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Item Os desafios do novo ensino médio: uma proposta pedagógica para o ensino de física moderna(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-02-27) Santos, Nicolas Henrique da Silva; Limeira, Ana Cristina Santos; Silva, Rodrigo Oliveira Ferreira da; http://lattes.cnpq.br/9079269033055248; Silva, Rodrigo Oliveira Ferreira da; http://lattes.cnpq.br/9079269033055248; Ana Cristina; Oliveira, Marcos Henrique Abreu de; http://lattes.cnpq.br/7597524437699021; Claudino, Elder de Souza; http://lattes.cnpq.br/4002114603054127This article aims to propose an Investigative Teaching Sequence – ITS for teaching Modern Physics in the first year of high school based on Law 13,415 known as the New High School, taking as a starting point the study of national and state educational regulations. Firstly, this study made it possible to understand the organization of the curriculum and the pedagogical proposals of secondary education, seeing the challenges for its implementation in the teaching space. In the second moment, survey of the educational program developed to meet this policy and study of the Guidelines of the Base Nacional Comum Curricular – BNCC and the Referencial Curricular Alagoano – ReCAL, in order to understand the curricular organization of Physics and the Training Itineraries. Finally, the elaboration of the pedagogical proposal for teaching Modern Physics based on the study of light. From this research, we hope to contribute to the teaching and learning process in Physics; serve as motivation for teachers to seek methods that can implement the New Secondary Education proposals in their education network; and to (re)think about the Physics curriculum within the scope of discussions about the dimensions of training in basic education, understand training from the subject's point of view in their school trajectory.Item Estratégias de resolução de problemas envolvendo adição e subtração de números inteiros, com alunos do sexto ano do ensino fundamental(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2022-03-28) Firmino , Laíza da Silva; Silva, Adriano Valeriano da; http://lattes.cnpq.br/6895994903008206; Silva , Adriano Valeriano da; http://lattes.cnpq.br/6895994903008206; Castro, Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154The present work sought to investigate the problem solving strategies involving addition and subtraction of integers of students in the sixth year of elementary school, from a private school in the municipality of Cajueiro in the state of Alagoas. The work presents a qualitative approach, in the case study modality.The analyzes were based on research by Smole and Diniz (2001), Dante (1991), Pozo (1998), BNCC, among others. The results indicated that working with problem solving helps students to develop their strategies, seeking their own paths, exploring the Mathematics language and the teacher will be the stimulator, mediator, so that students generate their knowledge and productive ideas.Item Estratégias de resolução de problemas dos alunos do 6° ano do ensino fundamental envolvendo o princípio multiplicativo(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2022-03-28) Firmino , Luiza da Silva; Castro, Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154; Silva, Adriano Valeriano da; http://lattes.cnpq.br/6895994903008206; Silva, Adriano Valeriano da; http://lattes.cnpq.br/6895994903008206; Castro, Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154The present work presents a research with a qualitative approach, in the case study modality, the problem solving strategies of the students of the 6th year of elementary school were investigated, based on a questionnaire and observations of the activity developed by the students. The main objective of this work is to analyze the problem solving strategies of students in the 6th year of elementary school involving the multiplicative principle. Based on research by Smole and Diniz (2001), Dante (1991), Pozo (1998) among others. Eighteen students from a private school in the city of Cajueiro-AL participated in the research. Problem solving is an effective method to develop reasoning and to motivate students to study Mathematics. However, what you still see in the classroom are teachers insisting on staying in the so-called “comfort zone”, where the class is prepared using rules, formulas and huge lists of exercises.Item Contribuições do programa de pós-graduação em ensino das ciências e matemática(2022) Santos, Josivânia Soares dos; Gomes, José Leandro Costa; Gomes, José Leandro Costa; Nascimento, Joseane Maria do; Albuquerque, Tereza Cristina Cavalcanti deItem Desafios enfrentados pelos docentes em relação ao ensino de ciências em meio à pandemia COVID-19(2022) Silva, Joseane Profiro da; Rocha, Marcos Oliveira; Cunha, Ana Catarina Monteio Carvalho Mori da; Cunha, Ana Catarina Monteiro