Trabalhos de Conclusão de Curso de Graduação

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A atuação docente sob a perspectiva discente: análise das tendências pedagógicas nos cursos de licenciatura do Ifal - Campus Maceió
(2024-12-11) Paz, Andreson Silva da; Ferreira, Danielle da Silva; http://lattes.cnpq.br/7027017204663432; Alves, Karina Dias; http://lattes.cnpq.br/2899542504433422
This study investigates students' perceptions of teaching performance and the predominant pedagogical trends in undergraduate teaching programs (in-person) at IFAL Campus Maceió. The objective is to identify whether, according to the students' perspective in these programs, the teachers at this campus align with progressive or liberal pedagogical approaches. The research employed a mixed-methods methodology, combining qualitative and quantitative approaches. Questionnaires were administered to students enrolled in undergraduate programs in Biological Sciences, Physics, Portuguese Language and Literature, Mathematics, and Chemistry at IFAL, specifically targeting those in their third semester or later, selected for their experience with the General Didactics component. The theoretical framework encompasses Liberal Pedagogy and progressive approaches, drawing on contributions from authors such as Libâneo (1986), Saviani (2005), Mizukami (1986), and Aranha (2006). The literature review outlines the characteristics of traditional and renewed approaches, emphasizing the role of schools, methodologies, and the teacher-student relationship. The results indicate the presence of two pedagogical fields, liberal and progressive, among the teachers. They also highlight a predominance of progressive approaches in aspects related to content and teacher-student interaction. However, liberal practices are notably evident in evaluation and teaching methodologies.
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/8249879413860593
The 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 education
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/4740990322148834
The 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.
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/8249879413860593
This 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.
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/8249879413860593
This 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.
Os desafios do ensino híbrido para o/a professor/a de ciências naturais: um estudo de caso em escola de educação básica no município de Pilar
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-10-06) Silva, Alibert Cleiton Ribeiro da; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Alves, Karina Dias; http://lattes.cnpq.br/2899542504433422; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569
The hybrid approach to teaching is an alternative that will be pursued more intensely based on this experience of Brazilian Education fostered by the impacts of the pandemic, caused by COVID-19, on teaching practices. Practices that seek to combine technological resources, active methodologies, digital inclusion to achieve the goals of autonomous learning, mediated by teachers. The main objective of this study is to analyze the challenges faced by natural science teachers for the implementation of Hybrid Education in a Basic Education School in the city of Pilar. It is characterized in a case study, based on the observations of in-person and online classes, conversation session and interviews carried out through a semi-structured script to the subject teachers of the basic education institution in the city of Pilar-AL. For this, we support the studies of Cortelazzo (2010) Liblik (2011) and Bacich (2016). As results and considerations, we realize that there is no clear understanding of the conceptions and characteristics of the teaching approaches presented in this study, we note the insufficiency of the use of technologies in educational practices, which suggests a gap in the teacher training process and the absence of working conditions related to the use of digital technologies. There is also the challenge of rethinking educational practices, diversifying the resources used and offering new alternatives for teaching. Alternatives that open spaces for new possibilities through the use of digital technologies in educational spaces and times.
Desafios para o ensino de biologia: uma proposta de sequência didática sobre escorpiões para o ensino médio
(2025-03-15) Silva, Ricardo Laurentino Oliveira da; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Santos, José Roberto Nunes dos; http://lattes.cnpq.br/2776939893721016; Ataíde, Walker Araújo; http://lattes.cnpq.br/6633919671327276
School education in Brazil is in the process of significant changes in relation to teaching. These changes are based on the need to make teaching more dynamic and meet the demands of society, which is also more dynamic, demanding a greater range of skills from young people in training. In observation of this need, including those arising from the updates of the New Secondary Education and the National Common Curricular Base (BNCC), in order for these objectives to be achieved, teaching must place the student as the protagonist and consider their choices, in this case having a constructivist educational methodological direction. In this context, active methodologies are fundamental tools in helping teachers plan their pedagogical practices, developing activities contextualized with the real environment and not just fixed in a content archetype. So, for this purpose, this course completion work aimed to develop a proposal for a didactic sequence with the theme of scorpions, which can be applied to high school students. For this development, knowledge from books, articles and manuals was used, as well as previous knowledge practiced during the IFAL Degree in Biological Sciences course.
