ACTIO: Docência em Ciências

16

Authors: Rosiane de Morais, Neiva Maria Robaldo Guedes, Luciana Paes de Andrade, Silvio Favero

The objective of the study was to verify if the bird watching activity is feasible in the reserve of the Municipal Agricultural School Governador Arnaldo Estevão de Figueiredo in Campo Grande, Mato Grosso do Sul, and how it can be explored as a didactic strategy in Environmental Education activities. The methodological approach used was of a descriptive-exploratory character, framed in the qualitative paradigm. The activities involved the participation of 25 students enrolled in the 7th year of elementary school, in the year 2018. The observations were conducted by the trails present inside the school's Reversa (remnants of the Cerrado biome). The methodological path followed for the development of the activities was divided into five moments: first moment, presentation of the activity, second moment, bird watching, third moment, organization of the data produced, fourth moment, contextualization of the contents covered in the room and the last moment, the construction of a information board with some birds present in the reserve. During the three days of observation, 71 bird species were recorded. Bird watching is a didactic strategy that made it possible to study the environment from an integrative activity, which allowed the discussion and contextualization of different environmental content and themes, and the involvement of different curricular components. Bird watching contributes to the construction of knowledge and the development of the student's ability to act in the lived world. Bird watching is not only translated into scientific form, but also into a form of leisure and playful learning, strengthening the existing connection between the teacher and the student. There was an approximation of theoretical classes associated with practical / field classes, stimulating a reflective, investigative posture and autonomy for decision making, some of the values they developed as processes for citizen training.

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Authors: Juliano Alessio da Silva, Marilia Bazan Blanco, Joao Coelho Neto

Educational electronic games can be used in many forms of teaching, both in a traditional context and with students with special needs, considering their potential to assist in the development of Numerical Cognition. The general purpose of this work is to present an educational gambling electronic game, called Educational Electronic Game in Mathematics - JEEDMA, to help the development of Numerical Cognition. The methodological guidance used was qualitative, to analyze the application of the game in children of the initial years, to analyze the development of Numerical Cognition. Through the analysis, it is possible to identify that JEEDMA contributed to the development of Numerical Cognition in individuals of early years since the time spent to complete the tasks and the number of errors decreased over the time of their application.

21

Authors: Welington Francisco, Erivanildo Lopes Silva, Edson José Wartha

There is a noticeable, widely accepted movement in the field of science teaching, which suggests that continuing education should focus on the needs and goals of the teachers. To this end, a viable path is adopting a metacognitive perspective to enable deeper reflections, the construction of meaning, reevaluations and redirections. Given this panorama, this paper aims to present a discussion about the metacognitive knowledge teachers may hold on the subject of research-based teaching, and what metacognitive experiences they may bring up in order to further develop (more) investigative activities in class. Assuming this thesis and relying on action research mechanisms, a training course for practicing teachers was held between August and December 2019, supported with the participation of six Chemistry teachers working in public and full-time schools in the state of Sergipe, Brazil. Based on the audio recording of the first phase of the course, our results point out that these teachers have adequate metacognitive knowledge on research-based teaching, and how to foster more autonomy for students to elaborate their own arguments, propose solutions, make decisions and solve different problems. The discussions conducted throughout the course allowed an expansion of this knowledge, by means of proposals grounded on various types of metacognitive experiences. Therefore, it is understood that taking a metacognitive approach for continuing education, as well as for initial training, leads to certain possibilities: firstly, the chance to properly identify the well-established metacognitive knowledge held by teacher; and then, to reflect on it, with a view to planning new metacognitive experiences that will be built upon this knowledge, expanding and improving it.

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Authors: Ingrid Nunes Derossi, Fernanda Luiza de Faria

The relation between gender and science is part of the countless investigations that involving women and their place in society, sharing discussions with different areas and sexist themes such as the independence of the woman's body, feminicide, equal pay, patriarchy, among others. Therefore, the present study investigated how the issue "women in science" is being approached in published articles in some of the chemistry teaching journals. To this end, a state of the art research was held based on five journals from 2009 to 2019, namely: Química Nova na Escola; Química Nova; Revista Virtual de Química; Educación Química; e Debates em Ensino de Química. The papers that discussed that theme were read fully. The data were analyzed using Bardin's Content Analysis, emerging categories after the event and interpreted in the light of theoretical references on gender and science. Nine studies were found leading to the formation of the categories: Woman associated with a male figure; Biography and Professional Performance; Scientists who worked on feminist causes; Sexist issues in science. Most of the works were linked to the presentation of the biography and professional performance of women scientists, with few works that discuss gender issues in science. The scientists cited were: Marie Curie, Marie-Anne Lavoisier, Dorothy Crowfoot Hodgkin, Annie Bestain, Lise Meitner and Lucia Tosi, the first being the most cited. The work aimed the issue of women in science as a promising path for future research and exposed the need for discussion of female scientists that pervade the 21st century.

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Authors: Elizabeth Cardoso Gerhardt Manfredo, Natália Monteiro do Rosário

This research aimed to investigate approaches to scientific literacy in the initial and continuing education of teachers and its manifestation in the practice of teachers in the early years of elementary school. The methodology consisted of a survey of works defended between 2014 and 2018 published in the catalog of theses and dissertations on Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) and on Biblioteca Digital de Teses e Dissertações (BDTD). Thesis/dissertation were collected, selected, and organized in accordance with specific research criteria. Five monographs were included on the study and were analyzed with the technique of content analysis. The five selected monographs highlighted the importance of scientific literacy in the initial and continuing education of teachers of initial years from elementary school. In the defined period that this survey was carried out, it was found a reduced number of monographs covering the scientific literacy and its relationship with the teacher’s education and with the teacher’s performance on the initial years of elementary school. Therefore, there is a need of more studies focusing on the scientific literacy theme, so the scientific literacy may become a reality at classrooms, and consequently contribute to generate a solid foundation in the scientific education of students and teachers. In conclusion, there is a great need of reformulating the bachelor’s in education programs, through the elaboration of purposes that may potentially contribute to the scientific education of teachers, extensive to their continuing education and with related research, aiming to improve their performance at classrooms, which will directly result in the scientific literacy of their students.

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Authors: Amélia Sato, Nicolle de Lima, Lucy Ono

The aim of this study was to modify the Yoshino´s alternative microscope (2017) structured by an acrylic support containing plan-convex lens attached to a smartphone device. This design allows the viewing of microorganisms such as yeasts and filamentous fungi while offering new practical activities at the same time. That way, Science and Biology teachers in Elementary and High School will be able to develop practical activities to study microorganisms within a school laboratory. The main alteration proposed was to remove some of the nuts from the original equipment in order to permit a higher proximity of the blades holder to the DVD reader lens, allowing the better focus adjustment to see the morphology of yeasts and filamentous fungi. The magnification degree achieved was determined with a calibration blade for optical microscopes, obtaining a 23x (times) magnification with no use of digital zoom from the smartphone camera and up to 175x for the final image (captured with camera digital zoom 4x amplified by the laptop screen with 72 dpi resolution image). The modified Yoshino´s microscope (2017) allowed seeing the micromorphology of the filamentous fungus Botrytis cinerea (strawberry’s gray mold), similar to that observed in a conventional optical microscope. It also enabled to see the morphology of the Saccharomyces cerevisiae yeasts in aqueous suspension of dry biological ferment. The performance of the modified microscope was also assessed to compare the sugar effect concentration in the medium on increasing the gas bubbles average diameter produced by S. cerevisiae, recording for 3 minutes the blades placed above the built equipment with smartphone camera. The conclusion was that the modified Yoshino´s microscope is a model of an alternative microscope that teachers in Basic Education could use to make practical investigative classes with microorganisms.

