TCC Ciências Biológicas

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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 contribuição do Programa Residência Pedagógica – PRP para a formação da identidade profissional dos licenciandos em Ciências Biológicas do Instituto Federal de Alagoas – Campus Maceió
(2025-11-04) Bernardino, Renata dos Santos; Ferreira, Danielle da Silva; http://lattes.cnpq.br/7027017204663432; Silva, Merylane Porto da; http://lattes.cnpq.br/4940334471477236; Alves, karina Dias; http://lattes.cnpq.br/2899542504433422
This study investigates the contribution of the Pedagogical Residency Program (PRP) to the professional identity development of Biology undergraduate students at the Federal Institute of Alagoas – Maceió Campus. The research, based on a qualitative and quantitative descriptive approach, was conducted with students and graduates through a structured questionnaire, analyzing their perceptions of the program. The results indicate that the PRP plays a crucial role in bridging the gap between theory and practice, enabling the development of teaching knowledge, pedagogical strategies, autonomy, and professional confidence. Practical experience in schools, combined with the guidance of experienced teachers, significantly contributed to consolidating teacher identity and deepening the understanding of the complexity of the teaching-learning process. It is concluded that the Pedagogical Residency Program constitutes an indispensable formative space for preparing critical, reflective, and socially engaged teachers.
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.
A gravidez com adolescentes em idade escolar - Revisão bibliográfica
(2022) Santos, Cleisiane Conceição dos; Gama, José Aparecido da Silva; Gama, José Aparecido da Silva; Almeida, Lúcia Giomar Bastos Fragoso de; Santos, Jackson José Silva dos
The study carried out addresses pregnancy with school-age adolescents. Research shows that one of the consequences of pregnancy is school dropout and other consequences are: prejudice, family pressure, school, among others. The objective of this work is to study the causes and consequences of pregnancy in adolescents and school age. In the study carried out, the results obtained indicate that no teenager planned the pregnancy; early pregnancy led teenagers to drop out of school due to several factors; lack of family support and most of these adolescents are from low-income families. In the final considerations, the importance of support from family, friends and school in the lives of these adolescents is pointed out; since they suffer prejudice and discrimination from society and the school community itself. prejudice, family pressure, school, among others.
A temática da educação ambiental para as séries finais do Ensino Fundamental: estudo de caso
(2022) Silva, Beatriz Freire da; Gama, José Aparecido da Silva; Gama, José Aparecido da Silva; Andrade, Michelle Vieira; Santos, José Roberto Nunes dos
Environmental issues have never been as much on the agenda as they are today, we are feeling in our skin, in our daily lives, an urgent need for transformations to overcome environmental injustices, social inequality, the appropriation of nature and humanity itself as objects of exploitation. and consumption. At the present time, we live in a culture of risk, with effects that are often beyond our ability to directly perceive, but considerably increasing the evidence that they can affect not only the lives of those who produce them, but those of other people, species and up to generations. Environmental education thus assumes its part in facing this crisis, radicalizing its commitment to changes in values, behaviors, feelings and attitudes, which must be carried out together with the totality of the inhabitants of each territorial base, in a permanent, continuous way and for all. The present work aims to carry out an Analysis of the Insertion of Environmental Education in a public school in Penedo-AL. The results found indicate that the analyzed school has carried out environmental projects with practices of environmental education, thus assuming its social commitment to the environmental concern of the 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 school curriculum. However, in association with subjects such as science/biology, and the predisposition of students and teachers, the theme of environmental education has been disseminated, providing students with a broad and continuous learning experience.