Carvalho Mori da; Galvão, André Luiz Beserra; Furtado, Daniela Cavalcanti de Medeiros; Rocha, Marcos OliveiraItem Utilização de sequências didáticas no estudo de progressão aritmética associada à soma de Gauss(2022) Izidoro, Jane de Brito; Lima, José Roberto Almeida; Lima, José Roberto Almeida; Silva, Adriano Valeriano da; Castro, Diogo Meurer de SouzaItem Teorema de Ptolomeu e suas aplicações no ensino(2022-03-30) Holanda, Kássia Sandreane Soares de Vasconcelos Holanda; Lima, José Roberto de Almeida; http://lattes.cnpq.br/4165349100783357; Lima, José Roberto de Almeida; http://lattes.cnpq.br/4165349100783357This work will show a little of the history of geometry, showing that this science was built from its usefulness, since its origin was due to the day-to-day applications of the people of the time. It will also deal with some of the trajectory and contributions of the mathematician Cláudio Ptolemy, in which he names the theorem that will be referred to, which in turn is little known, but of great importance in the mathematical field, where from it we can obtain several results, including in trigonometric applications which will be demonstrated. And in this way demonstrate the importance of the teacher involving the history of mathematics in his teaching methodology, making students more involved in the teaching-learning process.Item Ensino do conceito de energia: uma proposta metodológica a partir da sala de aula invertida e gamificação com o Kahoot(2022) Silva, Jamerson Barbosa da; Gomes, José Leandro Costa; Gomes, José Leandro Costa; Praxedes, Ana Paula Perdigão; Souza Júnior, Pedro Juvencio deItem Educação em saúde na didática de professores de ensino fundamental/anos finais de escolas públicas e particulares(2022) Silva, Cirlaine da; Santos, Maria José dos; Santos, Maria José dos; Conceição, Alexandre Rodrigues da; Rocha, Marcos OliveiraItem Perspectivas de uma turma de especialização em ensino de ciências e matemática do Instituto Federal de Alagoas – Campus Arapiraca acerca do ensino remoto emergencial, ensino presencial e a COVID-19(2022) Silva, Cícera Maria da; Claudino, Elder de Souza; Claudino, Elder de Souza; Silva, Cícero Rita da; Gomes, José Leandro CostaItem Aprendizagem baseada em problemas no ensino remoto de química: um estudo com alunos da 3ª série do ensino médio(2022) Oliveira, Bruna Kélvia Alves de; Silva, Ivoneide Mendes da; Gomes, José Leandro Costa; Gomes, José Leandro Costa; Silva, Ivoneide Mendes daItem Ensino de botânica nos anos iniciais e os impactos das propostas curriculares(2022) Conceição, Alexandre Rodrigues da; Oliveira, Marcos Nunes de; Oliveira, Marcos Nunes deItem Aprendizagem baseada em problemas: um estudo bibliográfico no ensino da matemática(2024-04-01) Tenorio, Jamilly Souza; Brasileiro, Regina Maria de Oliveira; https://orcid.org/0000-0003-3382-3786; http://lattes.cnpq.br/4146119273576569; Nascimento, Arlyson Alves do; https://orcid.org/0000-0002-0631-3273; http://lattes.cnpq.br/9395417554768580; Bastos, Alexandre Fleming Vasques; http://lattes.cnpq.br/7239157167819125The present work aims to identify how teachers use the Problem-Based Learning (PBL) methodology in teaching basic mathematics through a bibliographic study with the identification of research carried out and available in internet databases, such as Capes Periodicals and SciELO Platform. The period defined for choosing published works was from 2013 to 2023, in the form of a Systematic Literature Review (RSL) and constituted the research problem: How do basic education teachers teach mathematics through Problem-Based Learning? After the methodological construction of search, selection and reading of the various bibliographic materials, two articles were found for analysis. Data analysis allowed us to infer that research that considers aspects of the PBL methodology as a process of building mathematical learning in Basic Education is still recent and few in number. The study points to the need to train teaching practice with the work of ABP and the importance of its use in students' mathematical learning.Item Explorando a análise combinatória com o sageMath: uma abordagem ativa de aprendizado em matemática(2024-03-25) Santos, Genilton Ferreira dos; Nascimento, Arlyson Alves do; http://lattes.cnpq.br/9395417554768580; Lima, Leon Cavalcante; http://lattes.cnpq.br/7616688310117461; Lopes, Rafael do Sacramento; http://lattes.cnpq.br/2775224211896509NenhumItem Aprendizagem baseada em problematização para ensino de genética na educação básica: uma sequência didática(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-02-06) Correia, Barbara Virginia Mendonca da Silva; Silva, Géssika Cecília Carvalho da; http://lattes.cnpq.br/5829131072769426; Pereira, Danielle dos Santos Tavares; http://lattes.cnpq.br/9518476590236582; Souza, Carlos Alexsandro de Carvalho; http://lattes.cnpq.br/9543720469592160Genetics in its essence seeks