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Authors: Bruna de Paula Rezende, Ana Carolina Araújo da Silva

This article aims to analyze the discursive possibilities of investigative experimental activities (IEA) present in Chemistry Textbooks (CTs) of High School, approved by the 2018 PNLD. For this, we investigated the level of openness of each experimental script and the types of initiation (questions) present in the activities. To achieve this goal, we used the qualitative research methodology and adopted the assumptions of content analysis (BARDIN, 2016). In this research, we work with an experimental activity for each CT, totaling six scripts. When analyzing the scripts, we found that three have a problem or problem situation as an investigative characteristic and three present a hypothesis survey. In the classification of the types of research (script) of IEA we obtain two types of research, namely: semi-structured and structured. Regarding the level of openness, the scripts were evaluated according to the categorization proposed by Priestley (1997 apud JIMÉNEZ VALVERDE; LLOBERA JIMÉNEZ; LLITJÓS VIZA, 2006), in which we obtain a script with level 7, one with level 6 and four with level 4. In the analysis of the types of questions present in the IEA, we identified the initiations of choice, product, process and meta-process, with only one activity addressing the four types of initiation proposed by Mehan (1979). The questions of choice and product were defined as less verbal interaction and low cognitive order. Meanwhile, those of the type process and metaprocess, as they require more complete explanations and reasoning from students, can be classified by questions that produce greater verbal interaction and high cognitive ability. We also identified that the scripts of the experimental activities have a greater degree of openness, enabling teachers to have more verbal interaction and requiring high cognitive ability from students. We believe that this work can help future and current Chemistry teachers to understand the types of IEA present in CTs, the way in which the books conduct and explore these activities and the way in which they plan and execute experimental practices in the classroom.

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Authors: Ludmila Natacha Isidro Cavalcante, Mayara Lustosa de Oliveira Barbosa, Juliana Rocha de Faria Silva

The inclusion of artistic expressions in Science and Biology teaching, as well as in teacher education, is increasing. The theater appears as one of the methods extensively used nowadays. An increasing number of studies about the theme reveals the need to summarize the subject, allowing the analysis of possible gaps or trending topics. Thus, the goal of this project was to carry out a systematic review of the literature and to categorize articles from four databases, verifying how theater has been used in the areas of Science and Biology teaching in the last ten years. The Advanced Search tool was used on the databases employed as sources (Web of Science, Scopus, Scielo, and Google Scholar) and 126 articles that used the technique of content analysis were found. During the pre-analysis, using inclusion and exclusion criteria, 43 articles were left. In the exploration phase, the included articles in the sample were read and classified by semantic criteria. The 43 articles analyzed were written by 115 authors, with only two researchers appearing more than once in two articles published in cooperation. The year with the largest number of publications was 2018, with 10 articles. After the content analysis, the articles were grouped into four categories, according to how the theater was presented, namely: 1) teaching method, 2) scientific dissemination, 3) teacher training, or 4) literature review. The theater as a teaching method was the category with the highest number of articles, revealing a current trend of growth. It is noteworthy that the theater has proved promising in all categories, both to teach scientific concepts and to explore moral positions involved in ethical dilemmas, as well as to arouse public interest in science. The least explored category in the last ten years was the theater applied to the initial and continuing education of teachers, which reveals some gaps that can be filled with new research proposals. One of the advantages presented in the articles for the use of the theater in this area is that it can help future professors and practicing teachers to develop essential communication skills, which can contribute both in didactics and conflict management. The article presents contributions by directing teachers and researchers to already tested proposals and highlighting consolidated works, which can be adapted and applied in their specific contexts. Also, by pointing out existing gaps in the area, the manuscript offers possible ways to propose new lines of research.

16

Authors: Reginaldo Oliveira Nunes, Pedro Guilherme Rocha dos Reis

The objective of the research was to reflect on the reality of the social problems faced by the indigenous peoples of the Amazon, as well as the way these problems can be discussed in the Science curriculum. To achieve the proposed objective, a questionnaire composed of eight open-ended questions was used, involving data on social problems and science education. The participants in the survey were one hundred and twelve indigenous students in training at the Degree in Intercultural Education of the Federal University of Rondônia. The results show that the social problems diagnosed have their roots in contact with non-indigenous society through land dispute processes, lack of commitment by government agencies to ensure the demarcation of indigenous territories and non-compliance with what is provided for in specific legislation. It can be observed that transposing social problems into the curriculum of the indigenous school is of fundamental importance to the discussions regarding what can be done. It is also necessary to seek solutions that can benefit indigenous peoples, bringing the well-being and wellbeing that exist before contact with the surrounding society.

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Authors: Carla Cristina Pompeu, Vanessa de Paula Cintra

Based on qualitative research methodology, this paper aims to understand the impacts on the initial formation course of mathematics teachers (mathematics subproject participants from the Teaching Initiation Program) and, moreover, the elaboration, preparation, and realization of a Mathematics Fair developed in a state school with deaf and hearing students. The objectives for the Mathematics Fair activities look at different ways of signifying mathematical knowledge and, in particular, its various manifestations. From the visualization attention, this investigation enabled strategies to teach mathematics to deaf and hearing students as well as promoted interaction and communication between peers. In the initial formation course of mathematics teachers, the contact with the school highlighted the need to ensure formation spaces, furthermore, discussion about inclusive education and diversity with all students and not only those students participants of extracurricular projects. The insertion of future teachers in an inclusive educational context enables them new knowledge about the teaching, the school, and the right to education for all.

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Authors: Mirian Pacheco Silva Albrecht, Fausto Eduardo de Oliveira

Teaching of selective permeability content of the plasma membrane involves microscopic concepts, which are considered abstract and require students' imagination. When promoting teaching of this content, teachers can use several didactic materials, among them, electronic games. However, one of the challenges faced by teachers is to find an electronic game related to the curriculum content. From that perspective, the aim of this text is to present the results from a master's research in which an educational game was built, applied, and evaluated that deals with concepts of selective permeability, such as osmosis, simple diffusion, facilitated diffusion and, active transport. As a methodology, we follow the assumptions of the qualitative approach. For the development of the research, initially, an electronic game about the cell membrane was created. The game was applied to fourteen students from a private high school and twenty students from a federal institution who were studying Cell Biology in Higher Education. Observations of students' reactions and comments while playing were writen down in a field notebook. In addition to the observations, we also applied a questionnaire to students. Both notes of the observations and answers to the questionnaires were used as a data source in the investigation. The results of the inductive analyses show that the game has the curriculum content written optionally and not explained during the game. Participants described the game as a challenging and fun resource and demonstrated that it takes into account the proposed balance between gameplay and curriculum content. From the analysis of these results, we consider that the game created can be used, by teachers, at any level of education. The curricular content present in the game can be mediated by the teacher, based on the goals of the subject, for every level of education.