Análise comparativa entre métodos de contenção da erosão costeira adotados nas praias de Pajuçara, Ponta Verde e Jatiúca
(2025-11-27) Cavalcanti , Andréa Apolinário Mendes; Interaminense, Juliana Rangel de Aguiar; http://lattes.cnpq.br/3869787182468885; Calazans, Fábio Maurício do Bomfim; http://lattes.cnpq.br/3529013346870900; Matias, Dyogo Wlisses Ribeiro; http://lattes.cnpq.br/2661675221726320
The Brazilian coastal zone is a transitional ecosystem of great socio-environmental importance, being considered by no. 5.300/04 Decree and 255 Article of the Federal Constitution (CF/88) as a national heritage. This region is home for 24.06% of the Brazilian population living in coastal municipalities, with several attractions promoting tourism and housing activities. However, its disorderly occupation has caused environmental degradation, leading to the native vegetation removal, such as restinga vegetation, and the construction advance. The degradation consequences contributes directly to the coastal erosion phenomenon, characterized by the continuous sediments loss and the coastline retreat. To contain these processes, restraint methods are continuously adopted, but they are built without adequate prior study and monitoring proposals. Given the above, this Final Course Project (FCP) was based on a comparative analysis of the coastal erosion containment methods adopted in Pajuçara, Ponta Verde and Jatiúca urban beaches of Maceió, to verify their effectiveness and propose improvements. The methodology involved a literature systematic review and field surveys on beaches, with direct structures observation and coastline morphological assessment. As a result, it was realized that there is a need to implement coastal restraint methods that not only protect urban infrastructure, but also take into account the natural dynamics of beaches and their ecosystems.
Análise da temática genética em quatro livros de ciências do ensino fundamental – anos finais
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-09-20) Santos, Allana Mércia Barbosa; Lima Filho, Adalberon Moreira de; https://orcid.org/0000-0003-0277-1047; http://lattes.cnpq.br/5204293561529304; Lima Filho, Adalberon Moreira de; https://orcid.org/0000-0003-0277-1047; http://lattes.cnpq.br/5204293561529304; Hartmann, Cassio; https://orcid.org/0000-0003-0181-1430; http://lattes.cnpq.br/2065309968401869; Toledo, Mário Tanio Fonseca; http://lattes.cnpq.br/8795127120350475
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.
As tecnologia digitais da informação e comunicação (TDICs) registradas e as formas de uso para o ensino de ciências/biologia
(2024-12-11) Nascimento , Aline Pessoa do; Silva, Ebenézer Bernardes Correia; http://lattes.cnpq.br/6371543824391642; Interaminense, Juliana Rangel de Aguiar; http://lattes.cnpq.br/3869787182468885; Alves, Karina Dias; http://lattes.cnpq.br/2899542504433422; Tiburcio, Ingrid Carolline Soares; http://lattes.cnpq.br/0774774720237081
This study presents a systematic literature review to investigate the relevance and classify the Digital Information and Communication Technologies (DICTs) used in the teaching-learning process of Biological Sciences. The research was carried out based on a systematic and exploratory review with a qualitative approach. At the end of all bibliographic research methodological stages, 13 works were selected that met the inclusion and exclusion criteria, and in these, more than 30 types of digital technologies were presented. The results demonstrated the DICTs diversity that enable pedagogical use in biology teaching, including tools and visual resources that support both in-person and remote teaching. The adoption of these technological resources in the educational environment enhances the classes dynamics and contributes to presenting interactively content. Therefore, DICTs facilitate the teaching-learning process, as they are resources closely aligned with students' realities, given the technological and virtual social context in which they are immersed and accustomed.
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/9377424161004165
Red 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.
Atividades lúdicas aplicadas em turmas do Ensino Médio: experiências vivenciadas no programa de residência pedagógica do curso de biologia do campus Penedo
(2025) Fradique, Eloyza dos Santos Santana; Costa, Dannielle de Lima; Costa, Dannielle de Lima; Christiano , Daniel; Pinheiro , Pablo
The Pedagogical Residency is a program aimed at teacher training, promoted by the Ministry of Education (MEC) in Brazil. The program seeks to strengthen the integration between theory and practice in education. During the residency period, pre-service teachers had the opportunity to plan, implement, and evaluate innovative pedagogical practices, contributing both to their own learning and to bridging the gap between theory and practice. Furthermore, the use of games in education has proven to be an effective methodology for enhancing learning, especially in subjects like Biology. This playful approach promotes student engagement, facilitates the understanding of complex content, and fosters skills such as logical reasoning, cooperation, and creativity. In a 3rd-year high school Biology class at the Federal Institute of Alagoas – Penedo Campus, the application of educational games was evaluated to verify their impact on content assimilation. The selected games addressed topics such as bacteria, fungi, culture media, and microorganism cultivation, integrating both theoretical and practical aspects. The dynamics involved student interaction and teamwork, enabling the exchange of knowledge and reinforcement of the content presented in the classroom. Preliminary results indicated greater student participation and improvement in academic performance, as well as greater applicability in Biology studies.
