TCC Ciências Biológicas
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Item A compreensão dos estudantes da área da saúde sobre biossegurança: uma análise crítica(2025-06-06) Oliveira, Maria Ilma Ferreira de; Souza, Cesário da Silva; http://lattes.cnpq.br/8397674250085897; Coelho, Sheyla Ferreira Lima; http://lattes.cnpq.br/9377424161004165; Santos, Marta Maria Silva Cavalcante dos; http://lattes.cnpq.br/4740990322148834The understanding of biosafety among health science students was critically analyzed in this study, conducted at the Centro Universitário de Maceió (UNIMA/Afya), with the objective of evaluating the theoretical and practical knowledge of undergraduates and identifying gaps in their academic training. This research was characterized as descriptive and exploratory, with a quantitative approach, involving 242 participants from the Medicine, Dentistry, Psychology, Nursing, Physiotherapy, and Nutrition programs. Data were collected through a structured questionnaire administered via Google Forms, addressing topics such as regulatory standards (NR-6, NR-9, NR-32), the use of Personal Protective Equipment (PPE) and Collective Protective Equipment (CPE), and procedures in risk situations. The results showed that 98.8% of students had previous contact with laboratory environments and demonstrated satisfactory knowledge of NR-32 and the role of PPE, with 97.5% and 100% correct responses, respectively. However, lower mastery was observed regarding NR-9, which addresses environmental risks, indicating the need for greater emphasis on this content within academic curricula. Participants’ perception of the importance of biosafety was high, particularly in relation to personal and collective safety. It was concluded that, although students possess a solid theoretical foundation in biosafety, there are specific gaps that require improvement, especially regarding the critical application of regulations and the integration between theory and practice. The adoption of active methodologies, such as simulations and case studies, along with continuous training, is recommended to strengthen a culture of biosafety in academic education.Item A experiência do estágio supervisionado no ensino de biologia e seus desafios para o campo da docência: o lugar do saber(2025-04-28) Lima, Sara Cristine da Silva; Santos, Reinaldo Batista dos; http://lattes.cnpq.br/8664524414563817; Brasileiro , Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Varela, Simone; http://lattes.cnpq.br/8249879413860593This work aims to reflect on the internship experience within academic training, with an emphasis on the contributions and challenges encountered during professional development in Biology teaching. The methodology adopted is qualitative, descriptive, and narrative, based on the experience of a student from the Undergraduate Degree Program in Biological Sciences during the period of supervised internship. The reflection on the teaching-learning process is built from the observation of the pedagogical practices adopted by the intern throughout the internship in the Youth and Adult Education (EJA) context, relating these practices to the challenges faced and the lessons learned along the way. In this context, the research question guiding the study is: How does the supervised internship experience contribute to the process of professional development in Biology teaching? The work engages with authors who discuss the importance of the internship as a formative experience, including Pimenta (2014), Souza (2007), Tardif (2014), and Paulo Freire (1998), who understand the internship as a research field and an organic space between theory and practice in teaching. They emphasize its role in building teaching identity and promoting critical reflection on pedagogical practices, grounded in the principles of continuous training and professional development. Based on the analysis of the experience, it was possible to observe the development of a more critical teaching posture, increasingly aware of the specificities of Science education within the EJA context. The need to adapt pedagogical practices to the characteristics and demands of the class was highlighted, which allowed the intern to develop a deeper understanding of the realities and challenges of education in this setting. Thus, the internship ceases to be a mere application of theories learned during the course and becomes a space for investigation, learning, and transformation — both for students and for the future teacher. It is therefore emphasized that reflection on pedagogical practice is an essential tool for improving teaching performance, acknowledging the contributions and challenges encountered in the professional training and development process of the Biology teacher.Item Análise comparativa entre métodos de contenção da erosão costeira adotados nas praias de Pajuçara, Ponta Verde e Jatiúca(2025-11-27) Cavalcanti , Andréa Apolinário Mendes; Interaminense, Juliana Rangel de Aguiar; http://lattes.cnpq.br/3869787182468885; Calazans, Fábio Maurício do Bomfim; http://lattes.cnpq.br/3529013346870900; Matias, Dyogo Wlisses Ribeiro; http://lattes.cnpq.br/2661675221726320The Brazilian coastal zone is a transitional ecosystem of great socio-environmental importance, being considered by no. 5.300/04 Decree and 255 Article of the Federal Constitution (CF/88) as a national heritage. This region is home for 24.06% of the Brazilian population living in coastal municipalities, with several attractions promoting tourism and housing activities. However, its disorderly occupation has caused environmental degradation, leading to the native vegetation