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Authors: Bruno Venancio, Gabriel Menezes Viana, Fábio Augusto Rodrigues e Silva

In this text, we present the results of a research that investigated teaching practices performances in a Science Teaching Practices course in a Biology and Science Teacher Education Program at a university located in the state of Minas Gerais-Brazil. Based on references in the studies of Sørensen and Latour, we understand as performances the assemblages between human and non-human actors and the movements resulting from them, which allow reaching a certain result. The research data were collected through participant observation, recorded in a field notebook, audio and video, totaling nine classes, from August to October 2017. The course was located in the sixth semester of the Biology and Science Teaching Program but had the participation of students from other semesters. In our analyses, we identified that the performance of teaching practices was composed by entities with which the undergraduate students interacted in their lesson plans. One of them, the time, was followed in the verbal modulations that led the teachers in formation to move to the past, present and future. In addition, human and non-human actors featured in these class performances aroused a school imagined by them, which restricted their actions. If, on the one hand, this offered possibilities to make the lesson plans more flexible, adapting them to different school realities, on the other hand, it limited, prevented, weakened and/or conferred some anguish to their possibilities of acting in the school context. We highlight the relevance of academic disciplines such as the one investigated, since they represent a special curricular space-time in teacher training programs, in which it is possible to better understand the complex and intricate processes of preparation for teaching.

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Authors: Shirley de Lima Ferreira Arantes, Ismailton Ferreira Martins

This article presents the results of a research that investigated teachers' conceptions about practical classes for the teaching of Biological Sciences, aiming at understanding: i) the role they attribute to these activities; ii) the difficulties perceived by them; and iii) strategies used. An online semi-structured survey was disseminated and applied to groups of science teachers through the Facebook social network. Statistical analysis of the simple frequency of quantitative data and content analysis of discursive responses were carried out. 23 teachers participated in the survey, most of them female (61%), up to 41 years of age (74%), complete higher education (95%), and graduate studies (52%). 95% hold practical classes in science teaching and evaluate that their main role is to complement theoretical classes (52%); motivate students (18%); and develop classes (18%). Half of the public schools in which they work/worked lack a science laboratory, performing practices in the classroom (45%) and external area (27%), with difficulties in obtaining inputs (82%). In the conceptions of the teachers, the implementation of practical classes involves institutional factors, the education and qualification of the teacher, and personal features, such as motivation and skills for classroom management. These data corroborate the literature in reference, emphasizing, however, a tendency of greater consonance between the beliefs about the effectiveness of practical activities for the teaching of Sciences and the tasks effectively performed in daily life. These results point to the urgency for public policies to invest in schools’ infrastructure, and the importance of disseminating investigative teaching and experimentation during the initial and continuing teachers’ education so that concepts and practices in science teaching are integrated.

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Authors: Ricardo Castro Oliveira, Jackson Gois

Many studies have evidenced the importance of motivation in the educational area. There are few works in the literature relating motivation with teacher education. Given the importance of this theme and the lack of works in the literature, this study presents the objective to collect the motivational profile of 2019 incoming preservice chemistry teachers at Federal Institute of Education, Science and Technology of São Paulo (IFSP). The theoretical framework used in this work was the Self-determination Theory, developed by Ryan and Deci (1985). These authors expand the comprehension about extrinsic motivation presenting a motivation continuum, in which an individual may transit through different kinds of motivation within this continuum, as far as it satisfies the basic psychological needs: competence, autonomy and belonging. This research used the questionnaire proposed by Guimarães and Bzuneck (2008) as data collection tool. The application was performed presentially by the researcher during class time and had the participation of 176 preservice chemistry teachers distributed in nine campi. The data were submitted to statistical analysis, such as mean, variance, reliability test and correlation analysis and were compared to works available in literature. The results evidenced a self-determined profile in the participants, prevailing higher means for extrinsic motivation through integrated regulation and intrinsic motivation. The execution of studies such as this one is of great importance for the area because, from them, it is possible to make plans and strategies aiming at the students’ permanence and success.

23

Authors: Renan Moreira Reis, Carlos Alberto Sanches Pereira

Today, syphilis represents a serious public health problem in Brazil, caused in large part by failures in care and in the population’s access to the public health services, but also by the lack of knowledge about the disease by a significant portion of the population. The school, thought of as a formal learning space, acquires a fundamental role in this process, especially with regard to health education, and the textbook takes a center stage as an essential pedagogical tool for the development of the teaching-learning process. Therefore, this work aims to analyse the approach of this infection in the 10 (ten) biology books approved by the 2018 National Textbook Program (PNLD), in the thematic axis of the diversity of life. For this, a research was developed through content analysis with a qualitative approach, where each book was evaluated on 11 (eleven) topics, grouped into content, didactic and quantification aspects, assigning grades for each of these aspects. As a result, it was found that in 4 (four) books there was no approach of the infection; in 4 (four) other textbooks the subject was treated in a very superficial way and in only 2 (two) of them there were more details. It is also important to note that in none of them there was contextualization about the infection in social aspects and any type of approach of the epidemiological aspects of the disease. It concludes that, even though Brazil is going through a syphilis epidemic, this illness is still treated superficially by all these textbooks, there is a lack of a comprehensive approach that favors the contextualization of the theme with the social aspects of students' lives. Finally, it is essential that government entities adopt stricter criteria for evaluation and the approval of these teaching materials, in view of the importance of the theme, as well as the awareness of teachers to also provide good sources of knowledge in their classes.

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Authors: Fabiana Fiorezi de Marco, Carolina Innocente Rodrigues

In this text we aim to present an excerpt from a master's research that had as theoretical basis the Historical-Cultural Theory, being developed teaching activities that had as object of study the teaching of fractions for 25 students of the 6th year of Elementary School of a public school the interior of Minas Gerais. For this article, two teaching activities were selected in which the purpose was to investigate whether such activities would mobilize the theoretical thinking of students in learning the conceptual nexus of the fraction (measure and magnitude). The proposal was organized and analyzed in episodes and scenes, and the analyzes presented here are related to the students' revealing actions when they appropriate the concept of fraction. From the results obtained it was possible to infer that the students were in a learning activity, that the proposed situations constituted a teaching activity and that instigated the development of the theoretical thinking of the students involved as they established actions to solve the problems they encountered. It was also possible to perceive that the students refined their understanding of the fractional number and that it assumed not only the interpretation of the division, but also that it is a measure relation between quantities. It is hoped that this study will be an important contribution to the area of Mathematics Education and to the work of Mathematics teachers and to the formation of the theoretical thinking of elementary school students related to the understanding of the concept of fraction, but that must be rethought and adapted according to the intentions and needs of teachers and students.

