Ensino & Pesquisa (Teaching & Research) is an interdisciplinary journal of the State University of Paraná (UNESPAR), Center for Humanities and Education. Its objective is to publish scientific articles focused on undergraduate and teacher education. Submissions are streaming and can be done in preprint format (Quadrennial Classification 2013-2016 - Teaching B1).
Uma vez aceito o texto, o autor autoriza sua publicação na Revista Ensino & Pesquisa, cedendo os direitos autorais e responsabilizando-se pela veracidade das fontes citadas e pelos créditos das citações.
Digital technologies and their insertion in teaching practice in pandemic contexts
Given the current pandemic scenario caused by the new coronavirus; in order to guarantee the educational process despite the need for social isolation, Emergency Remote Teaching was urgently implemented in Brazil. Thus, for the development of their activities, teachers had to adapt to using different technological tools for pedagogical purposes. In this study, teaching practice is analyzed regarding the use of Digital Technologies in times of a pandemic in terms of: (a) Professional training; (b) Familiar technological resources and their use in pedagogical practice; and (c) Emergency Remote Teaching Experience. Thirteen high school teachers from a public school in the State of Maranhão participated, who have a lot of experience in the classroom, however the results They point out difficulties such as the lack of mastery in the use of Digital Technologies, mainly due to the lack of initial and complementary training. Among the types of activities with technological resources, the use in the elaboration and availability of activities and other didactic materials was highlighted, as well as the creation and participation of virtual groups with the purpose of regularly monitoring the students. Finally, few teachers highlighted the effectiveness of their classes in this emergency teaching model, reporting low access and student participation in their classes.
Copyright (c) 2025 Laiane de Queiroz Carvalho, Oswaldo Palma Lopes Sobrinho, Brenda Abigail Freire de Jesus Coelho, Jose Weliton Aguiar Dutra, Laila Francielly Rezende, Vanilda Maria Campos
Fotografia na Aprendizagem Baseada em Projetos: Colaboração, Pensamento Crítico e Aprendizagem Ativa
This study describes the integration of photography into Project-Based Learning (PBL) as a strategy to foster collaboration, critical thinking, and student agency. The qualitative research, presented as an experience report, was conducted in a full-time high school in Maceió, Brazil, within the scope of the Communication Laboratory. Data analysis, based on participant observation and content analysis, revealed that the project encouraged a more critical and reflective perspective on the territory, strengthening students' engagement and their role within the community. The results highlighted the development of technical, communication, and socio-emotional skills, as well as a redefinition of students' perceptions of their neighborhood, promoting the appreciation of its cultural and social aspects.
Copyright (c) 2025 José Ricardo Lopes Ferreira Ferreira
Produção criativa e aprendizagem: novas formas de ensinar em saúde mental
Teaching and assessing subjects in the classroom is a challenging process for both students and teachers, as it requires interaction and engagement among all involved, so that not only the transmission but the joint production of knowledge can occur. Therefore, there is a need for new ways to practice teaching and healthcare, especially in the field of mental health. This study aims to report the experience of sixth-semester students from the Aurora de Afonso Costa School of Nursing at the Federal University of Fluminense, regarding the creation of creative works as one of the evaluation methods in the Mental Health I course. This is a report of an experience, in which the actions and productions took place during the second semester of 2023. The creative productions were categorized into three types: creative production through poetic writing; creative production through manual expression; and creative production through the construction of games—interaction dynamics. The use of creative productions is both a learning process for dealing with others and for conversing with oneself, as it helps in the formation of pairs, dialogue, and interaction with others, in addition to awakening the awareness of how the body responds to the handling of materials and creativity. From this perspective, the sense of belonging is also explored in the exchange among students through the different shared expressions, especially when highlighting the achievements of peers. The ability to pay attention to individuals' emotional factors creates intersections that can aid in maintaining both individual and collective health.
