Educar Mais

Prevalence and manifestations of bullying in secondary education: a study of mozambican students

Elias Fundice, Silvina Américo Fernandes — Thu, 16 Jan 2025 00:00:00 +0000

School bullying is widely recognized as a serious psychosocial problem with significant negative consequences for students. Although it has been the subject of extensive research in developed countries, it remains understudied in Mozambique. In this article, we assess the prevalence of bullying and its manifestations in a group of secondary school students in Mozambique. The study sample consisted of 271 8th, 9th, and 10th grade students from secondary schools in the City of Montepuez, located in the northern region of Mozambique. Analyses revealed an overall prevalence of 69.4% of bullying in the last few months. The rates were 100% for victims, 39.5% for aggressors, and 50.2% for observers/witnesses. Boys were more likely to be aggressors and bystanders than girls. Students in 9th grade, with a mean age of 15.4 years, were more significantly involved in bullying than their peers in 8th grade (14.0 years) and 10th grade (16.1 years). Younger age decreased involvement in bullying. In terms of family structure, students from families with more siblings and those living with a single mother were more likely to be aggressors and victims, respectively. There were no significant differences in the occurrence of bullying between students from urban and peri-urban schools. Taken together, the results indicate that bullying is a common practice in the school context and point to the need for educational practices aimed at reducing and preventing it.

The content validity coefficient (CVC) as a tool for questionnaire validation: an example of use in research in education and science teaching

Patrick Alves Vizzotto — Thu, 16 Jan 2025 00:00:00 +0000

Research in Education and Science Teaching plays a key role in improving the quality of education and understanding the challenges faced by teachers and students. To collect reliable and relevant data, it is essential that research instruments, such as questionnaires, are properly validated. The Content Validity Coefficient (CVC) is an important tool to assess the content validity of a data collection instrument, checking whether the items that compose it are clear, pertinent, and relevant. The present paper discusses the importance of CVC, highlighting its foundations and methodological aspects. Finally, it presents an example of practical application in the validation of an instrument that aims to measure the potential of Physics classes in promoting meaningful learning.

Complex Planetary Decolonial Education as an inclusive essence and its a-significant ruptures

Milagros Elena Rodriguez — Tue, 28 Jan 2025 00:00:00 +0000

The transmethodical study with rhizomatic deconstruction and ecosophical and diatopic comprehensive hermeneutics supports the a-significant ruptures in Complex Planetary Decolonial Education as an inclusive essence. The a-significant ruptures erase the exclusive and colonial conceptions to give a new decolonial and inclusive significance; among them all the manifestations of the different coloniality intertwined in the destruction of the value of the human being taught in education; the a-significant rupture of the reductionist conception of the human being; and teaching it from its complexity: nature-body-mind-soul-spirit-God; the relationship with God, Christophany makes God, the Holy Spirit, Jesus Christ a member of our family, of the school, communities of the earth. The a-significant rupture in the reductionist and separatist conception of science and knowledge and know-how imprints a wonderful substance on teaching. The concordance of mythos and logos in education makes educational praxis more complex.

Digital media in biology education in ENEBIO communications: interaction, dialogue, and listening

Lorena Pintanel Espinoza, Valmir Heckler — Thu, 30 Jan 2025 00:00:00 +0000

The article investigates the use of digital media in Biology education based on communications presented at the National Meeting of Biology Education (ENEBIO), adopting a qualitative documentary approach grounded in Discursive Textual Analysis (DTA). Forty-one papers were analyzed, organized into units of meaning, resulting in two emerging final categories: Category A – Interaction with dialogue and listening promotes student autonomy and protagonism, and Category B – Communication with student records and productions. The text focuses on the analysis of Category A. Digital media, such as videos, music, games, and interactive platforms, proved effective in promoting more dynamic classes, fostering interactivity and student autonomy. The evidence highlights that the use of these tools can bring students closer to the activities and languages of the content and themes in Biology Education. However, challenges such as the lack of adequate infrastructure and the need for teacher training for the effective use of these technologies were also emphasized.