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Authors: Gabriela Agostini, Luciana Massi

The teacher knowledge theme is plural, complex and increasingly frequent in research on teacher education. A multiplicity of typologies, categories and classifications arise from wealth of information and researches on this subject. However, there are a lack attempts to systematize or seek similarities between different theoretical strands. The aim of this paper is argued about similarity between the theories of teacher knowledge and present, theoretically and empirically, a proposal of categorization. On the bases of Tardif, Gauthier, and Shulman we defend that: i) the terms are used as synonyms; ii) the definitions for the terms are similar, because they have rules of equivalence and iii) the typologies between the authors are different, but not excluding. We propose a unification of some categories, such as: content knowledge, pedagogical knowledge and curricular knowledge. For exemplification of the categorization proposal, we reported here an analysis with three chemistry teachers, based on individual interviews and investigation of their professional knowledge. The unification of typologies has the potential to highlight the relationships between the categories of teaching knowledge, operationalize the analysis process, highlight the formative elements of teaching and point out the urgency of deeper and less descriptive investigations of teachers' knowledge.

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Authors: Orliney Maciel Guimarães, Gahelyka Aghta Pantano Souza, Jairo da Silva Campos

This paper aims to present an overview of national research on the teaching identity of teachers of the Science area from dissertations and theses. In order to achieve this goal, information from three data sources was cross-referenced: a search at the Capes Thesis and Dissertations Bank establishing a ten-year time frame (2008-2018), a systematic review article on Teacher Knowledge (2005 -2012) and, at last, a literature review article on Teacher Identity published at the end of 2019. The crossing of data allowed to identify and locate a total of 23 works that met the criteria of interest in the research. In order to outline the intended overview, the productions found were characterized in relation to the area of training of the research subjects, the context of the researchers’ performance, the objectives of the works, the concept of identity adopted, and the types of identities found. The results showed that most studies were carried out with Biology/Science and Chemistry teachers; in addition, that the thematic focus of the teaching identity prioritized in the works was initial training and professional performance; and that most of the production was carried out in the context of initial training. Regarding the concepts of teacher identity that emerged in the research, it was possible to verify a diversity of authors reflecting on the identity processes, mainly those who discuss the concept of identity in the social and social psychology perspectives, as well as authors who conceptualize, more specifically, professional identity. The results indicated that the identity that most emerged from the studies was the professional identity, which is linked to the activity of teaching and which encompasses a set of competences and skills needed by teachers for their professional performance. Some gaps in the studies were found, such as: only one study with Physics teachers, few studies relating the identity processes and curricular reforms, no study on the implications of the use of educational technologies on the teaching identity, and the evaluation of the professional identity related to values and feelings.

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Authors: Joel Gonçalves dos Santos, Fabiane Mondini

The objective of this paper is to present a study about the formal treatment of some concepts related to rational numbers, with discussions based on demonstrations. Our interest in the subject stems from own experience in the field of mathematics education both as teachers and researchers. For the present work, we assumed a phenomenological stance. This means that our considerations are not generalities, but interpretations and understandings of what we sought to study. The justification for writing this paper stems from the complexity of the theme, as there is no consensus among educators regarding when to start formal work on mathematics in a classroom context. The choice of theme is further justified by its importance, since these are mathematical demonstrations which underpin the theory of this science, thus ensuring its validity. We thread the path of the history of mathematics from the beginning, when mathematical truths were intuitively constituted, to be later intertwined by mathematical logic, to the present day, when they are defined by their logical-epistemological, rhetoric and heuristic characteristics. In this context, we were attracted to the study of rational numbers, due to the mathematical richness involved in the constitution of this numerical set, and their presence in elementary education. We focus on the formal treatment of rational numbers while, as educators, we try not to lose sight of the educational context. We state that it is not our intention to arbitrate on the formalization of mathematics or the teaching of this science in elementary education, but rather, we aim to introduce a theoretical study regarding some mathematical ideas involving rational numbers that synthesize our understandings.

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Authors: Danielle Aparecida Reis Leite, Luciano Fernandes Silva

This paper presents some results related to a research with thesis and dissertations in the field of Environmental Education (EE). The aim of research was to identify aspects of the climate change theme highlighted in these studies. To delimit the documentary corpus, two EE doctoral thesis and 45 master's degree dissertations defended in the period from 1987 to 2010 were selected. All of them were found in the CAPES Thesis and Dissertations Database. The documentary corpus was formed with seventeen EE master's degree dissertations that explore the climate change. Based on some criteria, five surveys were submitted to content analysis. From the considerations on the theme of climate change present in these surveys, three categories were elaborated. These categories show us some understandings of the authors of these studies on the phenomenon causes, its consequences and the possible measures capable of mitigating its effects. Two master's degree dissertations bring considerations that use the term complexity to justify difficulties in choosing a single natural or anthropic cause related to the origins of climate change. They also highlight the scientific controversies related to climate change. Three master's degree dissertations present sensationalist positions in highlighting the climate change consequences, an aspect that is problematized by two other studies when emphasizing that the uncertainties related to a complex phenomenon make it difficult to present such forecasts. Finally, it is important to point some arguments presented in one specific master's degree dissertation that presented some considerations about mitigation measures for the phenomenon. They presented arguments related to economic and political controversies and that result from the debate about the adoption of such measures. In terms of conclusion, it is important to note that these researchers present some relevant information on the topic, an aspect that certainly can encourage the research area in EE to deepen the reflections on climate changes and to propose new research problems.

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Authors: Raimunda Leila Jose da Silva, Roseline Beatriz Strieder

In view of the defense for the formation of citizens capable of making a critical reading of reality, in the perspective of Paulo Freire, and that this should be started in the first years of schooling, this work discusses a proposal for curricular intervention, for the initial years of elementary education, guided by the assumptions of Education in Science-Technology-Society (STS) and focused on the issue of water. The research that outlined the study was that of a qualitative approach because it understands that it has a flexible, open design and maintains investigative rigor in its development. In addition to an analysis of how this theme is presented in official Brazilian documents aimed at science teaching in the early years of elementary school, possible approaches to be carried out in this context are presented. With this, it is expected to contribute to the universe of investigations concerned with contemplating the assumptions of STS education in the early years of elementary school in the perspective of the development of social commitments by students.

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Authors: Tássia Alexandre Teixeira Bertoldo, Edson José Wartha

In order to evaluate yearning circles as a strategy for developing critical thinking skills, three yarning circles were held with five classes from the 7th grade of elementary school around the theme "The life of Darwin". This is a qualitative action research. The sessions were documented as audiovisual recording, transcribed, and discussed based on the content analysis method. Some ideas have stood out, allowing for the establishment of categories based on critical thinking skills and the questions raised in the yarning circles according to the FA²IA typology. The results indicate that it is essential to consider the waiting time for students to respond, as well as to reduce the number of questions and increase their quality.

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Authors: Letícia Ribeiro Magalhães, Márcia Gorette Lima da Silva, Fernanda Marur Mazzé

The current study aims to bring forward an overview of academic production related to dissertation analysis and the monitoring of graduates from Professional master’s degree in science and Mathematics Teaching at a national level between 2001 and 2019. To accomplish this goal, a data survey was conducted at the databases SciELO, Biblioteca Digital de Teses e Dissertações (BDTD) and in the Minutes of the last ten editions of Encontro Nacional de Pesquisa em Ensino de Ciências (ENPEC), using keywords such as “master's professional", "science and mathematics teaching" and "postgraduate". The analysis corpus consisted of 22 scientific papers, selected from: 109 papers on the SciELO (only two were selected); 34 dissertations and theses found in the Digital Library of Theses and Dissertations (only six addressed the object of study) and 21 works researched in the Proceedings of editions III to XII ENPEC (14 articles were selected). In summary, these papers addressed to the describe educational products and dissertations, sometimes using the descriptors of Centro de Documentação de Gestão em Educação (CEDOC), the location of the postgraduates, the pedagogical practice of them and the impact of postgraduate training in their professional performance. Considering the number of relevant papers found, as well as, the thematic and methodological approaches used in their construction, such an analysis points us to a still incipient research field, having a lack of papers with a higher level of complexity.