removal, such as restinga vegetation, and the construction advance. The degradation consequences contributes directly to the coastal erosion phenomenon, characterized by the continuous sediments loss and the coastline retreat. To contain these processes, restraint methods are continuously adopted, but they are built without adequate prior study and monitoring proposals. Given the above, this Final Course Project (FCP) was based on a comparative analysis of the coastal erosion containment methods adopted in Pajuçara, Ponta Verde and Jatiúca urban beaches of Maceió, to verify their effectiveness and propose improvements. The methodology involved a literature systematic review and field surveys on beaches, with direct structures observation and coastline morphological assessment. As a result, it was realized that there is a need to implement coastal restraint methods that not only protect urban infrastructure, but also take into account the natural dynamics of beaches and their ecosystems.Item As contribuições da residência pedagógica na formação do licenciando em biologia: relato de experiência e reflexões práticas(2025-05-13) Santos Júnior, Pedro dos; Santos, Reinaldo Batista dos; http://lattes.cnpq.br/8664524414563817; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Varela , Simone; http://lattes.cnpq.br/8249879413860593This article aims to reflect on the contributions of pedagogical residency in the training of undergraduate Biology students, through an experience report experienced in the Pedagogical Residency Program (PRP) during the period 2023/2024. The PRP, one of the actions that are part of the National Teacher Training Policy, was instituted by the Ministry of Education (MEC) with the objective of improving practical training in undergraduate courses. Through this policy, the aim is to promote the immersion of undergraduate students in Biological Sciences in basic education, strengthening the link between university and school, in addition to encouraging research, innovation and teacher qualification for the challenges of the classroom. The methodology adopted in this study is qualitative, based on a descriptive and reflective analysis of the experience report, dialoguing with theoretical references such as Tardif (2014), who discusses teaching knowledge, and Pimenta and Lima (2004), who address the relationship between theory and practice in teacher training. Official documents, such as MEC guidelines and Pedagogical Residency Program announcements, were also used to support the analyses. The results indicate that the pedagogical residency provides significant training by offering undergraduates concrete opportunities for practical experience in the school environment, allowing the development of essential pedagogical skills. In addition, it promotes greater articulation between academic theory and teaching practice, helping to develop reflective, critical teachers who are committed to transforming the educational scenario. Therefore, this experience reaffirms the importance of public policies that prioritize teacher training and encourage innovation in pedagogical practice, preparing professionals who are more qualified to face the challenges of the classroom.Item Levantamento florístico-taxonômico do gênero Clusia L. (Clusiaceae) para o estado de Alagoas-Brasil(2025-12-15) Ribeiro Filha, Maria Angélica de Melo Aguiar; Melo, JoséIranildoMiranda de; http://lattes.cnpq.br/2961944524533483; Martins, Joeferson Reis; http://lattes.cnpq.br/3560413022072906; Silva, Maria Juliana da; https://lattes.cnpq.br/9320825484497559Clusiaceae is a family of Neotropical angiosperms with significant representativeness in Brazil, particularly Clusia L., which includes 80 species within this national territory. Despite this, the group is still poorly studied in Northeastern Brazil, a region that includes Alagoas, a state where Clusia the representatives of this genus compose the phytophysiognomies of the Caatinga biome and Atlantic Forest, especially the last one. They are characterized mainly by their shrubby to arboreal habit, coriaceous leaf blades, presence of exudate, and flowers that, for the most part, offer resin as a floral reward for pollinators. Beyond ecological significance, Clusia has also potential for landscaping. Considering this aspects associated to the scarcity of taxonomic studies in the regional flora, this work consists of a floristic–taxonomic survey of Clusia for the state of Alagoas, Brazil. Collection expeditions were carried out in different regions to cover the biomes represented in Alagoas. Morphological–taxonomic analyses were based on the collection of the Herbarium of the Environmental Institute of the State of Alagoas (MAC), complemented by additional field collections. Six species were recorded: C. dardanoi G. Mariz & Maguire, C. melchiorii Gleason, C. nemorosa G. Mey, C. paralicola G. Mariz, C. rosea Jacq., and C. sellowiana Schltdl. The treatment includes an identification key, morphological descriptions, a list of examined material, data on geographic distribution, preferred environments, reproductive phenophases (flowering and fruiting), photographic images, and comments on the morphological affinities of the species based on morphological characters. The most widely distributed species are C. nemorosa G. Mey, C. paralicola G. Mariz, and C. melchiorii Gleason.Item Percepções docentes sobre o uso de recursos digitais: um estudo com professores dos cursos de licenciatura do IFAL-Campus Maceió(2025-05-13) Santos, Amanda da Silva; Santos, Reinaldo Batista dos; http://lattes.cnpq.br/8664524414563817; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Calazans, Fábio