Copyright (c) 2025 Elaine Antunes Cortez, Natânia Candeira dos Santos, Mariana de Oliveira Marques da Silva, Carolina Jabre Pereira, Igor Alves Teixeira, Thainá Ferreira dos Santos, Luana Jessica Ferreira de Souza
Analysis of the continuing education needs on biosafety in fighting COVID-19 among healthcare workers
Abstract: this research analyzed the need for continuing health education related to biosafety measures during the fight against COVID-19 among healthcare workers. The study, which used a quantitative approach, was conducted in 2020 with the participation of 178 healthcare professionals in the city of Palmas (State of Tocantins - TO). The data obtained revealed inadequate rates of adherence to standard and specific precautions. Only 29.6% of the professionals correctly indicated the sequence for removing protective gear, while 68.7% showed failures in hand hygiene. When relating the biosafety measures to the profile of the participants, it was found that nursing technicians and assistants demonstrated greater adherence to specific precautions compared to other professionals. On the other hand, being a physician was a protective factor, with approximately 60% greater chance of performing correct hand hygiene compared to nursing technicians. The results supported the priority themes on biosafety measures, which were addressed in ongoing education actions with health workers during the fight against COVID-19. In the face of new challenges, such as epidemics/pandemics, it is necessary to diagnose ongoing education needs to implement significant educational actions.
Copyright (c) 2025 REBECCA DIANCI ANDRADES DE CASTRO, PALOMA MENEZES GOMES, QUÉZIA CATHARINNE CAVALCANTE DE MELO, POLLYANA DE ULHÔA SANTOS , SILVELY TIEMI KOJO SOUSA , CLAUDIA APARECIDA GODOY ROCHA, MIRIAN CRISTINA DOS SANTOS ALMEIDA
O Secretariado Executivo e sua formação: as línguas estrangerias e a grade curricular dessa graduação
The Executive Secretariat degree is made up of a multidisciplinary curriculum, as there are several areas of knowledge that make up this course. But which subjects can be considered core to this degree? The aim of this study was to compare and analyze the curricula of Executive Secretariat courses offered at public institutions in the state of Paraná to identify which subjects can be considered as part of the common core of this professional's training. Methodologically, this research was developed through bibliographical (Amado, Pedro 2002; Severino, 2013) and documentary (Fachin, 2006) investigations. Theoretically, we based our discussions on authors from the fields of Executive Secretariat (Sabino; Rocha, 2004), (Anjos; Lira, 2019), (Maia, 2015), (Alcantara, 2012). Therefore, we aim to contribute to discussions that foster better development of teaching and learning processes in undergraduate Executive Secretariat programs in Brazil, especially to strengthen research in the bachelor's degree area. Keywords: Executive Secretariat, Undergraduate, Curricula.
Copyright (c) 2025 Camilla Tamborim, Andréia Cristina Roder Carmona Ramires
Há lugar para as ações afirmativas no ensino superior?
The research underlying this article sought to answer the following question: is there place for affirmative actions for the black population in undergraduate courses at the Federal University of Catalão? The research was developed through a descriptive documentary analysis, aiming to contribute to the debate on affirmative action and ethnic-racial issues, especially in higher education. The documents analyzed were the 37 Pedagogical Projects of the undergraduate courses offered by the aforementioned institution. The results show that, although there is a theoretical argument and normative instruments that guarantee the inclusion of the topic in the course PPCs, affirmative actions and ethnic-racial issues are not yet present in these documents in an effective, structured and widely disseminated manner. This shows that this issue is still not treated with due priority, nor does it appear frequently in the Pedagogical Projects of the Courses and, in some, there is no mention at all. However, it is worth highlighting that the effective incorporation of the theme of ethnic-racial issues in the curricula requires external guidance, but also demands, at the institutional level, the promotion of spaces for critical discussion, for the continued training of teachers and for the development of pedagogical strategies that allow the inclusion of content that addresses the ethnic-racial issue throughout the entire training process.
Copyright (c) 2025 MÔNICA LUIZ DE LIMA RIBEIRO, MARIA ZENAIDE ALVES, SIRLANE ALVES DA SILVA
O que os docentes da área de linguagens de uma escola do município de Lajeado/RS/BR dizem sobre a implantação do novo Ensino Médio?
Resumo: O artigo decorre de uma pesquisa que teve como objetivo analisar a experiência de ser professor da área de Linguagens no novo Ensino Médio em uma escola do município de Lajeado/RS/BR. Sua abordagem foi de cunho qualitativa (Bogdan; Biklen, 1994), teve como instrumento de coleta de dados a entrevista semiestruturada (Triviños, 1987) e contou com a participação de cinco professores que atuam nos componentes curriculares da área de Linguagens. Em relação ao campo teórico conceitual, a pesquisa tem sustentação nas discussões de Biesta (2017), Larrosa (2018; 2023), Masschelein e Simons (2016), entre outros. Os resultados revelaram que os professores enfrentam desafios significativos, como a adaptação a novas metodologias de ensino. A principal mudança destacada foi a necessidade de uma transição do planejamento individual para uma abordagem mais coletiva e interdisciplinar, refletindo uma nova postura docente e dando novo contorno a sua identidade profissional. Em resposta a esses desafios, os professores adotaram estratégias pedagógicas inovadoras, como o desenvolvimento de projetos interdisciplinares, metodologias diferenciadas e a formação de grupos colaborativos. O estudo conclui que, apesar das dificuldades, essas estratégias têm promovido uma educação mais significativa e integrada. Palavras-chaves: Novo Ensino Médio, Desafios, Estratégias Pedagógicas, Formação De Professores.