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Authors: Thaís Angeli, Luiz Marcelo de Carvalho

In this article, we seek to systematize part of the results of the first author's master's dissertation, which had the general aim to explore possible meanings and senses about the role of the educational process in the construction of environmental justice, which can be constructed from theses and dissertations of environmental education (EE) which problematize the concept of environmental justice. This is a qualitative research, guided by the theoretical-methodological framework of the historical-cultural approach. It also consists of a documentary research, of the state of the art type, which is part of the Environmental Education Project in Brazil: analysis of academic production - theses and dissertations (EArte project). In this article, from the analysis of a documentary corpus that consisted of 23 researches in EE in which the concept in question is problematized, it was possible to systematize some indicators about the possibilities of the educational process in the construction of environmental justice, as well as limitations associated with this process. Regarding the possibilities, the analyzed research bring the contribution of EA in the social and political empowerment of communities in facing their socio-environmental problems, creating spaces for democratic participation and building citizenship, encouraging collective organization, promoting access to information and working with the notion of individuals' belonging to their environment. In addition, it points to the potential of EE to develop practices in the direction of building sustainable societies, promoting the understanding of environmental injustices and problematizing the socio-environmental contradictions and conflicts arising from our economic system, in order to mobilize the population to a critic perspective about the environmental theme. In relation to limitations, the researches indicate that the educational process is not able to change the current patterns of inequality and injustice alone, either because of rigid curricular structures, distanced from social issues and separated from social commitment, or due to conflicts between an education for environmental justice and hegemonic business discourse. In this sense, EE would not find, in the configuration of neoliberal states, space for action against hegemony. Thus, the lack of continuity in financing, assistance and support ends up hindering the monitoring, strengthening and consolidation of emancipatory practices, in addition to being able to make the educational process function as a mechanism that, directly or indirectly, reinforces environmental injustices. In this way, the systematized data show attempts of approximation, by researchers in EE, between the fields of EE and environmental justice, seeking to highlight and understand the possibilities of building educational practices against hegemony, but also recognizing the limits that this educational practice, seen as a social practice and conditioned to structural and conjunctural determinants, imposes us.

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Authors: Marilac Luzia de Souza Leite Sousa Nogueira, Jorge Megid Neto

The present research aims at analyzing interdisciplinary practices in Environmental Education implemented in basic education (primary, middle and high school) described and/or suggested in Brazilian theses and dissertations. The multidimensionality present in environmental issues and the importance of the approach of Environmental Education in all levels of education, from an interdisciplinary perspective, are the motivating factors for choosing the subject of this study. It was our intent to investigate the conceptions of Interdisciplinary, Environment and Environmental Education revealed in identified academic researches. Out of 2.763 presented theses between 1981 and 2012 accounted in Banco de Teses EArte, just 21 related to this subject matter. These documents were read, depicted and classified according to institutional data (author, adviser, submission year, institution, graduate program, state, administrative organization, academic degree) and under aspects of interdisciplinary practice of Environmental Education (school year, school type, subject areas, teaching methods and strategies, resources and teaching material, curricular integration, pedagogical references, public concerned, and their relation to the level of discipline integration, environment conception, Environmental Education conception and curricular display. The researches highly concentrated in the 2000s. Most practices analyzed focused on the first years of basic school, and evolved from inducing subjects or study projects. Teaching materials adopted were the commonly used in schools, as well as outdoor activities related to the subject matter. Pedagogical actions obeyed the schools curricular proposals and the most involved subjects (always integrated with others) were Geography and Portuguese, followed by Mathematics, Science, History and Arts. Parents and community take a cooperative role in the practice and there is a hierarchical relation between teachers, researchers and students when deciding on the proposed assignment. Yet, there is an intense participation of students in accepting the proposal and developing the activities. Eighteen practices were classified as interdisciplinary and three evolved in a multidisciplinary level. In the practices, the conception of integrated environment and Environmental Education from a critical perspective prevailed and it was displayed as an essential element to the school curriculum. As researches revealed, although teachers showed interest in Environmental Education and in interdisciplinary practice, they were not prepared to work with them, which suggests a need for investing in continuous training and revision of basic teaching training courses.

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Authors: Odimeia Teixeira, Mary Angela Teixeira Brandalise

This paper presents a systematic review of the literature regarding the Pedagogical Content Knowledge of professors in the context of the Mathematics teaching degree and Mathematics teaching. The research was carried out in the semester of 2018 with the objective of identifying the Brazilian academic production, theses and dissertations, based on the theoretical framework of Lee Shulman’s Knowledge Base for Teaching, developed in the period from 2001 to 2018. The database used for the survey was the CAPES Portal of Dissertations and Thesis Catalog and library sites of the research institutions. Of the productions found, 21 were selected and their abstracts were analyzed in relation to the object of investigation. Thus, they were grouped according to the similarity of their themes. The abstracts of the academic productions were gathered and formed a textual corpus that was analyzed with the support of the Iramuteq software. The reports of lexicographic analysis, similitude analysis, descending hierarchical classification and factor analysis generated in the software demonstrated that, in the mapped research, the Pedagogical Content Knowledge was related to studies referring to the analysis of the curriculum of undergraduate teaching courses, initial and continuing education of professors, Mathematics teaching degree and Mathematics teaching and learning issues, predominantly from the perspective of Basic Education teachers. In summary, the systematic review made it possible to identify in which contexts, of the Mathematics teaching degree and Mathematics teaching, the Pedagogical Content Knowledge has been approached as a theoretical reference in the researches, revealing the investigation gap focused on the training of professors of the Mathematics teaching degree.

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Authors: Renan de Almeida Barbosa, José Vicente Lima Robaina, Jeferson Rosa Soares

When reflecting on the complexity of Environmental Education (EE), the economic and political interactions that determine the production system should be contemplated so to understand the current socio-environmental crisis, and the approaches to overcome it. Thus, Critical Environmental Education (CEE) and the Science, Technology, Society and Environment (STSE) focus are connected in order to promote a meaningful science education regarding the complexity of the socio-environmental crisis. Thus, the teaching and learning processes of scientific knowledge in dialogue with other forms of knowledge must be considered as a conceptual, procedural and attitudinal training mechanism, adding notions of the environment as a whole and of the link between ethics, work and social practice; still, the CEE and STSE approaches must expose scientific knowledge as being determined by the historical and social context of its construction, irrigated by disputes and conflicts existing in society. The objective of the present article is to raise an overview of academic and scientific production that seeks a dialogue between the CEE and the STSE approaches, based on the databases of EArte and the Revista Eletrônica do Mestrado em Educação Ambiental (REMEA). Thus, an exploratory and descriptive research carried out a state-of-the-art literature review regarding studies on CEE and STSE. The search strategy in the EArte database defined for the scope of the present assessment resulted in 19 papers defended in postgraduate courses in the period between 2005 and 2016, with 16 stricto sensu master's dissertations and two lato sensu master's dissertations, as well as one PhD thesis. As for publications in REMEA, it resulted in 10 articles selected in the period between 2006 and 2017. Using the Discursive Textual Analysis (DTA) for the assessment of the selected studies’ titles, three categories emerged indicating research trends in the selected field: Theory, Curriculum and Didactics; Pedagogical Conceptions and Practices, and EE Sequences of Activities in Schools. The recent increase in researches addressing these two perspectives demands a greater articulation between academic research and pedagogical practice in the broad contexts of school or out-of-school education.

