Ensino & Multidisciplinaridade

O ensino de hábitos alimentares saudáveis no contexto brasileiro à luz de Carolina Maria de Jesus

Leila Kely dos Santos da Paz — 2025-01-23

The approach to knowledge mobilized in the context of Science Teaching can be developed in different ways within the school context of the early years of elementary school. However, didactic importance is evident in methodologies that favor contextualization based on the material reality in which the subjects are inserted. Furthermore, it has been reported that the official Brazilian curriculum has ratified the maintenance of a Science Teaching whose mobilized knowledge is, almost entirely, produced by white, cisgender, heterosexual men and commonly originating from imperialist countries, notably European countries. Central and United States. In this sense, the need to bring to light didactic proposals that favor critical formation through Science Teaching that is based on academic, artistic or cultural productions produced by subjects whose bodies have historically been made invisible as intellectual powers is evident. Considering that the work “Quarto de Despejo: diario de uma favelada” written by Carolina Maria de Jesus, a black woman from the favela, constitutes rich narrative material about the eating practices of people who live in a context of food insecurity, he observes It is clear that this material can point to possibilities for discussing the contradictions between the need to enjoy a healthy diet and the limitations that objective conditions impose. On the one hand, the official Brazilian curriculum regulates the mandatory debate on healthy eating habits among students in the fifth year of Elementary School. On the other hand, it is observed that a significant portion of the Brazilian population lives in a situation of food insecurity. In this way, the following question emerged: What didactic possibilities flow from the approach of the work “Quarto de Despejo: diario de uma favelada” to mobilize the theme “healthy eating habits” in the context of the fifth year of Elementary School? From the analysis of the work, it was possible to point out a didactic proposal for this topic.

Concepções epistemológicas da história e filosofia da ciência para o ensino de ciências

Ramon Alves dos Santos — 2025-01-23

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

Ettore Paredes Antunes — 2025-01-23

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.

Estética Negra: uma proposta decolonial antirracista para o ensino de Química

Assicleide Silva Brito — 2025-01-23

Buscando por uma educação decolonial e antirracista capaz de atender aos anseios da Lei 10.639/2003, este artigo propôs-se a explorar os resultados de uma proposta didática inovadora cujo objetivo foi conectar conceitos químicos, cultura afrodescendente e estética afro-diaspórica. O trabalho visou fomentar o diálogo transformador no espaço da Educação Básica no município de Feira de Santana – Bahia, Brasil. A proposta didática aqui descrita, configura-se como uma ferramenta de combate a situações racistas nas escolas públicas da cidade de Feira de Santana. Valorizando a cultura afrodescendente, a estética afro-diaspórica e abordando conceitos da química do cabelo, a proposta apresentada empodera os estudantes, fomenta o diálogo intercultural e colabora com a edificação de uma sociedade mais justa e igualitária.

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

ABSTRACT

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, Afro-diasporic aesthetics and addressing concepts of hair chemistry, the proposal presented empowers students, encourages intercultural dialogue and helps build a more just and egalitarian society.

Keywords: Interculturality; Black aesthetics; Chemistry teaching.

Uso do gênero podcast nos primeiros anos de escolarização: em discussão o planejamento da prática docente e as novas tecnologias

Isabela Bispo de Araujo — 2025-03-18

Recognizing the need to intentionally organize and systematize new technologies in educational work, the aim of this paper is to discuss the process of giving meaning to teacher planning mediated by new technologies in initial teacher training. Based on participant research, we report on the process of preparing and discussing one of the actions of a project that aimed to contribute to the teaching of mathematics through Podcasts. The project's actions and the reflections we carried out are based on the Historical-Cultural Theory and the Guiding Teaching Activity. We justify our choice of these references because we see in them the possibility of reflecting on and supporting the organization of teaching with a view to student development. As a result, we observed the challenges of including new technologies intentionally and in a way that actually contributes to student learning. Furthermore, we understand that planning is a fundamental part of teaching practice, especially when it comes to carrying out projects in which the aim is student learning and development.