Copyright (c) 2025 Derli Juliano Neuenfeldt, Willian Cauã Fell, Lindomar Pereira de Souza, Kári Lúcia Forneck
As pesquisas sobre diversidade étnico-racial no ensino médio em teses e dissertações no sul do Brasil
he text presents the results of a bibliographic research on the relationship between ethnic-racial diversity, in light of the implementation of Law 10.639/2003 in high school education in southern Brazil. The objective is to analyze how the theses and dissertations defended between 2014 and 2024 in the Brazilian Digital Library of Theses and Dissertations (BDTD) address these topics. The guiding question of the article is: how is the issue of ethnic-racial diversity in high school education in southern Brazil addressed in theses and dissertations over the past 10 years? The research uses a bibliographic approach, utilizing the descriptors “High School,” “Law 10.639/03,” “ethnic-racial diversity,” “Paraná,” “Santa Catarina,” and “Rio Grande do Sul.” The results show that, out of a total of 8 dissertations found, 6 were defended in Paraná and 2 in Rio Grande do Sul, with no research recorded from the state of Santa Catarina. Although no theses were located, the dissertations offer important contributions to the debate on ethnic-racial relations in the school context, varying in objectives and methods. The final considerations point to advances in students' critical training, teaching materials, school staff, and the fight against racism, but also reveal the persistence of stereotypes and the need for greater investment in public policies for more effective implementation of Law 10.639/03.
Copyright (c) 2025 Leonel Santos, Cíntia Régia Rodrigues
Sistema Nacional de Avaliação no Ensino Superior (Sinaes): uma reflexão sobre o que dizem as produções científicas desenvolvidas no Brasil
This article presents the results of a study that aimed to analyze the scientific productions that deal with evaluation policies in higher education, more precisely those that contemplate the National System of Evaluation of Higher Education (Sinaes) as the object of study. Methodologically, it was constituted as a qualitative and quantitative study, through which a bibliographic review was carried out in theses produced at the national level. The search for data in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (Capes) it occurred with the use of the descriptor "Sinaes". The results indicated the existence of 87 theses, and of this total, 39, published between 2013 and 2022, met the inclusion criteria: (a) be available in the Catalog of Theses and Dissertations of the Capes; (b) to approach the policy of evaluation of higher education from the problematization of Sinaes and (c) to have been produced during the term of Sinaes, that is, after 2004. The conclusions pointed out that Sinaes is a reality already consolidated in Brazil. As a public policy of evaluation, it has crossed several governments (2004 to 2022), configuring itself as an important tool to measure the quality of Brazilian Higher Education.
Copyright (c) 2025 Heber Ferreira Mafra, Aline Andréia Nicolli, Gladys Denise Wielewski, Maria Adriana Santos Carvalho
Unconventional food plants and their approach in biology textbooks
This study aims to analyze the approach to non-conventional food plants (UFP) in Biology textbooks, within the scope of Botany, used in state schools in Vitória da Conquista-BA. After surveying and choosing the material, the textbooks were subjected to a general analysis in relation to the contents (theoretical-methodological aspects, visual resources, activities: pedagogical-methodological aspects and evaluation), which was evaluated through a semantic scale. Through the analysis of the results, it was possible to verify that the teaching of UFP in the collections used in schools in the city of Vitória da Conquista is not a reality. In this sense, regarding the analyzed criteria, even though there is a contextualization in certain excerpts of some collections, based on the concepts of the semantic scale, we can classify in general as unsatisfactory, because despite not being presented in an adequate way, there is potential for adjustments making it applicable in the context of UFP. As textbooks should not be the only resource for developing classes, it is important that teachers are constantly updated to cover these missing contents. Keywords: Biology, Textbook, UFP.