Maurício de BomfimThe general objective of this study is to investigate how digital resources are being used in teaching practice at the Federal Institute of Alagoas - Campus Maceió, based on the specific objectives that seek to understand teachers' perceptions of the pedagogical potential of these tools, as well as to identify the main challenges faced in their integration into the teaching-learning process. To engage in dialogue with this work, we bring in authors such as Freire (1996), Andrade (2011), Kenski (1997), Moran (2007-2015), Valente (2019), Caetano (2015), Larrosa (2002), among others, who help us to understand the subject. The paper understands that technology has become an indispensable element in contemporary education, especially after the COVID-19 pandemic, which has boosted remote teaching and demanded new digital skills from teachers. As for the methodological aspects, the research was quantitative-qualitative in nature and used a semi-structured questionnaire as data collection tools, applied via Google Forms. In addition, we read and analysed IFAL's Institutional Political-Pedagogical Plan (PPPI) and the Pedagogical Projects of the degree courses on offer. Based on reflections on the use of digital resources in the teaching practice of degree courses at the Federal Institute of Alagoas (IFAL) - Maceió campus, the results show that although digital resources such as educational platforms and interactive applications are being inserted into the educational context of degree courses at the IFAL - Maceió campus, there are still limitations related to infrastructure, teacher training and methodological adaptation. Therefore, for the use of these digital tools to be meaningful, it is necessary to invest in continuing teacher training, in valuing critical pedagogical practice and in technological infrastructure.Item Relato de experiência da vivência no Programa Residência Pedagógica (PRP) em uma escola pública estadual em São José da Lage - Alagoas(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-08-07) Santos, Maria José Silva; Viana, Maria Amabia; http://lattes.cnpq.br/9432338329387792; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Silva, André Carlos Nascimento Maia da; http://lattes.cnpq.br/1024202492683878; Santos, Jakson José Silva dos; http://lattes.cnpq.br/7957264264050470This paper course completion reports experiences during the Pedagogical Residency Program (PRP) with students of the undergraduate course in biological sciences – IFAL, at the Carlos Lyra State School, a high school located in the city of São José da Laje-AL. The study highlights the relevance of the Program for the training of undergraduate students in Biological Sciences, who experienced experiences in their daily school life that contributed to the initial training process. The experiences lived through the PRP in the educational environment were of great importance for the exercise of the teaching profession. These experiences contribute significantly to the initial training of the undergraduate student, qualifying and improving the performance of the future teacher.Item Trilha interpretativa como proposta de educação ambiental: um estudo na RPPN da Usina Santo Antônio (AL)(2025-07-08) Silva, Elton Santos da; Lima, Maria Lilian de Freitas; http://lattes.cnpq.br/3901968645078086; Porto, Ana Luiza Araújo; http://lattes.cnpq.br/2414893674025560; Calazans, Fábio Maurício do Bonfim; http://lattes.cnpq.br/3529013346870900This study analyzes the potential of the interpretive trail of the Garabu Private Natural Heritage Reserve (RPPN), located at the Santo Antônio Plant in São Luís do Quitunde-AL, as an Environmental Education (EE) strategy, aligned with the conservation of the Atlantic Forest biodiversity. The research, of a qualitative nature, combined a bibliographic review, document analysis and three technical visits to the reserve between November 2024 and April 2025, with the objective of evaluating the educational activities existing on the Titara trail and proposing improvements to increase its pedagogical impact. The trail was analyzed in seven strategic points, in which emblematic species, such as the Araticum-do-Mato (Annona montana) and the Visgueiro (Parkia pendula), stand out as teaching resources to discuss ecological interactions and environmental services. The Curva do Dendê (Elaeis guineensis), in turn, served as a critical counterpoint to debate the impacts of exotic monocultures on biodiversity. The lack of more signage with plaques was identified as a central gap, which motivated the proposal to install plaques with QR Codes to access multimedia content, integrating technical information and curiosities with the content to which the plaque refers. The meditation space, located on the banks of Lagoa das Andorinhas, is seen as a strategic location for reflective syntheses, allowing for the consolidation of concepts such as ecological interdependence and collective responsibility. The research also highlighted tensions inherent in the management of RPPNs, such as the coexistence of native and invasive exotic species such as bamboo, reinforcing the need to integrate practical management actions with educational activities. The interpretive trail of RPPN Garabu, when improved with the proposals presented, can transcend its informative character, becoming a model of critical EA in private conservation units. The study demonstrates that Private Natural Heritage Reserves, such as the Santo Antônio Plant, aligned with the SNUC (Law 9.985/2000), are viable and can contribute to the development of citizens engaged in environmental protection.