Ciências Biológicas na Educação de Jovens e Adultos: olhar dos/as discentes sobre suas aprendizagens
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-07-26) Cidreira, Cícera; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Luz, Merylane Porto da Silva; http://lattes.cnpq.br/4940334471477236; Limeira, Ana Cristina Santos; http://lattes.cnpq.br/8492241199102646
The purpose of this work is to analyze the difficulties faced by EJA students in Biological Sciences at Escola Tavares Bastos. And at the same time identify its limits and challenges in the teaching and learning process of Biology. The history of EJA was briefly discussed, highlighting the conceptions of teaching-learning in EJA, from a traditional perspective of liberating education. As well as the perspectives for teaching and learning of Biological Sciences in EJA. In addition, the problem of the work is based on the following question: What are the main difficulties encountered bystudents in the teaching-learning process of Biological Sciences at Escola Estadual Tavares Bastos? The research involved a literature and field review based on articlespublished on the internet that deal with the aforementioned topic. However, the resultsobtained by the research are not intended to exhaust the theme because the theme on youth and adult education in basic and free education in Brazilian education is quitebroad.
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.
Dificuldades no ensino-aprendizagem de genética no segundo ano do ensino médio
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-09-10) Neves, Claudevânia de Oliveira; Omena, Dilza Gomes de; http://lattes.cnpq.br/2268779399887511; Rodrigues, Christianne Sâmia Lins; http://lattes.cnpq.br/8877075016106381; Pedrosa, Vanessa Baptista; http://lattes.cnpq.br/6216247369540117
Genetics is characterized as a science composed of abstract and difficult terms. terminologies such as content in the classroom is greatly feared. In view of this, the objective is analyze the difficulties faced by both teachers and students in terms of regarding the teaching-learning of genetics in the second year of high school. Its about an integrative review, whose bibliographical survey was elaborated in the databases researched in SCIELO, in scientific articles, newspapers, magazines, conferences, books and on the website from the Virtual Education Library (Ministry of Education), 10 were included in the study bibliographies that contemplated the desired objective. From the results of the analyzed data, it is estimated that the unpreparedness in teacher training, whether due to the lack of pursuit of scientific knowledge or failure in the training process in educational institutions higher education, clearly reflect on the students' teaching-learning deficit in the classroom. It is concluded that it is necessary to review and solve the flaws in teacher training, in order to that these professionals in the classroom can develop methodologies that corroborate with the best way of transmitting knowledge, facilitating the understanding of genetics, uniting theory-practice with dynamic and participatory classes.
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.
Ensino de ciências e alfabetização científica nos anos inciais do Ensino Fundamental - Revisão bibliográfica
(2024) Silva, Iranilda Santos da; Gama, José Aparecido da Silva; Gama, José Aparecido da Silva; Santos, José Roberto Nunes dos; Melo, Cláudia Jaqueline da Silva
Teaching and learning are characterized by directing the social and educational training of students. In this context, science teaching to children stands out, which should provide the same complete or scientific explanations for the doubts and curiosities that are present in their daily lives. To highlight that these curiosities are generated by the observations that children make in the environment in which they are inserted. The potentiation of children's curiosity will result in relevant discoveries, but for this it is necessary that science teaching be worked with content related to the scientific world in an attractive way and close to the children's reality. The methodological procedures carried out in this study were bibliographic research, using four articles from national scientific journals in the area of Education in Science teaching, in addition to seeking subsidies in legal documents such as the National Curriculum Parameters (BRASIL, 1997) and BNCC (2017). The articles were selected with a time frame of 05 (five) years from 2016 to 2020. With the results of the review carried out, it was found that science education in the initial grades is of great importance for the formation of conscientious citizens, able to act in society. We conclude by highlighting how important science teaching is for students in the early grades of elementary school and that this teaching being well worked provides the knowledge and understanding of the natural phenomena that occur in our daily lives.
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.

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