Copyright (c) 2025 Allayana Monique Lessa de Freitas, Rita Cristina Magnólia Barros, Obertal da Silva Almeida
Intervir para quê? Design Universal e Tecnologias Inclusivas para Autistas: uma Revisão com Inteligência Artificial SciSpace e Elicit de 2020 a 2024
Universal Design for Learning (UDL) and the use of Information and Communication Technologies (ICTs) in the context of inclusive education provides accessible and customizable teaching environments for students with special educational needs, such as Autism Spectrum Disorder (ASD) and even neurotypical students. The aim of this study is to map the application of Universal Design and Technologies in the production of inclusive practices with an emphasis on students with Autism Spectrum Disorder (ASD) and with a focus on the use of digital and pedagogical tools in Artificial Intelligence databases. The methodology of this study is based on an integrative bibliographic review conducted in databases with artificial intelligence engineering of national and international relevance. The research covered studies published in the last five years, between 2020 and 2024. The databases adopted were SciSpace and Elicit. The results and discussion of DUA combined with ICTs focus on the three principles of DUA: I) multiple forms of representation (access to content); II) multiple forms of action and expression (demonstration of learning) and III) multiple forms of engagement (motivation and participation). To this end, this study highlights the use of significant pedagogical strategies and points to challenges in practical implementation, such as infrastructure and teacher training.
Copyright (c) 2025 Daniela, Cláudia Lilian, Jailson, Jean Mary, Bernardo José
A importância dos Parques Infantis do município de Marília/SP (1937-1978)
Playgrounds have operated in the state of São Paulo since the 1930s and in Marília/SP from 1937 to 1978, when they were transformed into Municipal Schools of Early Childhood Education (Emeis). In the city in question, it is common for family members of children enrolled in the city's Emeis to refer to “park” or “playground” instead of “Emei”. With this in mind, we sought to reconstruct elements of the playgrounds that operated in the city of Marília/SP, specifically with the aim of understanding the importance of playgrounds for Marília/SP. As a methodological procedure, through a historical approach, centered on bibliographical and documentary research, research was carried out on the History of Education, focusing on Playgrounds, based on the procedures of locating, identifying, recovering, gathering, systematizing, selecting, analyzing and interpreting sources on the subject from 1937 to 1978, specifically texts, minutes, legislation, issues of Marília newspapers and signs of the institutions in which the Playgrounds operated. The analysis was carried out by collating information, juxtaposing documents, relating text and context, establishing constant information, identifying changes and continuities. It was found that in Marília/SP, the playgrounds were important educational institutions for childcare, remaining to this day the popular nomenclature used to refer to the city's Emeis. Keywords: Playground, Early Childhood Education, History of Education.
Copyright (c) 2025 Aline de Novaes Conceição
Metodologias Ativas na formação docente para a educação profissional e tecnológica no âmbito do sistema único de saúde
This research, with a qualitative and exploratory approach, aimed to map and analyze the contributions and limitations of using active methodologies in teacher training for professional and Technological Education (PTE) within the context of the Unified Health System (SUS). To achieve this, a State of Knowledge review was conducted, with a systematic literature survey in the ProfEPT Observatory database, analyzing dissertations from the professional and Technological Education Graduate Program (ProfEPT) related to the theme. The results indicate that active methodologies are widely discussed in the dissertations, with a focus on their application in teacher training courses and workshops, hybrid teaching, flipped classroom, interdisciplinarity, and meaningful learning in different areas of education, including training for SUS. Among the main limitations, reduced implementation time, participation difficulties, resistance to pedagogical innovations, curricular bureaucracy, and challenges in adapting teaching practices were identified. Despite the relevance of the topic for teacher training in PTE, only one dissertation specifically addressed its application in the health field, highlighting a research gap and a promising area for further studies. The findings reinforce the need for strategies that promote the inclusion of active methodologies in education directed at SUS, contributing to the qualification of health professionals and the improvement of pedagogical practices.