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Authors: Gabrielly Nunes de Paula, Meiri Aparecida Gurgel de Campos Miranda

This study aimed to identify the conceptions of sexuality and sexuality education presented in the material of São Paulo Curriculum for Science Education, of the 8th grade, from the analysis of the orientations to the teachers and the suggested strategies and contents. This is a documentary research whose object of analysis was volume 1 of Teacher's and Student's Science Notebook of 7th grade / 8th grade of middle school. For such, we used as analysis referential the dimensions of sexuality; we identified if and how the material under study addresses gender issues and we discussed limits and possibilities of the proposal, within an emancipatory perspective of Sexuality Education. The analysis evidenced the predominance of the biological dimension in the selected learning situations, which is in line with the expectations for a science curriculum. However, in several passages, there are guidelines for teachers and activities that address sociocultural and/or psychological aspects of sexuality. The learning situation about safe sex presented the largest amount of excerpts that address sociocultural and psychological aspects, highlighting individual components of vulnerability. On the other hand, the learning situation that deals with teenage pregnancy privileges the informative aspect, leaving aside the fundamental psychological and sociocultural factors to bring about reflection. We also observed that the approach to sexuality is broader in orienting teachers than in student material. Even with the limitations of the materials studied, it is possible to practice an emancipatory sexuality education, which brings about the creation of spaces for speech, listening and reflection in class, overcoming the information aspect that has long been criticized. To do so, initial and continuing training needs to sensitize teachers to the complexity of the topic and prepare them for the task.

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Authors: Diogenes Rafael de Camargo, Rosa Maria Feiteiro Cavalari

Inserted in the scope of a comprehensive project that conducts studies on academic production in Environmental Education in Brazil (theses and dissertations), this article being an excerpt of a master's dissertation, whose objective was to investigate the conceptions about the concepts of Sustainable Development and sustainability in Brazilian Environmental Education theses and dissertations. The present research is of a qualitative, documental, bibliographic nature, as for example, state of the art. The documentary corpus consists of theses and dissertations on Environmental Education that discuss the concept of education for Sustainable Development. As an instrument of analysis, some procedures of Content Analysis were used (BARDIN, 2009). The option to focus, at this moment, on the understandings of the concept of education for sustainable development is justified insofar as the concepts of sustainability and sustainable development have been frequently inserted in the field of Education, being, however, in agreement with the theoretical framework consulted and marked by polysemy and controversy. Education for Sustainable Development, in turn, is a proposal that has been gaining more space and acceptance in contemporary society. Of the eight works analyzed in this study, which were defended between 1993 and 2009, most of them were critical of the concept of Education for Sustainable Development, attributing it to the bourgeois ideology of capitalism. However, the valorization of this concept was also identified in some others analyzed, some indicating the importance of the concept of sustainable development for the field of Education in the sense of replacing Environmental Education with Education for Sustainable Development, which for other works, however, seems to be inconceivable.

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Authors: Anderson de Souza Moser, Ana Lúcia Olivo Rosas Moreira

This article explores the experience of creating educational and communicative pieces to address socioenvironmental issues in the school context. This piece of work points out partial results of a master's dissertation from the Graduate Program in Education of Science and Mathematics at the University of Maringá (PCM-UEM). This is a qualitative research that adopted audio recordings and interviews as tools for data collection during a process of continuing education in Environmental Education (EE) and Educommunication. The analysis of the results were based on the principles of content analysis proposed by Bardin. Different potentialities of the creation process of the pieces were observed, such as the expansion of conceptions of environment, critical analysis of news, school-community approach, among others, according to the critical principles of EE. It has been noted that socioenvironmental educommunication made it possible for research contributions to extend to teaching by favoring scientific literacy, meaningful learning and working with information and communication technologies. Some difficulties were pointed out for the creation of the pieces, such as theoretical deepening and contextualization, lack of interest of some students, traditional teaching and scarcity of materials in the school, which are pertinent and show weaknesses in the strategies. However, they overcome by the potentialities raised and can be mitigated throughout the professional development of each teacher. The analysis of the creation of educommunicative pieces allows us to infer that socioenvironmental educommunication serves as a tool capable of contributing to the insertion of Critical EE in the school space, as well as overcoming traditional teaching.

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Authors: Heluane Aparecida Lemos De Souza, Rosa Maria Feiteiro Cavalari

The environmental crisis is intertwined whit several factors, including a crisis of values. In that context, the environmental ethics arises with the attempt to understand the relationship between human beings and the other elements of nature, and which values permeate the various relationships established. Its formulation, however, presents itself as an epistemological problem, given that the area of Ethics has specificities. In the theoretical scope, discussions about the ethical relationships between society and nature are built from many different perspectives and references. In this work, we deepen our discussions based on the reflections of Luc Ferry (1994) and Hans Jonas (2006). We affirm that the possibility of expanding the moral sphere, including non-human nature, implies for Education and, particularly, for Environmental Education, the need to discuss the values that guide it, starting to objectify not only more balanced and fair relations between humans, but between humans and non-humans nature. This paper, based on a master’s research that falls within the scope of the EArte Project, aims to understand the approaches to the theme environmental ethics by Brazilian theses and dissertations in Environmental Education and, in addition, to characterize the contexts of research production in Environmental Education that refer to environmental ethics. It is a qualitative research inserted in the scope of an interinstitutional project of the type state of the art. Its documentary corpus is composed of seventeen research papers in Environmental Education that address the theme of the ethical relationship between society and nature, and the analyses were reasoned on the methodology of content analysis as proposed by Bardin (2009). Among the results, regarding the research productions contexts, in summary, it can be said that there is oscillation in the regularity of production with respect to the year of defense; master’s research account for 82% of the total analyzed. There is a great diversity of Higher Education Institutions and Postgraduate Programs to which research are linked, with a certain predominance of Postgraduate Programs in Law and Education productions. There is also a balance between the production in public and private institutions; there is a predominance of the South/Southeast axis as the production locus. Regarding the understandings that are being built about the ethical relationship between society and nature, in Environmental Education studies, eight different perspectives can be identified, namely: Biocentric Perspective, Ethics of Responsibility, Bioethics, Neoliberal, Ecosocialist, Ecology and Spirituality, Catholic Environmental Ethics, Environmental/Ecological Ethics. We understand that the discussions that have been undertaken on the ethical relationship between human beings and non-human nature must take place within the Ethics area, seeking to reflect on their basements as the philosopher Hans Jonas proposes.

