Navegando por Autor "Bernardo, Francyelle Moura de Oliveira"

Agora exibindo 1 - 3 de 3
  • Imagem de Miniatura
    Item
    Análise dos conteúdos e áreas predominantes de química das provas do ENEM dos últimos cinco anos (2020 - 2024): verificação da influência da BNCC na construção
    (2025-07-01) Góes, Célio dos Santos; Bernardo, Francyelle Moura de Oliveira; http://lattes.cnpq.br/8677739496868550; Silva, Leonardo Vieira da; http://lattes.cnpq.br/3401495568705461; Martins, Thatiane Veríssimo dos Santos; http://lattes.cnpq.br/7197648395296383
    This study presents the history and structure of the National High School Exam (ENEM), highlighting its evolution as the main mechanism for access to higher education in Brazil and its alignment with the competencies and skills of the National Common Curricular Base (BNCC). It also addresses the challenges faced in Chemistry teaching, such as the lack of infrastructure in schools, students' learning difficulties, and the inadequate training of teachers. Furthermore, the study analyzes the guidelines of the BNCC and the National Curriculum Guidelines for High School (DCNEM), which emphasize the integral formation of students, focusing on the development of scientific competencies, critical thinking, and the application of knowledge in real-life situations. The main objective is to analyze the Chemistry content present in the ENEM exams, within the area of Natural Sciences and their Technologies, between the years 2020 and 2024. The research aimed to identify the most recurring topics, the contexts used in the questions, and the BNCC skills most frequently addressed. The methodology adopted was both quantitative and qualitative, involving a bibliographic review, documentary analysis of the exams, and categorization of the questions according to content and BNCC skills. The results showed a predominance of the areas of Physical Chemistry 28,39%, Organic Chemistry 28,39%, and Environmental Chemistry 18,52%, as well as a strong presence of questions contextualized with themes such as health, environment, and technology. The skills EM13CNT104, EM13CNT301, and EM13CNT307 were the most frequent. In conclusion, the ENEM prioritizes an interdisciplinary and contextualized approach, aligned with the principles of the BNCC, requiring students to mobilize integrated knowledge for problem-solving.
  • Imagem de Miniatura
    Item
    O ensino de química para deficientes visuais: produção de caderno experimental como ferramenta colaborativa para aulas de química
    (2025-06-30) Silva, Arali Meireles Lima; Bernardo, Francyelle Moura de Oliveira; http://lattes.cnpq.br/8677739496868550; Ana Carolina Fradique de Lyra; Lyra, Ana Carolina Fradique de; http://lattes.cnpq.br/5481668229830134; Nascimento , Flávia Braga do; http://lattes.cnpq.br/3585720352113766
  • Imagem de Miniatura
    Item
    Óleos essenciais no ensino de funções orgânicas: propostas didática contextualizada em abordagem CTSA
    (2025-12-11) Silva, Luana Deise da; Bernardo, Francyelle Moura de Oliveira; http://lattes.cnpq.br/8677739496868550; Nogueira, Fred Augusto Ribeiro; http://lattes.cnpq.br/9784216306395155; Lyra, Ana Carolina Fradique de; http://lattes.cnpq.br/5481668229830134
    This work presents a didactic proposal for teaching Organic Functions based on the chemical characterization of lemon and tangerine essential oils, using real analytical data and integrating them into the Science, Technology, Society, and Environment (STSE) approach. The research is structured as a mixed-method study, combining experimental laboratory procedures and a pedagogical intervention to develop and evaluate a contextualized educational material. The investigation includes the extraction of the essential oils, the identification of their major chemical constituents through Gas Chromatography-Mass Spectrometry and Fourier Transform Infrared Spectroscopy, and the use of these results to design a teaching manual for high school students. The material was implemented in a third-year Integrated Technical High School class at the Federal Institute of Alagoas, and students’ perceptions regarding clarity, relevance, contextualization, and meaningful learning were analyzed. The results indicate that using essential oils as a thematic axis aids in understanding abstract concepts of Organic Chemistry, connects theoretical content to real-life situations, and broadens students’ awareness of the scientific, technological, environmental, and social dimensions associated with these compounds. The findings demonstrate that the didactic proposal effectively enhances student engagement, supports meaningful learning, and promotes a more contextualized and comprehensive understanding of Chemistry. The study concludes that essential oils constitute a pedagogically viable and accessible strategy that strengthens scientific literacy and contributes to the improvement of chemistry teaching practices.