Copyright (c) 2025 Elisangela Aparecida de Souza, Mércia Freire Rocha Cordeiro Machado
Brazilian school teachers' knowledge about dental trauma in children: systematic review and meta-analysis
The objective of this review was to assess the knowledge on emergency management of dental trauma among Brazilian school teachers. The Pubmed, Scopus, Web of Science, Embase, Scielo, Cochrane and LILACS databases were used for research. Studies evaluating Brazilian school teachers’ knowledge regarding emergency management of dental trauma were included. Data were extracted on the following items: procedure in case of tooth fracture/dental avulsion, time elapsed to seek treatment and storage medium for the tooth. The JBI critical appraisal checklist for cross-sectional studies was used for assessment of the risk of bias. Prevalence meta-analyses were performed using the statistical method of Restricted Maximun-Likelihood (p<0.05). The search strategy retrieved 474 articles. After analysis, 19 articles met the inclusion criteria and 84% of the studies were classified with a low risk of bias. For the questions, procedure in case of tooth fracture/ tooth avulsion, time elapsed to seek treatment and storage media, 49%, 17%, 65% and 44% of teachers answered correctly, respectively. The prevalence meta-analysis found that less than 50% of Brazilian teachers have adequate knowledge about the proper management of cases of dental trauma in children.
Copyright (c) 2025 Gêisa Sampaio, Maria Fernanda de Britto Cabral, Milena Lima da Silva, Thays Maria de Oliveira Almeida, Wesllayne Souza Lima, Renata Albuquerque Cavalcanti Almeida
Alfabetização de surdos na Educação Básica: uma investigação das produções em periódicos nacionais
Resumo: Este artigo se ocupa da inclusão escolar da comunidade surda, no que tange à alfabetização na Educação Básica. As minorias linguísticas têm um percurso marcado pela fragmentação, principalmente na constituição linguística. No caso da comunidade surda, a Língua Brasileira de Sinais, a Libras, deve ser ensinada como primeira língua, favorecendo a adoção das pedagogias visuais. Em face disso, analisamos as produções científicas publicadas em periódicos nacionais, evidenciando as abordagens, as metodologias e os desafios enfrentados na alfabetização de estudantes surdos. Realizamos uma pesquisa de natureza qualitativa, tipo exploratório e com a utilização da revisão bibliográfica como principal instrumento de coleta. Alcançamos 11 produções, delineadas em duas categorias analíticas: i) Abordagens Pedagógicas e Metodológicas; e ii) Desafios e Políticas Públicas. A partir dos resultados alcançados, reforçamos a importância da valorização da Libras e da busca pela construção de materiais pedagógicos, formação continuada dos docentes e abordagem bilíngue da Libras, fomentando uma apropriação mais contextualizada e crítica desta e da língua portuguesa escrita, sua segunda língua. Apesar de incipientes, os estudos localizados nos mostram uma realidade, em certa medida, conhecida pela maioria dos professores: o desconhecimento docente sobre a Libras, a necessidade de fortalecimento da formação inicial e continuada, e a baixa proficiência em Libras dos próprios alunos surdos, tradutores e intérpretes. Em vista disso, entendemos que as problematizações e as reflexões podem favorecer o compartilhamento de experiências e a luta pela implementação de políticas públicas educacionais mais inclusivas. Palavras-chaves: Alfabetização de surdos, Ensino Bilíngue, Políticas Públicas Educacionais.
Copyright (c) 2025 Isabela Marinho Menezes, Lourival José Martins Filho, Paula Aparecida Diniz Gomides
Health Journey in technical education in Pharmacy: combining theory and practice for comprehensive professional training
The technical courses allow a faster entry for the job market, focusing on practical skills, and in this context, the active methodologies application, such as used in health journey, centralize the students, turning protagonists of their own learning, using dynamic approach. This article aims to present the performation of a health journey with pharmacy technical education students and discuss this type of activity benefits and issues, which worked interdisciplinarity on most of the curricular subjects of three course semesters. The purpose was developed in trhee weeks on ETEC of Praia Grande, a school vinculated to Centro Paula Souza, São Paulo state government. The project last stage consisted of oral and visual presentation to scholar community. The health journey involved projects about the central theme: “Prevention, therapeutic and palliative care of cancer”, providing students an experience of integration between knowledges practice and theoretical. The results indicate a high satisfaction of students with this methodology and a positive impact on learning. However, it is important to reflect on pedagogical strategies to improve the collaboration and communication between students, once the major difficulty concerned the work in group. Keywords: health journey, active methodologies, pharmacy technician.