Learning projects in school Mathematics: a systematic literature review

Rodrigo Sychocki da Silva, Mauricio Corrêa da Rosa — Tue, 04 Feb 2025 00:00:00 +0000

This article consists of one of the stages of a master's thesis in Mathematics Education still under development. This text proposes to carry out an analysis, derived from a systematic literature review on the use of the Learning Projects methodology in the Mathematics discipline and, equally, to observe the contributions in the use of this methodology and how the appropriation of different mathematical concepts by students. In order to contemplate the character that comprises human relationships and how students' learning occurs in spaces that provide collective work, the concept of cooperation proposed by Jean Piaget is used in order to explore the role that human interactions, usually observed in the context of Learning Projects, have in the construction of different mathematical knowledge. To this end, through the methodology proposed by the systematic literature review, articles, dissertations and theses that present research results involving the use of Learning Projects in the Mathematics discipline are analyzed. After reading and analyzing the works consulted, it was concluded that the development of protagonism among students culminates in a better understanding of different mathematical concepts through the establishment of a relationship between theory and practice, taking as a starting point the concerns and questions of the students themselves. students.

Spacing women in science then and now: absence and invisibility in academic environments

Ana Cecília Soja, Priscila Célia Giacomassi — Mon, 17 Feb 2025 00:00:00 +0000

Understanding Education as an essential tool for social transformation, when one investigates the debate about sensitive issues in the society, they contribute to the promotion of change. Among the numerous issues in dispute, female invisibility, mainly in academia, has been marked by cycles of oppression and repression. This article aims to enhance efforts to the movement of women empowerment, by quantitatively investigating academic production on Women and Science in the improvement of Education, especially in the Science areas. We analyzed 735 articles published between 2017 and 2024 divided into three open access journals: Revista Educar Mais, Caderno de Astronomia and Revista Brasileira de Pesquisa em Ensino de Ciências. However, only 10 (1.3%) were related to the topic, yielding the first result which indicates low production in this area. Paradoxically, the general interest in these articles was on average 30% higher than that of the rest of the works, indicating that there is opportunity for growth on the topic. Finally, we verify that the articles have more views in March, which indicates a possible correlation between that interest and the Women’s International Day celebrations in that month. It seems these events have a positive impact on the discussion of the topic. Yet, it is understood that they have to be spread farther so that Women and Science continue to be a recurring and perennial topic.

“to be or not to be an ethicist, that is the question?”: a review on the use of drama in engineering teaching

Mon, 03 Mar 2025 00:00:00 +0000

Dramatizing real-life situations allows engineering students to reflect on ethical, social, environmental, and political aspects involved in decision-making. However, there are still few studies that investigate the contributions and limitations of this methodology for the ethical training of engineers. This study examines the use of dramatized activities in the ethical training offered in engineering courses. In methodological terms, the research was a systematic review of the literature complemented by a brief bibliometric investigation of the scientific production on the use of dramatizations in the ethical training of future engineers. The analysis revealed that dramatizations promote active learning and facilitate a deeper understanding of moral issues, in addition to contributing to the development of practical and socio-emotional skills. In addition, this approach allows students to explore multiple perspectives and understand the consequences of their choices in a controlled environment. The main challenges in implementing this methodology are the need for interdisciplinary coordination, the integration of students from different courses, and the scarcity of resources and time for planning and execution.

Considerations about usability evaluation in a software for language teaching area

Gilmara Oliveira Maquine, Iandra Maria Weirich da Silva Coelho — Mon, 24 Mar 2025 00:00:00 +0000

This article presents the main results of the development and evaluation of the computational tool LinguaComp, designed to assess written production skills in the English language. The methodological procedures include the evaluation of this tool, carried out by twenty-six high school students, based on a set of questions related to two dimensions: technical and pedagogical. The results achieved for the technical aspects of usability demonstrate the identification of consistency and patterns in the nomenclature used in the buttons and menus, the effectiveness of the success and error messages, as well as the consistency in the presentation of the interface. Regarding the pedagogical aspects, the tool can assist teachers and students in the evaluation process, offering a computational environment and an interface for sending online tasks, feedback and reports that indicate quantitative and qualitative aspects of student learning.

