https://repositorio.ufpb.br/jspui/handle/123456789/18594 PROFBIO Thu, 30 Apr 2026 22:26:26 GMT 2026-04-30T22:26:26Z http://repositorio.ufpb.br:443/jspui/retrieve/91636/PROFBIO-simples.png https://repositorio.ufpb.br/jspui/handle/123456789/18594 https://repositorio.ufpb.br/jspui/handle/123456789/37668 Título: A construção de um Blog como estratégia de ensino sobre prevenção da gravidez indesejada em adolescentes e IST na educação de jovens e adultos Autor(es): Lima, Tiago Teodosio Frutuoso de Orientador: Cantalice, Temilce Simões de Assis Abstract: The topic of sex education in Brazil is still surrounded by taboo numbers. The search for work to prevent teenage pregnancies and to prevent sexually transmitted infections (STIs), therefore, comes up against several difficulties in the face of the growing conservative movement in the country. Thus, an emancipatory approach to sex education allows to educate and become the protagonist of their decisions. For this accomplishment, you can use the active methodologies and digital information and communication technologies (TDIC) in the classroom. Due to the relevance of the theme and the importance of offering the public an accessible and interactive product, work is promoted that leads to information on preventing early pregnancy and STIs through a digital channel, or blog, a tool that it allows the dissemination of information to everyone connected to the Internet. In this way, you seek to foster the protagonism and investigate the studies of the 3rd segment of Youth and Adult Education, at the Henrique Vieira de Melo Municipal Integrated School, located in São Miguel de Taipu-PB, on the subject. For this, it made use of the active methodology, through action research, in the search for data and in the elaboration of strategies, such as the use of didactic sequences, workshops, diverse discussions, besides the creation of blogs. The use of the questionnaire, pre-test and post-test was important, as well as the debates in the classroom during the realization of the didactic sequences and the workshop. After the research was carried out, it was noticed that the blog fulfilled its function of disseminating information on pregnancy and STI prevention to school students and the whole community. Editor: Universidade Federal da Paraíba Tipo: Dissertação Mon, 20 Jul 2020 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/37668 2020-07-20T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37486 Título: Aprimorando a compreensão da seleção natural: uma abordagem através de metodologias ativas para a educação no ensino da Biologia Autor(es): Albuquerque, Dannylson Soares de Orientador: Colavite, Alessandre Pereira Abstract: Understanding evolutionary processes is essential for educating scientifically informed citizens. With the implementation of the New High School Curriculum and the adoption of the National Common Curricular Base (BNCC), it has become necessary to revise the approach to core Biology topics, such as Natural Selection, and consider new pedagogical guidelines. Recognizing Natural Selection as a central mechanism in the evolution of species provides a solid foundation for understanding biodiversity and the adaptation of organisms to their environments. This study aimed to develop investigative teaching sequences on Natural Selection, focusing on its main types (directional, stabilizing, and disruptive), by employing active methodologies to promote student agency and critical thinking. The implementation of three teaching sequences involved data collection and analysis, hypothesis formulation, and group discussions. The use of active methodologies to teach Natural Selection and its various types resulted in a deeper and more comprehensive understanding of evolutionary mechanisms among students. They began to recognize Natural Selection as a central process in explaining biodiversity and the adaptation of organisms to their environments and were able to apply these concepts in practical situations, such as the analysis of real or simulated evolutionary scenarios. This work aimed to report on the experience of transforming teaching practices through the application of active methodologies, with an emphasis on inquiry-based learning, Problem- Based Learning (PBL), and gamification. The proposal stemmed from the need to make lessons more meaningful, fostering greater student interest and participation. Through inquiry-based learning, students were observed to shift from a passive to a more active role in constructing knowledge, demonstrating curiosity, engagement, and autonomy. The incorporation of PBL contributed to the development of critical thinking and problem-solving skills by presenting contextualized challenges that required research, reflection, and collaborative work. Gamification, by incorporating playful elements such as scoring, rewards, and levels, increased student motivation and fostered a more participatory and interactive learning environment. The results demonstrated significant improvements in learning, including increased classroom participation, enhanced academic performance, and the development of socio-emotional skills. It is concluded