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Práticas docentes e a história da química: reflexões sobre ensino e aprendizagem

Tue, 14 Oct 2025 00:00:00 GMT

Título: Práticas docentes e a história da química: reflexões sobre ensino e aprendizagem Autor(es): Cardoso, Erivaldo de Almeida Orientador: Santos, Maria Betania Hermenegildo dos Abstract: Teaching Chemistry has historically been characterized by traditional practices that focus on memorization of formulas and laws, often not taking into account the historical, social, and human context in which scientific knowledge was built. Therefore, the History of Chemistry emerges as a pedagogical resource that can make learning more meaningful, contextualized, and closer to the reality of students. Based on this perspective, this research aimed to analyze the perceptions and practices of Chemistry teachers in the use of the History of Chemistry as a pedagogical tool in the teaching and learning process. The study was based in a qualitative and descriptive investigation, carried out with eight teachers working in public and private schools in the municipality of Areia/PB, Brazil. Data were acquired through questionnaires and examined according to the stages of Content Analysis and expressed through the establishment of three categories: (i) understandings and perceptions of teachers on the History of Chemistry; (ii) practices and possibilities of using the historical approach in High School; and (iii) challenges for its effective integration into teaching. The results showed that teachers recognize the relevance of the History of Chemistry as a pedagogical instrument capable of bringing students closer to Science, contextualizing content, and arousing interest in the subject. Among the most used strategies are historical contextualization when introducing content, the use of videos, the reproduction of historical experiments, and the promotion of debates. However, obstacles that impair its broader application were also identified, such as time constraints, a scarcity of adequate teaching materials, gaps in teacher training, and engaging of some students. To overcome these barriers, participants suggested measures such as increasing the presence of the History of Chemistry in initial and continuing teacher education, improvement of textbooks, and planning teaching sequences that are more integrated with the school profile. We conclude that, despite the expressed challenges, it is necessary to invest in the inclusion of the History of Chemistry in basic education, fostering critical, contextualized, and socially aware learning. Editor: Universidade Federal da Paraíba Tipo: TCC

Avaliação da aprendizagem: um estudo realizado no 9° do ensino fundamental em uma escola pública no município de Areia -PB

Fri, 03 Oct 2025 00:00:00 GMT

Título: Avaliação da aprendizagem: um estudo realizado no 9° do ensino fundamental em uma escola pública no município de Areia -PB Autor(es): Santos, Carlos Vinicius Nascimento Orientador: Santos, Anita Leocadia Pereira dos Abstract: Throughout participation in the pedagogical residency program, several concerns arose about the teaching/learning process, the main one being learning assessment. This led to this research, which was conducted in the municipality of Areia, Paraíba, Brazil. The overall objective was to investigate the occurrence of evaluative feedback directed at students in the classroom. This qualitative approach is a case study conducted in a 9th-grade school environment with the participation of a science teacher and her students. The theoretical framework for the concepts, conceptions, functions, and modalities of learning assessment was based on Hoffman (1993), Libâneo (1990), Romão (1999), Sant’ Anna (2014), and Zabala (1998). The following data collection instruments were used to develop the research: non- participant classroom observation; an interview containing 13 questions with the science teacher; and a questionnaire for the students. The findings highlight that feedback is partially provided to students and families, but not in a way that improves teaching methodologies and student learning; that assessment is predominantly summative, and there is a lack of closer student monitoring. The research enabled us to conclude about the challenges teachers face in assessing their classes in light of traditional assessment paradigms determined by the school, and that feedback is still not used as a tool for reviving teaching and learning assessment results in the classroom. Furthermore, based on the understanding that assessment impacts learning negatively or positively, whether due to the inadequacy/adequacy of instruments or the lack of formative and mediating assessment practices to improve the teaching-learning process, we advocate that undergraduate programs include learning assessment as a mandatory subject in initial teacher training, and that educational management and continuing teacher education policies address learning assessment in schools in a more in-depth and meaningful manner. Editor: Universidade Federal da Paraíba Tipo: TCC

Desafios e possibilidades do ensino de quimica no contexto do desenho universal para aprendizagem (DUA)