Pedagogical content knowledge in Brazil: perspectives and challenges for teacher training

Camila Litchina Brasil, Paulo Henrique Guadagnini, Bruno dos Santos Pastoriza — Mon, 31 Mar 2025 00:00:00 +0000

This study conducted a systematic review to map theses and dissertations on Pedagogical Content Knowledge (CDC) in the Brazilian context from 2007 to 2024. Using the Brazilian Digital Library of Theses and Dissertations (BDTD) and organizing data in the software Rayyan, 15 academic works were analyzed. The research identified categories such as practical contextualization of CDC, disciplinary challenges, technology integration, initial and continuing teacher education, and sociocultural interdisciplinarity. The results emphasize the relevance of CDC for teaching practice and the need for continuous training integrating active methodologies, technologies, and adaptation to sociocultural contexts. It concludes that improving CDC is essential for inclusive teaching practices.

The training in Physical Education and inclusion in early Childhood Education: perception of graduating students

Samira Xavier de Souza, Carla Chagas Ramalho — Tue, 01 Apr 2025 00:00:00 +0000

This study investigated the perception of final-year undergraduate students in Physical Education regarding their preparation to work with children with disabilities in early childhood education. The research, qualitative in nature and descriptive in character, was conducted with 12 students from a university in northern Minas Gerais through an online questionnaire. The results indicated that most participants (seven students) did not feel prepared to work with this population, three felt partially prepared, and only two expressed confidences. The analysis revealed that the lack of systematic approaches in undergraduate training and the predominant role of support teachers in assisting these students contribute to this insecurity. It is concluded that the insertion of inclusive education in the physical education curriculum is essential to prepare future teachers for the school environment, promoting a more equitable and transformative education.

Some factors that influence the organizational climate in the management of a school

Garcia Lukombo, José Simba Kumenda — Wed, 02 Apr 2025 00:00:00 +0000

The article deals with school management, based on some determining factors, its objectives are: to identify and describe some factors that influence the organizational climate in school management. A bibliographic and documentary review was carried out, the research is non-experimental, exploratory and descriptive with a quantitative approach, a questionnaire was administered to teachers. It is confirmed that there is a set of factors that influence school management, due to the degree of (dis)satisfaction of employees' needs. It is therefore recommended that the school manager apply participatory management, with pedagogical and committed action, respecting and being respected by the collective, using clear communication, where sharing of problems and solutions predominates, respecting and valuing the skills of employees, encouraging and respecting motivational factors, creating conditions for the existence of a favorable organizational climate, implementing and respecting the organizational culture, the participation of employees and the educational community, to achieve the institution's objectives.

Schooled youngs in Viamão (RS): perceptions of themselves and youth

Raquel Amaro da Silveira Torres, Victor Hugo Nedel Oliveira — Fri, 04 Apr 2025 00:00:00 +0000

The youth research field also seeks to analyze and understand the relationships of these subjects with education and school. The mayor objective of the research was to understand how young educated people from Viamão perceive and experience their youthful condition. To achieve this objective, seven observations were carried out at different times during the school routine and two Focus Groups were held, with the participation of 20 youngs. Data analysis used the content analysis and considered ethical issues such as the non-identification of young students and the school institution where the research was carried out. It was found that the young people studied are fully aware of their youthful condition and are able to perceive the different situations that young people face during their schooling period. Reconciling work and study was presented as the biggest difficulty for this peripheral youth, who live with the need to contribute to the family budget, traveling to work in Porto Alegre, without leaving school. This study, anchored in the Geographies of Youths, revealed the need to reflect the role of the school in the present, influencing the life projects of young people.