to awaken the student's investigative approach, being an important scientific literacy tool. Traditionally, pedagogical practices for teaching Genetics in basic education focus on expository classes, reproduction of concepts and solving exercises to validate learning. The distancing of the learning methodology is reflected in the students' difficulty in contextualizing interdisciplinary and transdisciplinary themes in Genetics, such as the concept of race, skin color and their impacts on the theme of ethnic-racial diversity. In this sense, the use of active methodologies aims to modify this scenario through teaching strategies focused on student protagonism and promoting scientific literacy. Among the various methodological strategies, problem-based learning (PBL) stands out as an important alternative for teachers, due to the investigative sense inherent to the teaching approach. In this methodology, the problem is the fundamental point of the teaching process and the student must develop the ability to develop hypotheses, test, collect data, discuss and make decisions, apply their knowledge to solve it. Based on this problem, this study aims to develop an intervention proposal consisting of a didactic sequence using the PBL methodology for teaching ethnic-racial themes in the final years of Elementary School. The study is qualitative in nature, as described in objective. To plan the didactic sequence, the learning concepts advocated by Lev Vygotsky (1896-1934), learning through experience, by John Dewey (1859-1952), meaningful learning by David Ausubel (1918-2008), as well as the Freire's perspective on autonomy (Paulo Freire, 1921-1997).Item O ensino de frações por meio de jogos: uma revisão sistemática da literatura(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-01-29) Araujo, Lívia Danielle da Silva; Silva, Ewerton Roosewelt Bernardo da; http://lattes.cnpq.br/8543155357044958; Castro, Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154; Santos, Vívia Dayana Gomes dos; http://lattes.cnpq.br/2740547167333947It is known that rational numbers are the basis of various mathematical content and understanding these numbers, in their fractional form, is essential for the mathematical development of students at different levels of education. While games present themselves as an alternative in teaching mathematics, the low rates presented in the last IDEB of 2021 in relation to mathematical knowledge, more specifically about fractions, was the starting point for the development of this study. As a methodology, this research focused on work developed at national level, so the CAPES catalog of theses and dissertations was used as a research source, where a systematic review of the literature was carried out, having adopted the protocol according to Kitchenham ( 2004), all with the aim of verifying whether and which mathematical games are being inserted in the process of teaching and learning fractions and the results obtained. According to the works analyzed, teaching fractions through concrete or digital games presents satisfactory results. Thus, it was concluded that this methodology must be considered in teaching activities.Item Sequência didática para o ensino da queda dos corpos com auxílio da plataforma de simulação VPYTHON(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-01-31) Silva, Pedro Henrique Ferreira da; Costa, Alex Emanuel Barros; http://lattes.cnpq.br/2231272728491909; Silva Junior, Cícero Julião da; http://lattes.cnpq.br/6493829167422238; Matsumoto, Edson MonteiroThis work presents a proposal for a didactic sequence integrated with an educational product, aiming to enhance students' understanding of concepts related to free fall. Our discussion revolves around the learning of this phenomenon, encompassing its historical development, physical-mathematical formalism, and highlighting the relevance of integrating technology into Physics education, especially the use of simulations as a pedagogical resource. Furthermore, we developed a didactic sequence integrated with an educational product, created on the VPython platform, along with an experimental practice script. In the methodological approach, we employed applied research. The combination of the educational product with the didactic sequence provides significant support for both teachers and students in basic education, regarding the teaching of free fall, and serves as a powerful tool to challenge and correct common-sense conceptions on this subject.Item O ensino de ciências e as metodologias da problematização frente às tentativas de integração curricular(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-02-29) Oliveira, Carlos Henrique Araújo de; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Santos, Eduardo Lima dos; http://lattes.cnpq.br/0426360378881187; Bastos, Alexandre Fleming Vasques; http://lattes.cnpq.br/7239157167819125The