that the adoption of these methodologies fosters more active, autonomous, and meaningful learning, proving to be an effective strategy for educating critical and creative students who are better prepared to face the challenges of contemporary society. Editor: Universidade Federal da Paraíba Tipo: Dissertação Fri, 29 Aug 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/37486 2025-08-29T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37409 Título: Uma abordagem investigativa sobre o uso de plantas medicinais com atividade antifúngica e sua relação com o saber popular Autor(es): Aquino, Tâmara Wyara Pereira de Orientador: Pessoa, Wallace Felipe Blohem Abstract: Teaching about the Fungi Kingdom is essential for understanding its biology, classification, and ecological and biotechnological relevance. This study integrated active methodologies, digital tools, and investigative strategies into the development of a Didactic Sequence (DS), promoting the transition of students from passive recipients to active protagonists in their learning process, while respecting their prior knowledge on the subject. The research connected the study of the Fungi Kingdom with Brazilian traditional medicine, investigating the use of medicinal plants in the treatment of mycoses and recognizing popular knowledge as an integral part of scientific development. The study was conducted at Barão de Exu High School, in Exu- PE, with second-year high school students in 2024. An action-research methodology was adopted, using participant observation and semi-structured questionnaire interviews as data collection techniques. The results showed that students understood the role of fungi in decomposition but had difficulties with classification and pharmaceutical applications. It was also found that the use of medicinal plants remains prevalent in popular practices, especially the use of leaves and bark in herbal teas. Ancestral knowledge, largely preserved by women, revealed species such as juazeiro (Ziziphus joazeiro), aloe (Aloe vera), garlic (Allium sativum), and aroeira (Schinus terebinthifolius) as the most frequently cited for treating mycoses. The investigative approach contributed to active student participation, breaking away from traditional teaching methods and enhancing the learning process. As a final product, the e-book Healing Knowledge: Medicinal Plants with Antifungal Activity was developed, highlighting local wisdom and its intersection with scientific knowledge. Editor: Universidade Federal da Paraíba Tipo: Dissertação Wed, 02 Jul 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/37409 2025-07-02T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37408 Título: Ludicidade em ação: desenvolvimento de uma sequência didática como facilitadora na aprendizagem sobre doenças infecciosas causadas por bactérias Autor(es): Crispim, Suzy Nunes Orientador: Santos, Fábio Marcel da Silva Abstract: Contemporary education constantly seeks innovative approaches to promote an ethical, critical, and transformative learning process that goes beyond mere content transmission. In this context, knowledge in Microbiology and its relationship with health, addressing topics such as self-care, nutrition, and the health-disease process, are crucial for the comprehensive development of students. Playfulness (ludicity) emerges as an effective pedagogical mediation for the construction of complex and meaningful concepts. This work aimed to develop and implement a didactic sequence based on playfulness and gamification principles to promote meaningful learning about infectious diseases caused by bacteria. The research, of a qualitative and participant nature, was conducted with 32 students from the 2nd year school from the Emiliano Pereira Borges in Ferreiros-PE. After approval from the Research Ethics Committee (CEP) of the Universidade Federal da Paraíba (UFPB) and obtaining the Free and Informed Consent Forms (TCLE) from guardians, and the Free and Clarified Assent Forms (TALE) from students, the research began. The didactic sequence was structured in four stages: a survey of prior knowledge; a deepening of the content with research on specific bacterial diseases; socialization of the acquired knowledge; and, finally, the production and application of the game "Enigma das Doenças" (Enigma of Diseases). The results indicated that the students, who initially had superficial and fragmented knowledge on the topic, showed significant engagement and a remarkable evolution in their understanding of diseases, etiological agents, transmission, and prevention. The game "Enigma das Doenças," the educational product of the research, was evaluated by the students as a fun and effective tool for reviewing and retaining knowledge, validating playfulness as a pedagogical strategy. It is concluded that the proposed methodology promoted student protagonism and facilitated the assimilation of microbiology content, connecting it to their daily lives and contributing to a more meaningful learning experience. Editor: Universidade Federal da Paraíba Tipo: Dissertação Thu, 28 Aug 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/37408 2025-08-28T00:00:00Z