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Authors: Juliana Rink, Jorge Megid Neto

This research integrated an interinstitutional project of identification, analysis and evaluation of Brazilian dissertations and theses in Environmental Education (EE) defended in the period 1987-2009 (Projeto EArte) and we addressed the following question: what concepts and practices of curricular greening can be observed in the dissertations and EE theses aimed at training environmental teachers and educators? Our goal was to analyze the curricular greening processes proposed and / or studied by these dissertations and theses. The survey of documents was carried out with the Bank of Theses of the EArte Project, whose data were obtained from the Bank of Theses of Capes and other sources of information of the Brazilian scientific production. 85 dissertations and theses were identified with respect to the theme of this research, from a universe of 2,151 research works in AE produced within the scope of Brazilian postgraduate studies until 2009. In addition to the production scenario (year of defense, producing institutions, degree of degree) academic among other aspects), the documents were analyzed in relation to the following curricular-environmental descriptors: modality of the degree course; curricular area, type of study; conception of environmental education; and curriculum design. Among the results, we highlight that the works predominantly cover degrees in Biological Sciences and Pedagogy; most of them developed curricular diagnosis of specific courses and / or disciplines, with little research implementing and evaluating curricular greening proposals; most of the processes investigated by the works bring non-critical perspectives on EE, linked to conservationist and pragmatic trends; there is an incipient presence from the perspective of critical EE in the set of documents, albeit in a prognostic and theoretical way. The study also indicated the persistence of the debate about turning the environmental theme into subjects in the initial training of teachers and educators and pointed to several institutional conditions that favor restricted and specific curricular greening processes.

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Authors: Roberta Cristina Moreira Simões, Ana Lúcia Rodrigues Gama Russo, Eduardo dos Santos de Oliveira Braga, Giselle Rôças

This work presents a review of scientific articles on active methodologies published in Brazilian journals Qualis A1’s Área de Ensino, one of the 49 knowledge areas of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). To answer the question: How has the theme of active methodologies has been used and discussed by teachers and researchers in science education?, the work aims to survey the articles related to science education from 2008 to 2018. Specific objectives include selecting publications and mapping the teaching contexts in which the strategies are developed, without the intention of evaluating or discussing all available active methodologies strategies. For this, it was adopted qualitative approach and the research was carried out under the scope of the State of Knowledge. The national journals were selected by consulting the CAPES portal, on the Sucupira platform, using the filters: Área de Ensino and 2013-2016 quadrennium; keywords related to the active methodologies were defined for the articles selection. As result, were selected nineteen journals and thirty-nine publications. The most frequent active methodologies in the articles are Teaching for Problems and Teaching by Investigation, with a highlighted for education levels of Higher Education and High School. In the period of this work, there was an increase in the number of publications from 2015 to 2018. We conclude that teachers and researchers have discussed active methodologies through different strategies, at different levels of education. We emphasize the importance of theoretical deepening in the use of active methodologies, avoiding misuse or uncontrolled use, such as a methodological disorder.

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Authors: Julio Cesar Bresolin Marinho, Ana Caroline Machado Gonçalves, Joseane Salau Ferraz, Gabriele Milbradt Glasenapp, Kevin Giovanni da Silva Garcia, Etienne Caroline Rodrigues Feliciani

The purpose of the work focused on carrying out a triangulation of evidences between the conceptions of elementary school Sciences teachers about the textbook (TB), analysis of the Sciences TB units used at schools in the town of São Gabriel - RS and finally analyze the conception of future Sciences and Biology teachers who will use the TB in their professional action. The research, of qualitative approach, established itself as exploratory. As research instruments, two open questionnaires were used to analyze the conceptions of the participants concerning the Sciences TB, one of them directed elementary school Sciences teachers and other answered by undergraduate students of Biological Sciences. The research participants were: six undergraduate students from the 5th semester of the graduation course in Biological Sciences of the Federal University of the Pampa – UNIPAMPA, São Gabriel Campus and three Sciences teachers from the public network of education of the town of São Gabriel - RS. The teachers mentioned they never had any training aimed at choosing the TB. The discourses show that, except at private schools, the process of choosing the TB is carried out by the teachers themselves. We highlight that the choice of the book is carried out based on some criteria. The teachers usually consider the TB as “good”. Concerning the amount of books available for the number of students sometimes it is not enough precluding the possibility of having the TB taken home and therefore only being used at school. The TB in Sciences classes is used as a support, mainly for the resolution of exercises. In the analysis of the TB units, eight aspects were pointed out: presentation; language; visual resources; exercises and proposed activities; relationship Science, Technology and Society; contextualization and interdisciplinarity; complementary material; problems and/or absences/mistakes observed. According to the undergraduate students’ perception about the TB it has been observed that, previous to the analytical activity, these were wrong. The main positive aspect highlighted in the TB, by the undergraduate students, were the proposed activities. As absences/mistakes/problems found in the material, most pointed out the texts, claiming that they are very short. The undergraduate students pointed out that the activity of TB analysis collaborated for their training, contributing for the development of a better critical sense; providing a reflection on how Sciences themes are proposed to be carried out in elementary education; enabled them to have another opinion about the use of the TB, noticing that it can be a powerful resource. Through the data triangulation we inferred that some coordinated work is necessary, in which the graduation courses problematize aspects concerning the choice of the TB and present the potentials of their usage for future teachers; implementation of periodic analysis of the collection approved by the PNLD in order to check how the themes are proposed as well as the quality of the materials; work on continuous training of teachers so that they can set clear criteria which enable them for a more aware and critical choice of the TB they will use.

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Authors: Fábio Caires de Oliveira, José Wilson Pires Carvalho

The objective of this study was to identify and discuss contributions of QuiLegAl, a multi-platform application (app), to the teaching and learning processes, based on an evaluative approach carried out by a group of undergraduate licenciatura students in Chemistry. The app QuiLegAl is part of a master’s thesis, which was dedicated to the development of digital learning objects as an alternative for teaching Science and Chemistry topics, such as chemical bonds and chemical equations and their representations. The research adopted a qualitative approach, with characteristics of a case study. For data production, evaluation questionnaires proposed by Oliveira (2017) and audio recordings and observation were used. The organization and analysis of the results were carried out based on the content analysis techniques (BARDIN, 2011), as well as on the triangulation of data from different sources. The results presented by the study indicate that QuiLegAl, object of evaluation by the undergraduate students, meets the requirements of the different aspects evaluated, namely the integration of visual, sound and interactive resources and the possibilities of building molecular structures, which can contribute to imparting user autonomy. These aspects demonstrate the potential of the app as a pedagogical resource for the teaching of Natural Sciences. The study suggests that QuiLegAl can motivate users to know, explore and plan new approaches to the topic of chemical bonds, using the app as an alternative to the teaching and learning processes.