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/7239157167819125
This 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.
Espaços não formais de educação na cidade de Maceió-Al: uma abordagem para o ensino de biologia
(2024-07-30) Pinto, Layla Clarellis Santos Mota; Luz, Merylane Porto da Silva; http://lattes.cnpq.br/4940334471477236; Ferreira, Danielle da Silva; http://lattes.cnpq.br/7027017204663432; Alves , Karina Dias; http://lattes.cnpq.br/2899542504433422
This work addresses elements of scientific dissemination and educational aspects present in non-formal education spaces in the city of Maceió-AL, focusing on Biology Teaching in basic education. The general objective of this research was to identify non-formal educational spaces with potential for Biology Teaching, whether built or natural. The specific objectives included identifying the methodological strategies used in these spaces and analyzing, through subjective criteria, the potential and feasibility of their use by students. The methodology adopted was an exploratory qualitative approach, with data collection carried out through direct observation, on-site visits and semi-structured interviews. The results obtained characterize the environments studied and their activities developed. It is concluded that, although some environments have greater educational capacity than others, all identified spaces have a relevant degree in complementing formal education, students and supporting teachers to carry out extra-class activities.
Flora de Alagoas: Paullinia L.(Sapindaceae)
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-05-27) Souza, Maria Helena Nascimento de; Freire, Genise Vieira; Correia, Maria Lausanne Damasceno; http://lattes.cnpq.br/6602158987512253; Alves, Karina Dias; http://lattes.cnpq.br/2899542504433422
Sapindaceae is a family with great diversity, with approximately 1900 species, being widely distributed in tropical and subtropical climates. In Brazil, there are 436 species and 26 genera, with high endemism in the Atlantic and Amazon forests. Regarding the genus Paullinia L., object of the present study, it is included in Sapindaceae and currently comprises 220 species, being one of the largest groups of the family, differing mainly by the diverse morphology of its capsule fruits. The study was carried out in the state of Alagoas, located in the northeast region, which has its vegetation distributed in three mesoregions: East, Agreste and Sertão Alagoano. The main objective of this study was to elaborate the Flora de Paullinia for the state of Alagoas, enriching the knowledge about the Sapindaceae family and the flora of the state. To carry out this work, collections were carried out in several regions of the state of Alagoas, analyzes of herborized materials deposited in the MAC herbarium, in addition to consultation in virtual herbariums of Reflora, JABOT and Specieslink. Ten species were recognized for the genus at the study site: Paullinia carpopoda Cambess., P. elegans Cambess., P. micrantha Cambess., P. pinnata L., P. pseudota Radlk, P. revoluta Radlk., P. rhomboidea Radlk., P. rubiginosa Cambess., P. trigonia Vell. and P. weinmanniifolia Mart. Identification key, descriptions, geographic distribution, illustrations and taxonomic comments for the species are presented.
Gamificação em sala de aula: GeneCruzing - Segunda Lei de Mendel e Quadro de Punnet no lance dos dados
(2024-07-31) Xavier, Ester dos Santos Alves; Mallmann, Maria Luzenita Wagner; http://lattes.cnpq.br/8366995864710228; Silva, Ebenézer Bernardes Correia; http://lattes.cnpq.br/6371543824391642; Calazand, Fábio Maurício do Bomfim; http://lattes.cnpq.br/3529013346870900; Souza, Gustavo Reis Branco de; http://lattes.cnpq.br/3323420379121363
The evidence of heredity, which culminated in the formation of Genetics, began with experiments carried out on peas by Gregor Mendel in the 19th century, through two laws, known as Mendel's Laws. Despite the relevance of the data, they were only accepted by the scientific community in the 20th century, in what was called Mendel's Rediscoveries. Reginald Punnett was a scientist during this period, and proposed a diagram to help solve intersections. The didactic way of separating parental gametes and joining them during fertilization made it widely used. The Punnett square, as it became known, is a basic content within genetics, covered in elementary, secondary and higher education. In this