowed the participants to appropriate elements inherent to teaching, contrasting theoretical reflection and practical action as possible elements for conceiving a general mode of teaching action. The results gave us indications that, when apprehending a general way of organizing teaching, teachers may be learning about the teaching work, since the development of the club's actions demonstrates the learning of necessary knowledge for the teaching practice, establishing a movement of learning for teaching Mathematics based on the systematization of the historical synthesis of the Natural Number concept in the context of the UFRN Mathematics Club.
Matemática e fake news: reflexões da educação matemática sobre consumo de notícias
(Universidade Federal do Rio Grande do Norte, 2022-11-18) Silva, Ronildo Nicodemos da; Oliveira, Adriel Gonçalves; Gutierre, Liliane dos Santos; https://orcid.org/0000-0001-6124-7769; http://lattes.cnpq.br/8693761992237347; http://lattes.cnpq.br/2408911558037856; http://lattes.cnpq.br/1315300687299893; Silva, Luzia Batista de Oliveira; Gouveia Neto, Sérgio Cândido de
Mathematics is traditionally presented as a knowledge that is not accessible, strictly logical, rational and neutral, and its political implications in the school and social sphere are constantly neglected. In a post-truth period, in which objective facts influence public opinion less than emotional appeals, disinformation propagating groups, usually with economic and political interests, try to manipulate public opinion and delegitimize already exhausted scientific knowledge. Too often these movements propagate conspiracy theories intrinsically related to quantitative issues and these actions can directly impact the proper functioning of democratic institutions. In this context, we elaborated our research question: how can Mathematics Education contribute to Media Education in a post-truth era? To answer this question, we delimited as a general objective to analyze the main fake news that was widely disseminated on social networks between the years 2016 and 2021. The choice of this period was to understand the election of US President Donald Trump, the departure of the United Kingdom from the European Union and the period of the pandemic of SARS-CoV-2. Because it is configured as a documentary research with a qualitative approach, we use the Le Goff's theory (2003) to analyze these intentionally fabricated documents with the explicit objective of manipulating public opinion. We use Google Trends to locate the biggest search trends for the term Fake News on the internet and identify them with the help of major national fact-checking platforms, also known as fact-checking. As a result, we have developed a series of activities that aims to allow, with a look of critical and media mathematical education, to contribute to a critical reading of the news. Finally, when developing such analyses, it was intended to provide reflections on democracy and the non-neutrality of science, especially mathematics, and its intrinsic relationship with the interests of organized groups in the propagation of disinformation. From this research it was possible to reflect that: mathematics is not good, is not bad and much less neutral and, when worked with a critical eye, has the potential to be an instrument for promoting democracy and citizen formation.
A tecnologia em foco na Educação CTS: um estudo na formação inicial de professores de Ciências
(Universidade Federal do Rio Grande do Norte, 2022-08-22) Lima, Dioginys César Felix de; Dantas, Josivânia Marisa; https://orcid.org/0000-0002-9636-4698; http://lattes.cnpq.br/6685565063970044; https://orcid.org/0000-0002-7870-7925; http://lattes.cnpq.br/0711629960261680; Silva, Marcia Gorette Lima da; https://orcid.org/0000-0002-8114-0704; http://lattes.cnpq.br/6965522706601294; Firme, Ruth do Nascimento
Some researches in the field of studies of Science, Technology, and Society Education (STS) indicate that proposals and discussions in recent years tend to privilege only the elements (S and S) - Science and Society, secondarily leaving the debate on Technology in a secondary way and/ or linked merely to an instrumental artifact, without proposing a broader discussion about this element in order not to consider its epistemological character. In this perspective, to give greater visibility to the element (T) in STS Education, the present study aimed to investigate the conceptions of Technology of Natural Sciences undergraduates in two public Higher Education institutions in the state of Rio Grande do Norte. To this end, a survey was carried out on the topic of Technology in the area of Science teaching in the 2010-2020 decade; and we seek to identify how these dimensions are addressed in the curricular and extracurricular activities of the courses in which the participants are linked. This research is exploratory, with a qualitative approach. The instrument used was a questionnaire applied remotely with the help of Google Forms with 86 undergraduates from the Biological Sciences, Chemistry, and Physics courses at the Federal University of Rio Grande do Norte (UFRN) and the Federal Institute of Rio Grande do Norte (IFRN). The research was submitted to the Research Ethics Committee (CEP) of UFRN, approved by Opinion No. 5,268,294, thus respecting the norms of Resolution No. 510/2016 of the National Health Council. To analyze the corpus, we used elements from Bardin's content analysis (1977). The results indicate that the dimension Technology as a human activity was the most frequent, followed by the dimensions Technology as object/artifact and Technology as a mode of knowledge. We observed that most of the answers allude to the prevalence of Restricted Conceptions of Technology, as these are close to deterministic and instrumentalist concepts of Technology. For the researched universe, technologies are useful to satisfy human needs, in addition, aspects such as non-neutrality and the volitional dimension of Technology were not mentioned in the answers obtained. Therefore, we consider the need for discussion and insertion of curricular proposals of the Biological Sciences, Chemistry, and Physics Licentiate courses of these institutions to consider the aspects of the Nature of Technology broadly. In this way, we emphasize that, for the rise of the element (T) to occur in a way that is equivalent to the other elements (S and S) in the implementation of STS Education, it is necessary to propose and carry out more studies that involve this theme in initial training and/or continuing education of Science teachers.

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