TCC Ciências Biológicas
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Navegando TCC Ciências Biológicas por Orientador "Santos, Reinaldo Batista dos"
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Item A cinematografia e a gamificação como ferramentas inovadoras no ensino de ciências e biologia: desafios no processo de aprendizagem(2025-04-28) Lins, Rebeca Graças; Santos, Reinaldo Batista dos; http://lattes.cnpq.br/8664524414563817; 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/8249879413860593The present work aims to investigate the use of cinematography and gamification as innovative tools to enhance the teaching of Science and Biology, contributing to the motivation and engagement of students in the learning process. The methodology adopted consists of an exploratory bibliographic review, based on authors such as Freire (1996), Moran (1995; 2000; 2006), Añez (2017), Pereira e Silva (2014), Lourenço et al (2015), Almeida (2019), Seymour Papert (1993), Salen (2008), Huizinga (2004); Prensky (2011) and others cited throughout the text, seeking to understand how these approaches can be applied in a practical and efficient way. The theoretical foundation emphasizes the importance of active methodologies, the integration of technological resources and the Freirean vision of a dialogical and liberating education, which promotes the active participation of students in the process of knowledge construction. As a result of the study, a proposal for a didactic sequence will be developed that integrates elements of cinematography and gamification, with the aim of making learning more dynamic, accessible and meaningful, stimulating interaction between students and scientific concepts. It is concluded that such strategies can enrich pedagogical practices and contribute to the formation of more critical, engaged and reflective students, aligned with the principles of transformative educationItem 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 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 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.