context, the present work aims to produce, apply and evaluate the GeneCruzing game on Mendelian Inheritance and Punnett square at the Instituto Federal de Alagoas, Campus Maceió, in high school and in the General Genetics discipline of the Bachelor's degree in Biological Sciences. The game was built with low-cost materials: Two dice, one with genotypes AA (1 sided), Aa (3 sides) and aa (2 sides), and the other BB (1 sided), Bb (3 sides) and bb (2 sides), cardboard and rubberized (E.V.A.) with 30 cm2; Four rubberized Punnett squares of different colors (green, yellow, blue and red) measuring 40 x 47.5 cm; Gamete letters on paper AB, Ab, aB and ab, measuring 7 x 8.5 cm; Paper genotype cards 1 AABB, 2 AABb, 1 AAbb, 2 AaBB, 4 AaBb, 2 Aabb, 1 aaBB, 2 aaBb, 1 aabb, measuring 3.5 x 10 cm; 10 questions with second law Mendelian crosses. Before and after the game, a questionnaire on the topic was filled out. The room was divided into up to four teams, and each received a Punnett square, gamete cards, genotype cards, a question and a timer. Each team rolled the die twice for the parental genotypes and then started timing the timer. The table was filled out, the question was answered and the timer was stopped for the mediator to evaluate. When correct, a new question was delivered and the dice were rolled again. The team that completed the greatest number of questions in the shortest time will be the winner. Students were motivated and engaged with GeneCruzing. In approximately 10 minutes, 4 questions were resolved. The questionnaire answered before, with an average of 10% correct, rose after the game to 60% correct, showing the improvement in learning. In this sense, the GeneCruzing game stands out as a teaching alternative with an educational and playful tool, providing better assimilation of basic genetic concepts, and especially crossings from the perspectives of Mendel's Laws.
Heredograma: utilização de biscoitos e bolachas como facilitadores de simbologia
(2024-07-31) Nogueira, Sara Beatriz Lafaiete; Silva, Ebenézer Bernardes Correia; http://lattes.cnpq.br/6371543824391642; Mallmann, Maria Luzenita Wagner; Interaminense, Juliana Rangel de Aguiar; http://lattes.cnpq.br/3869787182468885; Souza, Gustavo Reis Branco de
The pedigree is defined as the graphical representation of individuals who share the same ancestry, depicting the genetic inheritance of a specific trait among the represented individuals. In addition to its relevance within genetic knowledge, this diagram is part of the high school curriculum, and students often confuse the symbols, which complicates understanding of the subject. Therefore, this study aimed to provide educational experiences in constructing pedigrees using cookies of different colors and shapes. The activity was conducted both in-person and remotely, involving students from integrated technical high school programs and undergraduate students in General Genetics. In all cases, the theme was explained and the activity was detailed, with each participant receiving an activity card. In the in-person format, groups of approximately five students were formed. They received square and circular cookies in dark (chocolate) and light (milk) colors, as well as rectangular wafer cookies. In the remote format, students made variations of the suggested cookie choices. Each activity card had four steps: 1. Constructing the pedigree according to the text, where square cookies represented males and circular cookies represented females. The dark (chocolate) or light (milk) colors of the cookies represented individuals affected by a certain trait (dark) or unaffected (light). Wafer cookies were used to connect individuals, either through marriage or descent. 2. Identifying the type of inheritance, with colors aiding in recognizing dominant inheritance patterns when affected parents had normal offspring, and recessive inheritance when normal parents had affected offspring. 3. Identifying the genotypes of all individuals in the pedigree as homozygous recessive, heterozygous, or unknown genotype. 4. Inferring genetic counseling, referring to calculations used in Mendel's First Law. Through this hands-on practice, students correctly understood and used pedigree symbols. This approach proved effective in creating strategies that stimulate students' scientific thinking and facilitated understanding of concepts related to heredity, genealogical tree production, and genetic counseling.
