Navegando por Autor "Coelho, Sheyla Ferreira Lima"
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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 Atividade antimicrobiana do extrato de própolis vermelha frente aos microorganismos Staphylococcus Aureus, Escherichia coli e Enterococcus faecalis-in Vitro(2024-07-31) Ferreira, Ana Cledja da Silva; Medeiros, Ana Claudia Garcia de; http://lattes.cnpq.br/2094813184613286; Silva, Dário Luiz Nicácio; http://lattes.cnpq.br/1506941694331741; Coelho, Sheyla Ferreira Lima; http://lattes.cnpq.br/9377424161004165Red propolis, composed of a mixture of resins, balsams, waxes, essential oils, and organic compounds, is known for its antibacterial, anti-inflammatory, and antioxidant properties. Sourced primarily from the northeastern coast of Brazil and produced by bees from the native plant Dalbergia ecastophyllum, red propolis was tested at different concentrations (25%, 75%, and 100%) and compared to conventional antibiotics (penicillin, gentamicin, and cefotaxime) against the bacterium Staphylococcus aureus, Escherichia coli, and Enterococcus faecalis. The results showed that red propolis exhibited significant inhibitory activity against S. aureus, E. coli, and E. faecalis, with the formation of inhibitory halos comparable to those of the tested antibiotics. However, compared to traditional antibiotics such as cefotaxime, propolis still demonstrated lower efficacy, especially against E. faecalis.Item Educação inclusiva e o ensino de ciências: relato de uma experiência(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-06-14) Silva, Lucivan Santos da; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Coelho, Sheyla Ferreira Lima; Bastos, Alexandre Fleming Vasques; http://lattes.cnpq.br/7239157167819125This course completion work aims to understand the role of science teachers in the context of inclusive education and the use of methodological approaches for the teaching-learning process of the deaf student, correlating with the experiences carried out in the supervised internship. This is a descriptive qualitative research, which uses bibliographical research and the report and analysis of the supervised internship experience. The study is divided into sections, which discuss inclusive education, relating it to science teaching; and addresses science teaching for the deaf person. It is concluded that the experience in the supervised internship was gratifying and enriching for the formation of the future teacher; however, regarding inclusive education, it is observed that for the effective teaching-learning process to occur, it is not enough just to have a sign language interpreter in the classroom, but it is necessary to use pedagogical resources that allow integration and interaction of deaf students.Item Manual de aulas práticas no laboratório de biologia geral(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-05-12) Melo, Ingrid Beatriz de Souza; Brito, Luccas Henrique do Nascimento; Coelho, Sheyla Ferreira LimaItem Metodologias ativas no ensino de biologia: um estudo bibliográfico do período de 2012 a 2022(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-07-25) Nascimento Júnior, José Rubens Oliveira do; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Coelho, Sheyla Ferreira Lima; http://lattes.cnpq.br/9377424161004165; Bastos, Alexandre Fleming VasquezThe teaching of Biology is essential for training agents who transform society. However, the process of transmitting knowledge centered on the teacher represents one of the greatest challenges to be overcome, and therefore, active methodologies emerge as a strategy capable of promoting autonomy and criticality among students. This study aims to carry out a bibliographical study, with a time frame from 2012 to 2022, about active methodologies in the teaching of Biology through a literature review with qualitative and descriptive analysis, using the Scielo and Google Scholar platforms as databases. From this, it was identified that active methodologies are extremely important tools in current teaching for empowering the student, also favoring the change of traditional teaching, bringing an idea of knowledge construction in which students take part not as mere listeners, but as agents transformative, full of prior knowledge that must be added to this process.Item O ensino de ciências biológicas e o Programa de Residência Pedagógica: relato de uma experiência de ensino-aprendizagem(2023-12-21) Josenildo Vieira dos Santos Junior; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Coelho; Coelho, Sheyla Ferreira Lima; http://lattes.cnpq.br/9377424161004165; Santos, Reinaldo Batista dos; http://lattes.cnpq.br/8664524414563817The Coordination for the Improvement of Higher Education Personnel – CAPES was created with the aim of strengthening the theoretical and practical training of undergraduate students while they are still in their undergraduate years. One of its programs is the Pedagogical Residency (PRP), which is a turning point in contributing to and leveraging the experience of future teachers in Basic Education. During this experience, undergraduate students have the opportunity to experience the daily routine of the classroom under the supervision of an experienced teacher. This practical experience allows future teachers to face real challenges of the profession, develop teaching skills, improve their teaching methods and understand the demands of the school environment. Therefore, the focus of this study is based on the contribution and how much was added to the experience acquired by the researcher. Based on the collection of data generated and archived during the 400 hours spent in the classroom, whether with activities, workshops, mini- courses, reports and portfolios applied at the IF - Instituto Federal de Alagoas, Maceió campus. Thus, the objective of this research was supported by the discussion and reflection of what had been added through the Pedagogical Residency Program. The findings demonstrated that the Pedagogical Residency Program plays a significant role in the construction of the teaching identity of students, mainly due to the immersion period provided to them. This offers them the unique opportunity to experience the reality of the teaching profession and truly understand what it means to be a teacher. According to Larrosa (2002), experience is what passes through us, what happens to us, what touches us. Not what happens, what touches us. In short, the pedagogical residency plays a fundamental role in teacher training, strengthening the quality of teaching and contributing to a more effective and meaningful education.Item Recursos tecnológicos na aprendizagem de jovens, adultos idosos (EJA) no ensino de ciências(2024-02-11) Cirilo , Ckyltison Henrique Rozendo; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Soeira, Elaine dos Reis; http://lattes.cnpq.br/2699971179132910; Coelho, Sheyla Ferreira Lima; http://lattes.cnpq.br/9377424161004165This paper aims to address the use of technological resources in the education process of EJA throughout its contents. Emphasizing processes or methods that are considered essential for greater success in learning and approaching people included in the EJA group. The study has the general objective of highlighting the importance that technological resources have in the process of education of young people, adults and the elderly (EJA). As for the specific objectives, these are: to address EJA; to highlight the most relevant aspects regarding technology in the educational process; to analyze how technological resources are fundamental in the teaching and learning process of young people, adults and the elderly. In order to better substantiate the information presented, a literature review was carried out, highlighting some of the main concepts and analyses of renowned authors in the field of education. Based mainly on books, articles and dissertations published over the last 10 years. It can be concluded that technological resources and procedures carried out through them are a fundamental basis for making learning or studying a reality for individuals enrolled in EJA, granting them access, opportunity and expansion of knowledge.