Water-based practices and the autonomy in individuals with autism: a bibliographical study

Geovana Lício, Michell Pedruzzi Mendes Araújo — Fri, 04 Apr 2025 00:00:00 +0000

The main objective of this study is to understand the importance of aquatic practices for the development of autonomy in autistic individuals. To achieve this, a bibliographic research with a qualitative approach was conducted, using electronic journal sites and the Capes Theses and Dissertations Catalog. As a theoretical framework, the assumptions of Historical-Critical Pedagogy and the Historical-Cultural Theory, by Saviani and Vygotsky, were adopted. The results revealed that aquatic practices contribute not only to the development of autonomy but also to confidence, independence, and socialization in autistic individuals, as well as positively impacting their motor, sensory, and cognitive development. Additionally, the study highlighted the relevance of teacher mediation and pedagogical practices in promoting children's progress, yielding satisfactory results. Thus, it is concluded that School Physical Education has the potential to shape a generation of critical and reflective individuals, fostering not only their physical abilities but also their personal, emotional, and social development.

Educational data mining: an analysis on predictors of dropout in Higher Education

Felipe Silvestri, Vanessa Faria de Souza, Andrws Vieira — Sat, 05 Apr 2025 00:00:00 +0000

Dropout rates in higher education are a significant challenge for educational institutions, impacting both students and society. This article investigates the main predictors of academic dropout through the application of Educational Data Mining (EDM) techniques. The research uses a data set from a higher education institution, exploring characteristics such as academic performance, socioeconomico profile, student engagement, family data, among others. Machine Learning algorithms were used as Data Mining techniques, which, in addition to enabling the construction of an effective model for predicting student dropout rates, enabled the identification of the most relevant factors to predict dropout rates. The results highlight that variables related to academic performance are the main risk indicators. The conclusions offer insights that can guide institutional strategies to mitigate dropout rates, promoting retention and academic success.

Bem Viver IF: A game to reflect about the common-use spaces within the context of TVET

André Santos, Thiago de Faria Silva — Wed, 16 Apr 2025 00:00:00 +0000

This article presents the development of the board game BemViverIF, aimed at promoting critical reflection on common-use spaces within the context of Technical and Vocational Education and Training (TVET). The theoretical foundation explores the relationship between school space and school culture, highlighting the potential of serious games and board games as pedagogical tools. The methodology, structured into four iterative prototyping stages, included AI simulations and tests with real players. The results indicate that the game is effective in engaging participants and stimulating debates on democratic management and the suitability of school spaces. The study reinforces the importance of interdisciplinary approaches in critically examining educational spaces.

Inclusion of the student with Prader-Willi syndrome: a look at pedagogical practices

Wed, 16 Apr 2025 00:00:00 +0000

This study aimed to understand the inclusion process of a student with Prader-Willi syndrome in a municipal school in Goiânia, GO. Methodologically, it is characterized as a qualitative approach, based on the theoretical foundations of Andrade, Stefano, and Zampier (2017), in which the researcher sought immersion in the reality of the research subject through a case study. The collected data were treated and systematically organized following Bardin's (1977) assumptions. In this perspective, the theoretical framework of this study is based on the works of Araújo (2014), Drago (2011), and Vygotsky (1991). These authors enabled the identification of how the inclusion process is implemented in the school routine of students requiring special care and the tensions observed between educators and students. The results reveal that the inclusion of the student with Prader-Willi syndrome still presents weaknesses in the regular school in which she is enrolled, mainly due to the lack of teacher training. However, the school's support teacher has made efforts to promote effective teaching and learning processes for the student.

Learning Community of Teachers at Science Fairs and Exhibitions

Sthefani dos Santos Silva, Charles dos Santos Guidotti, Halana Garcez Borowsky — Tue, 22 Apr 2025 00:00:00 +0000

This article presents the theoretical principles that we adopted throughout a research project that seeks to highlight the dialogue and proximity between school and university. In this context, we will address concepts related to teacher training, with an emphasis on learning communities and how they can be interconnected with Science Fairs and Exhibitions (SCA) projects. The main objective is to explore how formative experiences in learning communities can contribute to the promotion of research projects, integrating theory and practice. The research is based on authors who emphasize the importance of a continuous and collaborative process in teacher training. The reflections presented show how Science Fairs and Exhibitions (SCA) challenge teachers to adopt methods that go beyond traditional teaching approaches, promoting an inclusive and reflective environment.