Copyright (c) 2025 Dra. Noemi Lourenço Gil, Dra. Janara de Camargo Matos, Me. Sergiana dos Passos Ramos, Me. Muriel Bucci, professora Taiara Santos de Lara Ribeiro, Me. Thiago de Freitas, professora Thais Leocádio de Miranda
Teaching and learning in health: worldview and self-Awareness
The teaching-learning process presents constant challenges for both students and educators. This study aimed to evaluate the educational process between leaders and subordinates within a religious institution. The research was designed as an interventional and longitudinal study, adopting action research as the methodological framework and drawing upon Freirean problematization and critical consciousness as the foundation for the educational process. The study was conducted among leaders and members of a Pathfinder Club. The research followed an initial exploratory phase to identify participants and analyze the local context and its challenges, followed by an intervention consisting of educational workshops designed to develop feasible and applicable solutions. When questioned about various aspects related to the health and well-being of their subordinates, the leaders highlighted the significant impact of interpersonal relationships on adolescent development. To address these challenges, an educational game supported by a practical guide—previously co-developed with Pathfinder leaders—was implemented. This approach proved effective in assisting the resolution of identified challenges. The subordinates, in this case, the Pathfinders, reported feeling welcomed when sharing their concerns and experiences with their leaders. They demonstrated active engagement in the proposed activities, expressing a greater understanding of their own personal history and recognizing necessary changes for their development, particularly regarding interpersonal relationships. The findings suggest that the use of educational technologies fosters spaces for dialogue and active listening, enabling participants to voice their experiences, reflect on their realities, and take an active role in their personal and social development. Furthermore, these technologies encourage the practical application of acquired knowledge. It is concluded that educational technologies can be effectively integrated into various educational settings, provided that both educators and learners are actively engaged in the process. Keywords: Interpersonal Relationship 1, Educational Technology 2, Health Education 3.
Copyright (c) 2025 Ana Carolina da Silva Freire, Vivian Rahmeier Fietz
Challenges and perspectives in the inclusion of students with autism spectrum disorder (ASD) in elementary school
Este artigo analisa as implicações e dificuldades da inclusão educacional, com foco no direito dos alunos com TEA a uma educação de qualidade e equitativa. Aborda a inclusão como um princípio essencial que exige que as escolas se adaptem para garantir a aprendizagem de todos os alunos, incluindo aqueles com necessidades específicas. Com base em uma metodologia qualitativa, este estudo realiza uma revisão bibliográfica abrangente e crítica, considerando artigos, livros e teses que exploram as diversas dimensões e percepções dos desafios encontrados na inclusão de alunos com TEA. Os resultados indicam que, apesar das conquistas nas políticas públicas, ainda existem barreiras importantes, como a necessidade de formação continuada de professores e a adaptação das infraestruturas escolares. O estudo conclui que a efetiva implementação da inclusão depende de um compromisso coletivo que possibilite o acesso, a permanência e o desenvolvimento pleno dos alunos com TEA em um ambiente escolar acolhedor e adaptado, destacando a importância de políticas consistentes e de apoio especializado para promover uma educação inclusiva que valorize a diversidade e respeite os direitos de todos os alunos.
Copyright (c) 2025 Marilaine Ferreira, Sandra Canal, Karla Fernanda Wunder da Silva
Interação entre professor ouvinte e discente surdo: uma revisão sistemática da literatura
Deaf people who use Libras in the classroom sometimes only interact directly with the Libras interpreter, this reality is a linguistic singularity that is unknown to a large part of society. But what about the student-teacher relationship? The present work is part of the process of a larger research related to the author's doctoral thesis, and aims to identify the scientific production about the relationships established between the hearing teacher and the deaf student in inclusive education. To locate the productions, Boolean searches were carried out in the Capes theses and dissertations database, in journals in the area of inclusive education, in the Scientific Electronic Library Online (SciELO) and Scopus, established by keywords and search operators. As results, we identified two articles that deal with the interactions between some of the subjects involved in the teaching and learning processes of deaf students and no specific research that dealt with the interaction between teacher and deaf student as an object of research in Science and Mathematics Teaching.
