Submissões Recentes
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Ensino por Investigação e a formação de professores de Ciências da Natureza: uma revisão bibliográfica
(2025) KOCK, Tarso Augusto Petry; SALVI, Leonardo Monari; DREHMER-MARQUES, Keiciane Canabarro
The objective of this study was to map publications on Inquiry-Based Teaching and teacher training in the Natural Sciences, focusing on national journals in Science Education. The research followed a Systematic Literature Review methodology, analyzing articles published between 2019 and 2023 in seven journals classified as Qualis A1 and A2. Six articles were selected after a rigorous inclusion and exclusion criteria process. The results highlight a balanced distribution between initial and continuing teacher training, with an emphasis on theoretical and practical approaches to Inquiry-Based Teaching. The analyzed research addresses the development of argumentative teaching practices, the integration of digital technologies, and the relevance of reflective processes regarding Inquiry-Based Teaching in initial teacher training. Among the most cited authors on the subject, Carvalho and Sasseron were used several times in all the analyzed articles. According to the results obtained, it is possible to indicate a lack of publications on teacher training using the Inquiry-Based Teaching approach.
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A abordagem das questões étnico-raciais nos currículos das licenciaturas em Ciências da Natureza do IFRN
(2025) TORRES, Rusiane da Silva; LIMA, Izabel Cristina Leite de; ALVES,Sandra Maria Campos
The valorization of European knowledge has led to the silencing of African and Afro-Brazilian history and culture in school curricula. This article analyzes the inclusion of ethnic-racial issues in the curricula of undergraduate teaching programs in the Natural Sciences offered by the Federal Institute of Education, Science, and Technology of Rio Grande do Norte. The research stems from the need to comply with public policies focused on cultural diversity, such as Law No. 10,639 of 2003, which mandates the inclusion of Afro-Brazilian and African history and culture in school curricula. Through documentary and bibliographic analysis, the study examines how these themes are incorporated into the curricular frameworks of undergraduate programs in Biology, Physics, and Chemistry, discussing the challenges and potentialities of promoting an anti-racist and inclusive education. Bardin’s(2020)content analysis was used for data analysis. The results show that, although there have been advances in the implementation of these policies –such as the increase in training initiatives and teaching materials focused on diversity –gaps still persist, especially in teacher education. This reinforces the need to prepare critical teachers who are committed to valuing ethnic and racial diversity in everyday school life.
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Relação professor-estudante à luz da diversidade sexual e das práticas docentes
(2025) RIOS, Pedro Paulo Souza; SILVA, José Victor Guedes da
This study investigates the interpersonal relationships between university professors and LGBTTQIAPN+ students at a public university in the interior of Bahia, Brazil. It aims to understand how faculty members can foster inclusion of these students within their pedagogical practices. A qualitative approach was employed to achieve this goal. Data were collected through an online questionnaire and analyzed using Excel functions and content analysis. The discussion of findings was guided by theoretical frameworks on education and sexuality, drawing on the works of Louro (2001, 2008), Moreiraand Silva Júnior(2016), Rios (2022), among others. Key findings indicate that these students’ experiences are marked by challenges related to academic retention, insufficient discussions on sexuality, and symbolic forms of violence. Therefore, this study contributes to rethinking inclusive teaching practices in Brazilian public universities.
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A mobilização do conhecimento tecnológico pedagógico do conteúdo: um estudo com professores de matemática do Ensino Fundamental
(2025) BRITO, Gícia Cavalcanti de; SANTOS, Ernani Martins dos
Teaching constantly faces challenges driven by increasing access to Digital Information and Communication Technologies, which have even disrupted important elements of curriculum organization since the approval of the National Common Curriculum Base. From this perspective, this study sought, through Technological Pedagogical Content Knowledge, a better understanding of the knowledge necessary for teachers to incorporate technologies into teaching practices. This study aims to analyze how elementary school mathematics teachers mobilize Technological Pedagogical Content Knowledge in lesson planning using digital technologies. The data, collected in a triangulated manner through questionnaires, lesson plans, and semi-structured interviews, and analyzed using Bardin's(2011)content analysis, revealed that teachers did not simultaneously integrate the core knowledge of this theoretical model, with limitations mainly attributed to a lack of continuing education.
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A importância dos seminários interdisciplinares de psicologia e pedagogia na formação de professores do ensino fundamental
(2025) VALENTIEVA, Tatyana; KRAMARENKO, Liubov; SEMENCHA, Liudmyla; ZHADKO, Olena; KHRINYK, Yevhen
The relevance of the study is determined by the need to enhance the professional competence of future primary school teachers using an interdisciplinary approach. The aim was to develop and implement an interdisciplinary seminar on psychology and pedagogy and assess its effectiveness. The research employed the following methods: pedagogical experiment, questionnaires, observation, and statistical data processing. In the experimental group, an increase in the high level of competence to 50% and a decrease in the low level to 6% were recorded. The obtained results indicate a positive impact of the proposed seminar format on the future teachers’ training. The academic novelty is the first-time implementation of the methodology of interdisciplinary training in the context of primary school teacher training. A quantitative comparative analysis of the levels of professional competence before and after participation in interdisciplinary seminars was applied, supported by statistical methods and empirical tools. The discussion of the results includes a comparative synthesis with the conclusions of Debre et al.(2022), Domina, Gutarevaand Sedova(2020), Wang et al.(2020) and other reseachers to ensure contextual relevance and theoretical justification. Research prospects include adapting the seminar to other levels of education and studying its long-term impact on the teachers’ professional development.