integration between active methodologies and curricular progression in elementary education is a complex and dynamic theme in the contemporary educational scenario, as well as the articulation of this progression with the insertion of active methodologies. Therefore, this study seeks to understand the implementation of these practices in the final years of elementary school, especially in Natural Sciences, in line with changes in curricular organization, especially outlined by the National Common Curricular Base (BNCC). The research is justified by the need to deepen the discussion on the integration between progression and curricular organization, combined with the effectiveness of methodological practices. Regarding the study methodology, a descriptive research was chosen, seeking detailed characteristics of the phenomena and identifying correlations between variables. The qualitative approach was chosen to promote diversity and flexibility in understanding the perspectives analyzed. The bibliographic research was conducted at the Brazilian Digital Library of Theses and Dissertations (BDTD), covering the period from 2017 to 2023. The analysis and interpretation of the results were carried out through content analysis guided by Bardin (2016). The results reveal two main categories: active problematization methodologies with a focus on curricular integration and other active learning models with a focus on curricular integration. The theses explore the application of these methodologies, highlighting the importance of curricular integration, student autonomy and critical thinking. It is concluded that the interconnection between active methodologies, curricular progression and BNCC is vital for a more effective and holistic educational approach. The lack of studies that simultaneously address these elements highlights the need to promote a paradigm shift in educational research, encouraging interdisciplinary collaboration between researchers and overcoming resistance to change in traditional structures. This approach can contribute to a deeper understanding of the educational process and prepare students for the challenges of the 21st century.Item Temáticas do ensino de biologia relacionadas a alfabetização científica(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-10-19) Freitas, Heloisa de Almeida; Lima Filho, Adalberon Moreira de; http://lattes.cnpq.br/5204293561529304; Vilaça, Fabiana Aparecida; http://lattes.cnpq.br/0666609059760660; Pereira, Danielle dos Santos Tavares; http://lattes.cnpq.br/9518476590236582Scientific Literacy (SL) is constantly present in studies in the area of Science Education linked to objectives aimed at educational actions in which the aim is to train students who understand the elements of scientific knowledge and their use for analysis and decision-making. The objective of this study was to map the published works (dissertations and theses) between 2012- 2022 on Biology teaching topics related to Scientific Literacy. A mapping was carried out by studies (dissertations and theses) that used scientific literacy in the teaching of biology published between 2012-2022. For this, the BDTD database was used. After applying the previously established inclusion and exclusion criteria, 68 research studies (dissertations and theses) were confirmed, with 25% published in 2020. Regarding the “research focus”, genetics (13%) and ecology (13%) were indicated. 13%) were the most strategic subjects in the studies. Therefore, this mapping allowed the assessment of the quality and reliability of available information sources, as well as evidence that revealed gaps to be filled by future research.Item Criação e aplicação de jogos no ensino da álgebra(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-12-20) Souza, Joice dos Reis; Silva, Gelsivanio Souza da; http://lattes.cnpq.br/7969278773981649; Brito, Fernando Valério Ferreira de; http://lattes.cnpq.br/8744081127449326; Nascimento, Arlyson Alves do; http://lattes.cnpq.br/9395417554768580This quantitative and descriptive study investigated the impact of creating and implementing mathematical games, developed by 9th-grade students, on comprehension and performance in topics such as fractions, fractional equations, and 1st and 2nd-degree equations. Conducted at a public school in Maceió, the research involved pre- and post-implementation questionnaires regarding the games, along with the organization of a Mathematical Games Fair. The results revealed enhancements in mathematical understanding and problem-solving following the intervention, indicating a 156.1% increase in students' average grades. The playful and creative approach to learning proved effective, not only fostering mastery of the concepts but also nurturing skills such as teamwork, problem-solving, and creativity, suggesting the potential of educational games as a promising strategy in math education.