Ensino & Multidisciplinaridade

Teaching healthy eating habits in the Brazilian context in the light of Carolina Maria de Jesus

2024-02-16T22:54:18-03:00

This study investigated didactic possibilities that flow from the approach of the work “Quarto de Despejo: diário de uma favelada”, by Carolina Maria de Jesus, to mobilize the theme “healthy eating habits” in the context of the fourth and fifth year of teaching. Fundamental. Specifically, it aims to problematize healthy eating habits based on the life trajectory of Carolina Maria de Jesus; analyze the potential of approaches to the topic with the fields of natural sciences, humanities and health, based on the work “Quarto de Eviction”; highlight the contributions of a didactic sequence, generated from this work, to teaching the proposed topic. This is an exploratory study, of a qualitative nature, from which a didactic sequence was generated, which offers theoretical
alternatives so that subjects can question existing inequalities, from the most basic to the right
to food. Unlike a school that aims to train subjects to accept reality, our aim is to contribute to the development of didactic proposals that encourage subjects, from the youngest ages, to be uncomfortable with unequal reality and, organized, seek to transform it.

Epistemological conceptions of the history and philosophy of science for science teaching

2023-10-09T21:49:31-03:00

In this essay, we present a theoretical study that aims to differentiate History of Science and Philosophy of Science. To this end, this research falls within the scope of qualitative and descriptive approaches, and is based on several works of specialized literature, including classic books, electronic articles and other references pertinent to the topic. The main motivation that led to the writing of this work corresponds to an empirical finding present in the literature, which expresses a certain divergence regarding the emergence of the mentioned areas. In view of this, we focus on the task of situating them historically as fields of investigation, in addition to highlighting the multiple conceptions that lie within each one. Next, we present its distinct and related elements in order to establish an interface relationship between History of Science and Philosophy of Science. Subsequently, we make arguments in favor of these in Science Teaching, in addition to highlighting their due relevance for initial and continued training in undergraduate courses. In the final considerations, we reaffirm the potential of the historical-philosophical approach and highlight the different forms of articulation and proximity with other areas, given that this transition goes against curricular fragmentation.

The investigative methodology in official documents in Amazonas: the teaching of chemistry in focus

2024-02-14T12:12:12-03:00

The guidelines contained in the official documents of basic education aim to indicate actions that are necessary for the advancement and improvement of the quality of education in all its aspects. In collaboration with these guidelines, there is the use of methodologies that prioritize the comprehensive formation of the student, also promoting the quality of education. In this context, active methodologies stand out, specifically investigative methodology. Based on these premises, the present work aimed to analyze the official documents that underpin secondary education in the state of Amazonas, examining how investigative methodology and its principles are present in the discipline of chemistry. The methodology employed a qualitative approach. The data were obtained through document analysis by examining four documents that are used as guidelines for basic education in the state of Amazonas, namely the National Common Curricular Base, the State Education Plan of Amazonas, the Amazonian Curricular Reference for Secondary Education, and the Curricular and Pedagogical Proposal for Secondary Education in Amazonas. Using Content Analysis for data treatment, there was a low indication of the theoretical assumptions of investigative methodology in three of the listed documents, and the absence of indications within the State Education Plan.

Black Aesthetics: an anti-racist decolonial proposal for teaching Chemistry

2024-02-16T13:52:43-03:00

Searching for a decolonial and anti-racist education capable of meeting the desires of Law 10,639/2003, this article set out to explore the results of an innovative didactic proposal whose objective was to connect chemical concepts, Afro-descendant culture and Afro-diasporic aesthetics. The work aims to foster transformative dialogue in the Basic Education space in the municipality of Feira de Santana – Bahia, Brazil. The didactic proposal described here is a tool to combat racist situations in public schools in the city of Feira de Santana. Valuing Afro-descendant culture, Afrodiasporic aesthetics and addressing concepts of hair chemistry, the proposal presented empowers
students, encourages intercultural dialogue and helps build a more just and egalitarian society.

Use of the podcast genre in the elementary school: planning teaching practice and new Technologies under

2025-01-27T21:36:17-03:00

Recognizing the need for the intentional and systematic incorporation of new technologies in
educational work, this paper aims to discuss the process of meaning-making in lesson planning
mediated by new technologies in the initial training of teachers. Based on participatory research, we report on the process of developing and discussing action within a project aimed at enhancing the teaching of mathematics through podcasts. The project’s actions and the reflections we conducted are grounded in Historical-Cultural Theory (HCT) and Teaching Guidance Activity (TGA). We chose these theoretical frameworks because they allow us to reflect on and substantiate the organization of teaching with a focus on student development. The results highlight the challenges related to the intentional inclusion of new technologies in lesson planning and their actual
contribution to student learning. Additionally, we understand that planning is a fundamental part
of teaching practice, particularly for implementing projects aimed at fostering students’ learning and development of theoretical thinking.