Immersive technologies for engineering teaching: an approach applied to Higher Education

Jonathan Felipe da Silva, Sandro, Solonildo — Sat, 05 Jul 2025 00:00:00 +0000

The contemporary educational scenario demands constant updating in the face of technological innovations. In this context, traditional tools such as conventional whiteboards have been replaced by more modern resources, such as projectors and digital boards, which provide greater interactivity with the content being worked on, favoring the teaching-learning process. This study focuses on the analysis of the use of Augmented Reality (AR) as a pedagogical tool in the teaching of disciplines related to Mechanical Engineering. The proposal seeks to address a recurring difficulty among students: the limitation in the three-dimensional visualization of elements usually presented in two-dimensional representations. The methodology adopted is based on a bibliographic review of relevant works, with the aim of mapping the state of the art on the subject. The results obtained indicate the feasibility of implementing AR in the classroom, provided that there is prior training of teachers, who will act as mediators in the learning process. It is concluded that the use of AR contributes significantly to the improvement of teaching in the area of Mechanical Engineering, promoting a broader and more effective understanding of the contents, in addition to presenting itself as a viable and applicable tool in the educational context.

Accurate metacognitive thinking from the holy scriptures

Milagros Elena Rodriguez, María Milena Bedoya Echavarría — Thu, 10 Jul 2025 00:00:00 +0000

We analyze accurate deep metacognitive thoughts from the Holy Scriptures, answering questions: How can we maintain thoughts of God in complex reconnections from the disengagement of negative thoughts? We answer this open question, which refers to our experiences as Christians, according to our praxis. To fulfill this very special objective, we turn to comprehensive, ecosophical, and diatopical hermeneutics in the analytical-empirical and propositional moments. It reconnects to complex and liberating answers, with the hermeneusis in the Holy Scriptures of how to live holy in all our complexity, reconnected to obedience to God; and accurate thinking is fundamental. Accurate deep metacognitive thoughts, if thinking that forgiveness is the immediate convenience and deciding to forgive and actually consummating it, we would say that it is one of the most accurate thoughts from our hearts to the brain. Let's take the key to insult as a high-powered gym for metacognitively accurate thinking: forgiveness. We recommend two quick steps to continue thinking metacognitively accurate alongside the Word of God: its mathematics and its complexity of creation. For us, thinking metacognitively accurate means not thinking as the world thinks; but more like the Word of God.

Mercy a sacred hug in the servant and his university mission

José Gregorio Lemus Maestre — Thu, 10 Jul 2025 00:00:00 +0000

The university research journey has allowed the author to converge from his line of research: Community decolonial integration, pedagogy and evaluation in the training of professionals, in the complex analysis of the Father's Blessing from his mercy and infinite love, in the development of self-practices, plus the tasks that correspond to the university sector. It is a research with the implication of the autobiography that presents an approach to the Holy Scriptures, from where the human-Christian conditions for a liberating practice in the university are analyzed, it is a revelation for practices in and by the human being, in incessant search to resignify its complex humanity.

Ecoliteracy in focus: what is researched on the topic?

Thu, 10 Jul 2025 00:00:00 +0000

In the context of an integrative review, the main objective of the article was to obtain a synthesis of the existing knowledge on Ecoliteracy in Brazilian post-graduation from two portals: Catalog of Teses and Dissertações da Capes and the Brazilian Digital Library of Teses and Dissertações (BDTD), a selection of data bases is justified for we will have free data bases, with wide access and which are armed and available with dissertações and theses. The definition of the search string was established from the specificity of the integrative review, as well as the following term: “ECOALFABETIZAÇÃO”, which implies not returning to one of the selected works that present a diversity of approaches and topics related to Ecoliteracy, Environmental Education and environmental quests. in different contexts. It is concluded, therefore, that the studies analyzed possuem diversified and multisectoral contexts, that is, Ecoalfabetização is researched in public schools, youth and adult education (EJA), communities and private companies. This fact demonstrates that the theme can be adapted to different audiences and between formal and non-formal teaching. It also emphasizes pedagogical and ecological practices such as the use of school gardens, green areas and other practical activities such as pedagogical tools, which also address inter and transdisciplinary approaches.