Copyright (c) 2025 Rayssa Santos, Thiago Araújo
Trilhas metodológicas para a revisão narrativa: orientações pragmáticas para sua elaboração
Resumo: A metodologia de pesquisa científica assegura a fidedignidade e o alcance dos objetivos na ciência, destacando-se as revisões de literatura como ferramentas essenciais para a síntese do conhecimento. Em particular, enfatiza-se a importância da estruturação das revisões não sistematizadas, como a revisão narrativa, a fim de garantir seu rigor e qualidade. Desta maneira, esta obra teve o objetivo propor uma organização metodológica para a realização de revisões narrativas. As revisões narrativas são delineamentos descritivos e transversais que sintetizam o conhecimento a partir de fontes secundárias, sem manipulação de variáveis. Diferenciam-se por sua organização subjetiva e seleção arbitrária de materiais, priorizando a relevância teórica em vez da reprodutibilidade. Além de contextualizar a evolução do conhecimento científico, desempenham um papel fundamental na educação continuada ao facilitar a aquisição e atualização de informações de forma econômica. A revisão narrativa permite a articulação holística de ideias sem uma estrutura metodológica rígida, embora a explicitação dos procedimentos adotados seja recomendada. Sua estrutura incorpora a análise de conteúdo, seguindo etapas como planejamento, leitura e análise dos materiais, e síntese dos achados. A seleção dos materiais ocorre de forma não sistematizada, priorizando a relevância para a discussão, independentemente da data ou tipo de estudo. A análise enfatiza a validade externa dos achados e utiliza abordagens interdisciplinares para ampliar os enquadramentos teóricos. O relato final deve articular ideias de maneira reflexiva, destacando a construção lógica das inferências e garantindo a transparência metodológica. Destaca-se a necessidade de superar visões epistemológicas conservadoras, valorizando a diversidade metodológica e as epistemologias do Sul Global. Ressalta-se ainda a revisão narrativa como ferramenta essencial para a disseminação do conhecimento e impacto social. Palavras-chaves: Revisão de Literatura, métodos, pesquisa.
Copyright (c) 2025 Dante Ogassavara, Thais da Silva-Ferreira, Ivan Wallan Tertuliano, Daniel Bartholomeu, Jeniffer Ferreira-Costa, José Maria Montiel
Ciência contemporânea da biologia evolutiva: baixa inserção no ensino e possibilidades
The teaching of scientific knowledge must not rely on outdated content. It is crucial that the curriculum reflects up-to-date knowledge aligned with current scientific developments. This essay aims to explore the factors that hinder the integration of contemporary evolutionary biology discussions into biology education, both in higher and basic education. The two main frameworks—Modern Synthesis and Extended Evolutionary Synthesis—will be discussed to outline the ongoing epistemological debates. The theory of didactic transposition will serve as a foundation to examine why the Extended Synthesis remains underrepresented in teaching. Finally, we will suggest practical strategies for incorporating this topic into the classroom to promote a deeper understanding of the nature of science.
Diagnosis of the offer of subjects related to public accounting applied to accounting in Stricto Sensu Postgraduate Courses
The curricular matrix proposed by the Brazilian Accounting Federation (BAF) suggests offering the subjects "Public Finance" and "Accounting Applied to the Public Sector - AAPS" in undergraduate courses in accounting sciences, as mandatory in Higher Education Institutions (HEIs). In this sense, this research aimed to analyze the supply of subjects related to AAPS in Stricto Sensu Postgraduate Accounting courses at Brazilian federal HEIs. The research is characterized as qualitative and the method applied was content analysis, from the perspective of Bardin (2016). The sample comprised 18 HEIs located on the Sucupira Platform, in the Administration, Tourism and Accounting Sciences category, which offer Postgraduate Programs (PPGs) in accounting at master's and doctoral level. The results indicate that the HEIs in the Southeast region, compared to the other Brazilian regions, stand out in offering PPGs in accounting, and that the North region does not offer any postgraduate programs. When comparing regions and states, the supply of master's degrees is greater than that of doctorates. Of the HEIs analyzed, approximately 80% offer subjects aimed at teaching public accounting. However, the focus of the research is on the market, given the number of subjects offered in relation to the number of lines of research directed at AAPS.
Copyright (c) 2025 Gilberto Crispim, CELMA DUQUE FERREIRA, JÉSSICA MONTEIRO FARIAS
Uma reflexão para enfermeiras(os) educadoras(es) sobre metodologias ativas
Trata-se de uma revisão narrativa que tem como objetivo refletir sobre a prática da(o) enfermeira(o) educadora(or) acerca da ‘transmutação’ do ensino/educação tradicional pelo processo ativo e participativo e apontar sugestões alternativas à prática tradicional. Se justifica quando pretende provocar uma sensibilização para o uso de metodologias ativas e colaborativas como uma forma coletiva de ensinar/educar e aprender, seja como métodos exclusivos ou associados aos tradicionais.