Jogo didático: Corrida Zoológica Sustentável - Uma visão atual para o ensino aprendizado de zoologia dos cordados
(2021-01-26) Damasceno, Bruna Ellen Ananias Cabral; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Alves, Karina Dias; http://lattes.cnpq.br/2899542504433422; Soeira, Elaine dos Reis; http://lattes.cnpq.br/2699971179132910; Luz, Merylane Porto da Silva; http://lattes.cnpq.br/4940334471477236
In order to promote current tools for teaching Chordate Zoology, this research analyzes changes in the educational sphere and its teaching methodologies, encompassing traditional and progressive methods, bringing a discussion on the use of playful games as a methodological tool taken as innovative. A survey of articles in the bibliographic databases - PubMed, BIREME and LILACS was carried out on the qualitative methodology and based on the difficulties of teachers in applying the zoology content, which among several, the most cited were the short class time period and complexity of scientific nomenclatures, a board game entitled sustainable zoological race was created, made with recyclable and cost-effective materials so that it can contribute to the teaching-learning process, providing an understanding of the content, saving time and fun.
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/8664524414563817
The 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.
O uso da fotogrametria digital para a virtualização 3D de coleções biológicas: uma revisão narrativa
(2024-08-01) Vasconcelos, Bruno Florenço; Silva, Merylane Porto da; http://lattes.cnpq.br/4940334471477236; Silva, Ebenézer Bernardes Correia; http://lattes.cnpq.br/6371543824391642; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569
The present study aims to theoretically analyze, based on selected bibliography, the feasibility of photogrammetry in generating 3D models of biological collections, specifically in botanical and zoological contexts. Additionally, it explores the accessibility features of this technique, including required equipment, available software, and possibilities for digital model sharing. The study also aims to identify and discuss challenges associated with photogrammetry, such as data quality, time required for model production, and associated costs. Finally, the paper suggests how the versatility of photogrammetry can be applied in low-cost projects to stimulate the creation of digital collections and enhance access to these data for both researchers and the general public. The research adopts a qualitative approach characterized by a narrative review of existing literature on the topic. Exclusion criteria for study selection include close-range photogrammetry application in 3D model production, biological specimen digitization, and detailed procedure descriptions. This approach allows for a comprehensive analysis of various facets of using photogrammetry in biological collections. Educationally, photogrammetry provides interactive visual resources that can enrich the teaching of biological sciences. Detailed 3D models enable students to explore biological structures in a deep and intuitive manner, promoting clearer and more engaging understanding. Moreover, by facilitating access to rare or delicate specimens that cannot be frequently handled, the technique broadens educational reach, becoming a valuable resource for distance learning and inclusive education. The study further suggests that implementing low-cost photogrammetry projects can efficiently stimulate the production and sharing of digital collections, thereby expanding access to valuable information and promoting the democratization of scientific knowledge. In conclusion, digital photogrammetry represents an innovative and promising approach to 3D virtualization of biological collections, with vast potential applications. The narrative review conducted highlighted the effectiveness and versatility of this technique in creating accurate and detailed 3D models of biological specimens. Such models open new possibilities for research, education, and conservation by enabling remote access and non-invasive analysis of specimens. Thus, digital photogrammetry emerges as a solution capable of overcoming many limitations of traditional approaches used in the study of biological collections.
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 Bomfim
The 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.
O PIBID durante a pandemia da COVID-19: um relato de experiências
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-08-03) Temoteo, Jacira Mendes; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Moura, Alan César Vanderlei; http://lattes.cnpq.br/4694250536444026; Santos, José Roberto Nunes dos; http://lattes.cnpq.br/2776939893721016
In view of the Covid-19 pandemic scenario, the use of technology engaged in pedagogical teaching was essential for the teaching/learning process, which placed ICTs as indispensable tools for the education system to offer curricular activities through remote classes. Therefore, this work aims to report experiences obtained, during the duration of the program, as a Teaching Initiation Scholarship in the Biological Sciences nucleus. To this end, we aim to describe reports of the experiences acquired as scholarship holders of the program, during the work plans put into practice at the internship field school, specifying the challenges faced by PIBID during the period of the Covid-19 pandemic aimed at teaching Science, given the activities performed, as well as the importance of connecting ICTs to the training and teaching process. From this perspective, using the scholarship holders' experiences as sources of data collection, the research is configured as a descriptive, qualitative and bibliographical research method, of the experience report type, where the locus of studies is centered on the educational field, prioritized as a criterion of choice because it presented itself as the Escola Campo de internship, to which the scholarship holders were integrated by the program.