Transdisciplinarity on screen: an analysis of documents and events on the topic

Mon, 11 Aug 2025 00:00:00 +0000

This article aims to analyze documents and events on the historical path of transdisciplinarity as a concept and field of knowledge. Methodologically, the work adopts a qualitative approach, with data collected analyzed through ATR and bibliographic research. As a synthesis of events, congresses and historical milestones, the evolution of transdisciplinary thinking and the need for an integrated approach to face global challenges, promoting an open and respectful dialogue between different knowledges and cultures, stand out. As a result of the analysis of the 1994 Transdisciplinarity Charter and the Message of Vila Velha/Vitória II World Congress of Transdisciplinarity of 2005, it is concluded that transdisciplinarity is not only a research method, but also a search for the integration of knowledges to promote and collaborate on global challenges from a systemic perspective. These considerations underscore the need for open dialogue between different knowledges, peoples and cultures in a world marked by extremist nationalist movements and attacks on minorities.

Learning projects and digital technologies: reflections on teaching practice in EJA in High School

Rodrigo Sychocki da Silva, Mauricio Corrêa da Rosa — Thu, 14 Aug 2025 00:00:00 +0000

This article presents an account of the work developed within the scope of a research project under development in the Postgraduate Program in Mathematics Teaching at UFRGS, in the research line Digital Information and Communication Technologies in Mathematics Education. The research work, in the format of a pilot experiment, sought to observe the collective work of students of the Youth and Adult Education program in High School when exploring and constructing contexts that involved learning projects. The theoretical framework used was the concept of cooperation proposed by Jean Piaget to understand how students, collectively and through a qualitative methodology involving work with learning projects, articulate and construct mathematical ideas based on the themes explored. This stage of the research took place in a public school in Porto Alegre in 2024 and used the Chromebooks® provided by the institution, making the teaching practice immersed in an interactive digital environment. Data production involved classroom observations, recordings of students' technological interactions, and, at the end, the application of a questionnaire to understand students' perceptions of the experience during the pilot experiment. Preliminary results point to challenges for the implementation of this work methodology and highlight the importance of cooperative work and student engagement as essential factors for the construction of knowledge. During the next stages of the project, we hope to contribute with reflections on the improvement of teaching practices in Youth and Adult Education, with emphasis on the potential use of the Learning Projects methodology combined with the use of digital technologies in the classroom.

The four operations with deaf students: activities to verify knowledge

Claudia Adriana Avila da Silva, Thais Philipsen Grutzmann — Thu, 03 Jul 2025 00:00:00 +0000

This article aims to describe and analyze four meetings held with 5th grade deaf students from a bilingual school, in which we sought to understand their knowledge about the four operations. The theoretical framework will be based on discussions about teaching Mathematics aimed at the deaf in their context, in addition to concepts related to arithmetic used by Kamii (2001). The methodology will have a qualitative approach and will be carried out at the X School, in X, X. The subjects are 5th grade students in Elementary School, in 2024, and the researcher is the main teacher of the class. The activities were developed in four meetings, between March and July. Data collection was carried out through filming, photographs, and records from the researcher's field diary. Data analysis was descriptive, seeking to understand how the process of construction of these notions carried out by each student occurred. In this context, it was possible to verify the importance of continuous work with visual and concrete materials, in addition to the relevance of communication and dialogue between participants in their mother tongue, Libras.

Didactic Sequence to Enhance Learning in Process Control: An Experience Report in the Technical Course in Industrial Automation

Ricardo Prediger, Fernando Brod, Maria Isabel Moreira — Sat, 19 Jul 2025 00:00:00 +0000

This article presents an experience report on the design and implementation of a didactic sequence aimed at teaching PID controllers in the Process Control course of the Technical Program in Industrial Automation. The proposal, grounded in Ausubel's Theory of Meaningful Learning and active methodologies, uses the SciLab® software as a simulation tool to foster meaningful learning. The sequence was structured as a Potentially Meaningful Teaching Unit (UEPS), exploring students’ everyday situations, such as automotive speed control, to build connections with technical concepts. Qualitative data, collected through observations, student productions, and questionnaires, indicated signs of motivation, engagement, and learning. The results suggest the effectiveness of the approach in technical education and its potential for replication and enhancement in other educational settings.

