Navegando por Autor "Santos, Samilla Ricardo dos"

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    Para além do olhar: a percepção multissensorial como estratégia de alfabetização científica inclusiva no ensino de zoologia
    (2026-06-02) Paixão, Mariana da Silva; Alves, Karina Dias; http://lattes.cnpq.br/2899542504433422; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Silva, Marily Oliveira Barbosa Lima da; http://lattes.cnpq.br/5532748263640890
    The construction of scientific knowledge in Basic Education, particularly in Zoology teaching, often faces limitations resulting from the predominance of expository methodologies and the exclusive use of two-dimensional visual resources. In this context, the present study aimed to analyze the effectiveness of multisensory perception mediated by the tactile exploration of integumentary appendages produced in cold porcelain clay (biscuit) as a strategy to promote inclusive scientific literacy. This research is characterized as an applied case study, adopting mixed-methods approach (qualitative and quantitative) and an interventionist design that approximates the principles of action research by introducing three-dimensional didactic resources into the school context and evaluating their effects on learning. The study involved 115 students from the municipal public school system of São Miguel dos Campos, Alagoas, including 60 seventh-grade students and 55 students enrolled in Youth and Adult Education (YAE). Data collection consisted of a dialogic expository lesson, haptic exploration of three-dimensional models, completion of identification worksheets, and administration of a satisfaction questionnaire through Google Forms. The results revealed a high level of student engagement during the practical activities, as well as better performance in the tactile identification of birds among the investigated groups. Individualized mediation also contributed to greater accuracy in the identification of integumentary appendages. Descriptive responses demonstrated an association between sensory perception and conceptual construction, suggesting that the haptic pathway acted as an important mediator in the learning of abstract biological concepts. It is concluded that the use of multisensory resources can contribute to a more inclusive, participatory, and meaningful learning process in Zoology education.