Copyright (c) 2025 ROSANE TERESINHA FONTANA, Francisco Carlos Pinto Rodrigues, Kelly Cristina Meller Sangoi, Luciana Maciel Dutra, Neusa Maria John Scheid, Vivian Lemes Lobo Bittencourt
Integração da impressão 3D no ensino de ciências da natureza: uma revisão sistemática da literatura
3D printing has emerged as one of the most promising technologies in recent years, which can be used in different areas, such as industry, medicine, engineering, entertainment, and education. In education, 3D printing presents several possibilities to contribute to facilitating the teaching and learning process. In this sense, the present article aims to carry out a systematic review of the literature on Google Scholar from 2018 to 2023 to investigate and analyze works that used 3D printing as a teaching tool in the context of Natural Sciences in high school. The results reveal that the use of 3D printing is concentrated in three areas: as a tool to overcome the lack of teaching material; as a tool for creating accessible material for students with disabilities; and as a resource for the teaching and learning process. Furthermore, research shows that the use of 3D printing can add knowledge to students, facilitating the learning of abstract topics that are difficult to visualize.
Copyright (c) 2025 Hávila Cristina dos Santos, José Euzebio Simões Neto, João Tenório, Bruno Silva Leite
A Extensão universitária: Um relato de experiência em comunidades do estado do Amazonas
University extension is a process that promotes a transformative interaction between the university and the community in which it is embedded. In this context, schools present themselves as ideal places for these educational activities aimed at scientific dissemination in science education, especially when referring to the public that attends them. Despite this remarkable potential, there are many barriers to scientific dissemination in schools, such as the lack of adequate training for professionals, lack of infrastructure, and teaching-pedagogical resources, especially in communities farther from the capital. Amazonas is no different from this reality due to the large number of isolated communities resulting from geographical isolation. The project presented here aimed to provide the communities with practical experiences on topics related to Astronomy, with the goal of sparking interest and spreading scientific knowledge to everyone who is interested, integrating it into the formation of citizens and their worldview, as well as promoting socialization and healthy group interaction, fostering a more meaningful connection between scientific knowledge and the reality in which they live. Therefore, the research not only enriches the educational experience but also stimulates students’ interest and curiosity, providing a broader understanding of scientific concepts.
Copyright (c) 2025 Adrielly Moreira da Silva, DENIZ DOS SANTOS MOTA, jamima Lima da Rocha, Thais caldas veles
the bolsa família program for students at the Escola Estadual de Ensino Fundamental Inglês de Sousa - Mosqueiro, Belém/Pará
This research was carried out in the district of Mosqueiro, in the northern region of Pará, in the metropolis of Belém, and its theme was: The impact of the Bolsa Família program on the school performance of students benefiting from the Escola Estadual de Ensino Fundamental Inglês de Sousa - Mosqueiro, Belém/Pará. The research question was: Does the Bolsa Família program contribute to the school performance of 9th grade students? The general aim of the research was to identify the impact of the Bolsa Família program on the teaching and learning process of 9th grade students. The research has a qualitative approach, using Bardin's (2016) content analysis and semi-structured interviews to obtain the information needed to answer the research question and corroborate the proposed objectives. Content analysis was used to process the data obtained, and the research participants were the school secretary, the pedagogical coordinator and the school principal. It was possible to identify that the Bolsa Família Income Transfer Program has contributed to students' school performance, as confirmed by the answers to the research objectives, but there were some gaps that need to be reviewed: the absence of socio-anthropological evaluation, the participation of families to make school performance more efficient.
Copyright (c) 2025 JANE HERBER, MARIA BEATRIZ PACHECO PEREIRA, FRANCISCO ANTONIO ALMEIDA PEREIRA, BRUNA FERNANDA PACHECO PEREIRA
O Ensino Integrado em Perspectiva: Um Levantamento de Produções sobre a Interdisciplinaridade no Curso Técnico em Eletrotécnica
This study seeks to understand how the common core subjects and technical components relate to each other in the integrated Electrotechnical course. To this end, mapping is used as a methodology (BIEMBENGUT, 2008) to update the panorama of research on the topic. Four dissertations from the Brazilian Digital Library of Theses and Dissertations, published between 2009 and 2021, were analyzed. From this analysis, two main categories emerged: Technologies in the teaching and learning process in vocational technical education and The integration of common and technical knowledge: a look at the curricular structure. The main challenge identified is to promote, in practice, integration between the subjects of general training (propaedeutics) and technical training, a central characteristic of this teaching modality.