Environmental education and social justice: analysis of student arguments in a case about sea turtles

Lucas Guimarães, Igor Cortez Pinheiro, Vanessa Maria de Souza — Sat, 05 Jul 2025 00:00:00 +0000

This study aimed to analyze the arguments of 1st-year students from the Environmental Technical Course at IFRJ, using Toulmin's structure, to propose balanced solutions to a case study involving the green turtle (Chelonia mydas) impacted by the action of an individual in a situation of social vulnerability. The methodology was based on a qualitative approach, applying a fictional case study inspired by a real event that occurred at Flamengo Beach in Rio de Janeiro. The students, divided into 8 groups, were guided to construct arguments structured around data, conclusions, warrants, backings, qualifiers, and rebuttals, following Toulmin's model (2006). The quality of the arguments was evaluated based on criteria adapted from Sadler and Donnelly (2006), including Position and Rationality, Multiple Perspectives, and Rebuttal. The results showed that most groups were able to develop coherent and well-founded arguments, particularly regarding the protection of the green turtle and the ecological impacts of interrupted nesting. For example, many groups highlighted the importance of the species for the balance of marine ecosystems and the negative effects of biodiversity loss. However, a significant gap was observed in addressing social issues, such as the vulnerability of the individual involved, highlighting the need for greater integration between social justice and environmental conservation. While some groups mentioned the importance of public policies to support homeless individuals, few developed concrete proposals that balance human needs and environmental protection. The analysis of the arguments revealed that students demonstrated greater ease in discussing the ecological aspects of the case, such as the reduction of the turtle population and ecological imbalance, compared to social issues. This suggests that there is a need to broaden the pedagogical approach to include a more holistic perspective, considering both species conservation and the human conditions that influence and are influenced by these issues. Additionally, the application of Toulmin's scheme proved effective in developing argumentative skills, but it is essential to promote greater reflection on the interconnections between environmental and social problems. It is concluded that Toulmin's structure is a valuable tool for environmental education, enabling students to build solid and well-founded arguments. However, it is crucial that future pedagogical interventions encourage a more integrated approach, considering both ecological and social aspects. This will prepare students to address socio-environmental challenges critically and inclusively, contributing to the formation of conscious and responsible professionals and citizens.

Psychomotricity and Science Education: A Cultural-Historical Approach in School Physical Education

Daiquél Einhardt de Oliveira, Nelson Luiz Reyes Marques — Tue, 15 Jul 2025 00:00:00 +0000

This study investigated the relationship between psychomotor development, Physical Education, and Science Education, based on Vygotsky’s cultural-historical theory. The qualitative research involved the implementation of a didactic sequence with playful psychomotor activities, designed to promote learning and social interaction among elementary school children. The results indicated improvements in motor coordination, balance, and laterality, as well as the strengthening of higher psychological functions such as attention and planning. The interdisciplinarity between Physical Education and Science proved effective in stimulating imagination, creativity, and the assimilation of scientific concepts. However, some challenges were identified, such as adapting the activities to the school environment and the need for strategies to improve concentration. It is concluded that the psychomotor approach, structured through a didactic sequence, supports students’ holistic development and reinforces the importance of innovative pedagogical practices.

Interactive didactic sequence with digital resources for understanding the Pythagorean theorem in a state school in the semi-arid region of Rio Grande do Norte

Antonio Ronivon de Oliveira Bessa, Otavio Floriano Paulino — Fri, 11 Jul 2025 00:00:00 +0000

This article describes the implementation of an interactive didactic sequence (IDS) using digital resources to enhance the understanding of the Pythagorean Theorem among 9th-grade students at a public school in the semi-arid region of Rio Grande do Norte, Brazil. The methodology included pre-testing, group discussions, the use of engaging videos, and activities with GeoGebra software, followed by a post-test in the form of a conceptual map. The results indicated significant progress in understanding the geometric and algebraic aspects of the theorem. Students demonstrated better comprehension of the mathematical formula and the relationship between the sides of a right triangle, although some conceptual misunderstandings persisted. It is concluded that IDS with technological resources is an effective approach to mathematics teaching, fostering student protagonism and promoting more effective learning.