Práticas sustentáveis no contexto escolar : um estudo de caso em uma escola da rede pública estadual
(2024-11-16) Moura, Luciana Rocha de Oliveira; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Cabral, Maria Verônica Pereira; http://lattes.cnpq.br/8493034222738016; Dias, Sheyla Karine Barbosa de Macêdo; http://lattes.cnpq.br/2777322313238567
Environmental education plays a very important role in facing the crisis in which we live, it radicalizes changes in values, behaviors, feelings and attitudes, which must be carried out among human beings. The present work aims to carry out an analysis of the insertion of environmental education in a state public school in Palmeira dos Índios – AL. The results found indicate that the school analyzed has carried out environmental projects with environmental education practices, thus assuming its social and educational commitment to students. Despite this, it is concluded that the school studied does not have specific regulations that define environmental education as a mandatory part of the curriculum component. However, in association with science, biology and integrative project disciplines, and the predisposition of students and teachers, the theme of environmental education has been increasingly worked on at school, giving students the opportunity to have more arduous, broad and continuous knowledge, adding not only values each person involved, but discovering identities linked to the context worked.
Produção de vídeos por estudantes do ensino médio na construção da aprendizagem sobre alimentos transgênicos: reflexões a partir da proposição de uma sequência didática
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-06-14) Pereira , Juliana Maria; Campêlo, Siquele Roseane de Carvalho; http://lattes.cnpq.br/1730383946648149; Calazans, Fábio Mauricio do Bomfim; http://lattes.cnpq.br/3529013346870900; Luz, Merylane Porto da Silva; http://lattes.cnpq.br/4940334471477236
Scientific literacy in basic education is a necessity in the BNCC so that students can build scientific concepts and relate them to everyday life. With this assumption, the teaching of biotechnology has been approached in the classroom, but because it is fragmented, the understanding of a common concept has become scarce, and the need to bring scientific literacy to students has led to the search for different associated teaching methods to communication technologies that could enhance learning. With this, the present work was developed with two high school classes of the Federal Institute of Alagoas, Campus Maceió. The general objective of the research was to analyze how the analysis and production of videos favored the learning of students about transgenics in the 2nd year of high school. Specifically, we seek to propose a didactic sequence about transgenics; understand how the analysis of the film Okja favored the construction of knowledge about transgenics through videos produced by students; and to analyze if, in the production of the videos, the students demonstrated understanding of concepts about transgenics based on the proposed evaluation criteria. In the methodological way, a didactic sequence was proposed with the students' questionnaire resolution and production of videos. From the data analysis, the results indicate that the application of the didactic sequence contributed positively to the construction of knowledge about transgenics, enabling the creation of a learning experience conducive to the construction of knowledge on this complex topic by students.
Programa de reidência pedagógica e formação docente em tempos de pandemia: relato de experiência de um residente do Instituto Federal de Alagoas
(2024-11-22) Santos, George Marcelo Costa dos; Marinho, Ângela Cristina Pereira Barros; http://lattes.cnpq.br/2502932180722960; Bezerra, Danielle Barbosa; http://lattes.cnpq.br/2898315857629924; Nova, Márcio Cavalcante Vila; http://lattes.cnpq.br/3455510377301794
This paper presents an experience report of a Biological Sciences undergraduate student at the Instituto Federal de Alagoas (Ifal) – Maceió Campus, resulting from his participation in the Pedagogical Residency Program (PRP), 2020/2022 edition, during the Covid -19 Pandemic, and his reflection on the importance of the Program for teacher training. This fact made this edition of the Pedagogical Residency Program different and unique, since, at all stages of its course, there was a need for adaptations, with meticulously thought out and worked actions, so that all the objectives of the Program were achieved, ensuring the safety of all those involved. Thus, this work is justified, since it contributes to the reflection on the importance of the PRP in the teacher training process, during the difficult period of the pandemic. The methodological path began through studies on the immersion of residents in the PRP. The participatory observation of the resident was carried out at the field school, in classes of different Integrated Courses. The dynamics of the research were based on the author's observations as one of the resident scholarship holders, in the daily experience during all the structuring/organization activities and the virtual and in- person teaching, which were recorded in the resident's Padletprofile. Next, the author carried out the immersion, an important and crucial moment, characterized by lesson planning and teaching in the classroom. The activities were considered satisfactory and contributed significantly to the initial training of the undergraduate students, ensuring the important relationship between theory and practice.

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