Mon, 13 Oct 2025 00:00:00 GMT

Título: Desafios e possibilidades do ensino de quimica no contexto do desenho universal para aprendizagem (DUA) Autor(es): Freire, Leila Alexandre Orientador: Santos, Maria Betania Hermenegildo dos Abstract: Chemistry teaching, essential for the critical and scientific development of students, still faces challenges related to motivation, understanding of abstract concepts, and the inclusion of diverse learners. Given this reality, it is necessary to rethink pedagogical practices, seeking strategies that make learning more accessible, participatory, and meaningful. In this context, Universal Design for Learning (UDL) emerges as an innovative approach capable of guiding lesson planning that takes into account student diversity and promotes multiple means of engagement, representation, and expression of knowledge. Based on this perspective, this study aimed to analyze the challenges and potentialities of UDL as an inclusive strategy to enhance Chemistry teaching, focusing on the topic of Electrochemistry. This qualitative study, developed through action research, involved 60 third-year high school students from a public school in Areia, Paraíba, Brazil. Data collection took place through the implementation of a didactic sequence composed of sixteen stages, which included playful, experimental, digital (using Information and Communication Technologies – ICTs), and collaborative activities. Data analysis, grounded in the principles of content analysis, enabled the organization of results into three categories: barriers to learning Electrochemistry, inclusive pedagogical strategies based on UDL, and contributions of UDL to learning. The findings showed that the use of UDL, integrated with active methodologies, helped reduce cognitive and attitudinal barriers, broadened students’ understanding of abstract concepts, and increased their participation. In this context, investigative and experimental practices favored the concrete visualization of chemical phenomena, strengthening scientific argumentation, collaboration, and learner autonomy, resulting in more meaningful and contextualized learning. Therefore, it is concluded that UDL enhances student agency, values diversity, and transforms Chemistry teaching into a space of inclusion, engagement, and collective knowledge construction. Finally, it is recommended to expand studies on its application in other subjects and educational levels, aiming to consolidate more equitable and innovative pedagogical practices. Editor: Universidade Federal da Paraíba Tipo: TCC

Perfil fermentativo da silagem de pornunça (Manihot spp.)

Mon, 13 Oct 2025 00:00:00 GMT

Título: Perfil fermentativo da silagem de pornunça (Manihot spp.) Autor(es): Lima, Brenda Silva Orientador: Costa, Maria Lindomárcia Leonardo da Abstract: In the Northeastern Semiarid region, forage conservation has been highlighted as a strategy to ensure a regular food supply, and pornunça (stem-fed silage) has emerged as a promising forage alternative. This study aimed to evaluate the dynamics of the fermentation profile of pornunça silage as a function of fermentation time and to determine its effects on aerobic stability. Samples from two batches (150 and 60 days) were collected from 40 kg laminated bag silos. The crop was grown with poultry manure fertilizer, spacing 1.2 x 0.5 m, and harvested at 120 cm with a 2 cm shredding process. In the laboratory, the samples were ground for dry matter and crude protein analysis. An aqueous extract was prepared from 25 g of fresh silage sample and added to 225 mL of saline solution to measure pH. Microbial populations (lactic acid bacteria, yeasts, and filamentous fungi) were quantified, and an aerobic stability test was conducted for 96 hours at 25°C with continuous temperature recording. A completely randomized design with two treatments (SIL1 = 150 days and SIL2 = 60 days) and five replicates was used. Means were compared using the F test (5%). It was observed that the fermentation time significantly influenced (P<0.05) the composition and fermentation profile: the silage with 150 days had a higher dry matter content (306.4g/kg) in relation to the silage with 60 days of fermentation (221.8g/kg), while the crude protein was higher at 60 days than at 150 days, presenting values, respectively, of 129.3g/kg and 59.0g/kg; the pH of the 150-day silage was obtained within the desirable range with averages of 3.82, while the 60-day silage was below this range, presenting values of 3.47; the greatest aerobic stability was obtained by the silage with 150 days of fermentation, totaling 32.49h, while the silage with the shortest time was only 14.23h. Microbial counts did not differ statistically (P>0.05), with mean values of 6.3, 0.66, and 3.72, respectively, in silage with 150 days of fermentation (SIL1) and 6.81, 1.98, and 5.87 in silage with 60 days of fermentation (SIL2). Because it presents a set of quality indicators, such as pH within the recommended range, greater aerobic stability, and reduced numerical counts of mold and yeast, it is noteworthy that silage with longer fermentation time (SIL1) is the most suitable option for use in animal feed. It is concluded that the 150-day fermentation time provides better nutritional value and aerobic stability than 60 days of fermentation of pornunça silage. Editor: Universidade Federal da Paraíba Tipo: TCC