Treading the path of Knowledge: the use of game-Based Learning for teaching DNA and RNA in the Final Years of Elementary School

Amanda Machado Caetano, Maria Isabel Giusti Moreira — Wed, 16 Jul 2025 00:00:00 +0000

This article aimed to develop and evaluate an educational game that promotes conceptual development about genetic material (DNA and RNA) for 9th-grade students in Elementary School. The central resource was the game “Genetic Trail of DNA and RNA”, developed as part of a methodological strategy to facilitate the learning of abstract and complex concepts. The theoretical framework is based on Vygotsky's Historical-Cultural Theory, which emphasizes the role of social and cultural interactions in the construction of knowledge, along with studies on active methodologies, focusing on the use of games as a pedagogical tool for complex scientific content. The qualitative methodology, based on Yin, involved observations and group discussions, which made it possible to identify the students' spontaneous knowledge. After a dialogic lecture, the students played the game. Data analysis showed that most students considered the game fun, interactive, and collaborative, increasing their interest in the activity. Furthermore, the game contributed to the progression from spontaneous to scientific concepts, such as the structure and function of DNA and RNA. Interaction during the game created a supportive environment, fostering cognitive development within the Zone of Proximal Development, as proposed by Vygotsky. The use of educational games in Science teaching – especially in genetics – proved to be a promising strategy to make lessons more dynamic and engaging, encouraging other educators to adopt active learning methodologies.

Partial Progression in the Blended Learning Modality as a Possibility to Minimize Dropout and Failure Rates at IFSul

João Francisco de Castro Collares, Fernando Brod — Thu, 07 Aug 2025 00:00:00 +0000

The research developed in this study aligns with the search for information that contributes to a consistent design of the process for offering Partial Progression (PP), conceived as a relevant alternative to minimize the high rates of dropout and failure at the Federal Institute of Southern Rio Grande – Pelotas Campus (IFSul). The study presents a description of the current functioning of PP, highlighting its weaknesses and potential. Based on current educational legislation and the analysis of teaching practices, a redefinition of PP is proposed, aimed at promoting learning that enables the recovery of knowledge not yet consolidated by students. The study also seeks to provide support for the regulation of Partial Progression, focusing on the introduction of pedagogical practices grounded in active methodologies, integrated into the blended learning modality and the customization of the Institutional Virtual Learning Environment (AVA). Additionally, the study addresses Parallel Recovery (RP), understood as a preventive support practice capable of reducing the number of students undergoing re-evaluation, in Partial Progression, failing, or dropping out. The final product resulting from this work consists of the development of a reference guide as an educational product, which offers guidelines for implementing Partial Progression and Parallel Recovery within the context of IFSul – Pelotas Campus. This proposal includes pedagogical strategies adapted to the reality of blended learning through the use of the institutional AVA and educational technologies, with the aim of enhancing teacher training, optimizing teaching and learning processes in Basic Education, and contributing to student retention and academic success.

Acesso Aberto: Democratização do Conhecimento e Impactos na Ciência e na Sociedade

Nelson Luiz Reyes Marques — Thu, 16 Jan 2025 00:00:00 +0000

O editorial aborda a importância do acesso aberto para democratizar o conhecimento científico, ressaltando sua origem nos anos 1990 e seu papel na promoção da inclusão, transparência e equidade no acesso à informação acadêmica. Destaca os benefícios do modelo, como maior visibilidade dos artigos, aceleração da colaboração científica e impacto social em áreas como saúde e educação. Embora enfrente desafios financeiros e riscos de periódicos predatórios, o acesso aberto é fortalecido por políticas públicas, subsídios e iniciativas colaborativas, como o SciELO no Brasil e o Plano S na Europa. Conclui-se que o acesso aberto é essencial para um sistema acadêmico mais inclusivo e eficiente.