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Authors: Gabriel Filipe Evaristo, Christian Roberto de Farias Guilherme, Vitor Luiz Campese Gonçalves de Almeida

The content of chemical kinetics is part of Diretrizes Curriculares Estaduais do Paraná, and is often considered abstract due to the absence of auxiliary didactic materials in the classrooms. One of the main problems with this content is the students’ difficulty in understanding the factors that affect the rate of a reaction. To contribute to the solution of this problem, the purpose of this study is the construction and execution of “The Wall Chemistry Game”, an adaptation of the game “The Wall”. In light of this problem and thinking that learning cannot be monotonous, the adaptation of an entertainment model is presented, which consists of an interactive dynamic between four people and can provide a moment of socialization in the classroom to better understand the concepts about the chemical kinetics content. The work development took place in some courses in the Chemistry Degree at a Public University in the South of Brazil. The adaptation consists in the elaboration of materials similar to the television game, which is based on a small wall in which the players throw balls that determine the reward to be added or subtracted from the prize, according to the answer to the question. Questions about the factors that contribute to the speed of chemical transformations, namely: concentration, pressure, contact surface, temperature and catalysts, which were organized in twelve randomly selected cards. For some questions, the players had the chance to perform experiments, which provided a good comprehension about the established reaction. These experiments were inside a “secret box” next to the practical script. Thus, the investigative character in the manipulation of the necessary materials to perform the experiment and understand the concepts of a chemical transformation is emphasized. The didactic game was played by four people during a course of the public university, which made it possible to observe the importance of playful activities related to the chemistry learning process, as well as to evaluate the scope and the limitations of the game. The game also made it possible for players to point out potentialities regarding the interactivity of the product, in addition to a better understanding about the chemical kinetics concepts. In relation to the limitations, it is observed the high demand for time to play the game and also the reduced number of players per match, which is a problem when considering the public schools reality, which have many students in the classroom. It is also noticed that the game meet the current educational demand, in order to attract students through collective and active work so they can better understand some chemistry concepts.

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Authors: Khalil Oliveira Portugal, Fabiele Cristiane Dias Broietti

The idea of Science as a neutral knowledge, rational, constructed inductively from objective experiments has been criticized since the beginning of the twentieth century. In this investigative context, several researchers have considered Science as formed by a diversity of aspects, such as its empirical nature, creative, guided by prior conceptions, influenced by and influencer of society, etc. Some understandings of senior pre-service Chemistry teachers about the Nature of Science are presented. The data was obtained from the Views of Nature of Science questionnaire, in its form C (VNOS-C)and individual interviews, conducted with the pre-service teachers to analyze their responses, in light of the aspects of the Nature of Science described by Lederman et al. (2002), taken as a priori categories. The analysis of each aspect allowed the elaboration of a table with the description of each subject’s vision about each aspect and then it was possible to observe a general picture of the visions of these students. This study is in addition to others observing the necessity of the discussion about the Nature of Science throughout the teacher training, evidencing that some aspects are little or very little understood by pre-service teachers about to graduate.

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Authors: Cadidja Coutinho, Raquel Ruppenthal, Vanessa dos Anjos Baptista, Martha Bohrer Adaime

In this article, we investigate ideas that are found when thinking about the environment in a systemic and dialogical way for sustainability. For this, the present work proposes a didactic tool, the ecological mandala, to identify the conceptions that some elementary school students have about the environment. To compose the data, a group of 104 elementary school students from a public school in the northwest of Rio Grande do Sul was invited to answer questions related to the definition of the environment and its composition in the form of drawing in a limited space. For the analysis of ecological mandalas, we sought to identify the existing relationships between the different elements, the systemic conception of the environment (natural, anthropic and / or mixed) that defined the observed situations, and the representation of the environment as nature, territory and / or problem. In addition, the data were subjected to statistical analysis to establish correlations between the variables (age, sex, form of organization, systemic conception and representation of the environment), to verify the dispersion value between the variables and to consider the degree of existing association among them.With the results obtained, it was found that most students understood the proposal of drawing drawings according to the mandala pattern; employed diverse elements, mainly those that refer to natural issues. Likewise, it presented a predominantly mixed systemic conception, and the representation of the environment as nature. It was possible to observe that gender (female and / or male) did not influence any of the responses. The age of the participants, on the other hand, showed a significant correspondence for determining the systemic conception of the environment. Ecological mandalas can represent a didactic approach to environmental education, combining social reality with the ecological dimension. This strategy for assessing the environmental profile can assist in the construction of committed citizens, individually and collectively, as it allows to know the weaknesses and then act to remedy them.

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Authors: Josiane Carvalho da Silva, Camila Sampaio Nogueira, Noemi Sutil, Eduardo Massahiko Higashi

The demands of integration among areas of knowledge and the linking of school contents with the experiential elements of the subjects can be understood within the scope of the contemporary themes approach in Basic Education. This perspective can aggregate the problem-posing of relations between Science, Technology, Society and Environment (STSE), the positioning and the proposition of alternatives, towards controversial issues. Regarding this educational conception, in this experience report, some analysis are presented concerning the development of an educational proposal within the scope of the Pedagogical Residence of Physics, with students from the third year of a public institution in Curitiba, Paraná, from February to September 2019. These actions were undertaken considering the assumptions of approach of STSE relations and engagement, with theme related to the Production, Distribution and Use of Electric Energy. In reference to this process, the objective is to point out structural, curricular and methodological challenges. Among the developed educational activities, reading processes, discussions, experimental activities and model making stand out. The analysis focused on reports elaborated by residents, materials produced by students in Basic Education (written activities delivered on paper and in Google Classroom; models) and questionnaire. The written materials were analyzed considering elements of Content Analysis. In the data analysis process, aspects of student involvement and correlations with structural, curricular and methodological challenges were highlighted. It was evidenced student engagement in the activities, with recognition, problem-posing and proposition of alternatives to contemporary problematic situations. However, difficulties concerning student participation and the use of mathematical elements were identified. In terms of challenges, there was a need for adaptations and articulations, considering the characteristics of the institutions and the subjects involved; these comprised structural perspective, curricular organization and methodological approach, concerning the break with aspects of traditional teaching. It should be noted that the development of this proposal made it possible for residents to articulate theory and practice, with action and reflection towards the educational practice itself.

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Authors: Fabio Anderson de Assumpção Silva, Mariana Pelissari Monteiro Aguiar Baroni

We live in an age when several studies are demonstrating that the teaching of mathematics must be done creatively, involving the use of different technologies and making the student the protagonist of the teaching and learning process. This article presents an educational product described as a proposal for teaching matrix concepts with two different activities using an electronic circuit: the Arduino. This proposal was developed to be used with high school students, in the classroom and in an electronics or computer lab. The students of the second year of a professional course integrated with high school in the city of São Paulo participated in the activities of the academic year of 2016. For the research development, we used the qualitative research methodology, being bibliographic research, action research and the application of a semi-structured interview with the participants as methods. As a teaching methodology, we use research and mathematical experimentation in our proposal. The results indicate, mainly, that students consider the class with the Arduino resource more motivating, dynamic and participative, promoting interdisciplinarity with other contents and the association of school learning with everyday life, arousing curiosity and investigative sense in addition to other considerations. The main advantage of our teaching proposal is that it allows students to interact directly with an experiment during math classes.

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Authors: Marco Aurélio da Silva, Leonardo Baltazar Cantanhede, Severina Coelho da Silva Cantanhede

Basic education, particularly High School, aims not only at professional training, but also seeks the construction of citizenship. Given this, young people should also be offered strategies to stimulate the formation of different points of view and opinions, providing them with both intellectual autonomy and access to the production of knowledge in a collective and collaborative way. In this sense, this process can be understood as cooperative learning. This tool has been presented as a viable alternative for overcoming learning difficulties in disciplines such as chemistry, because they bring improvements in the teaching and learning process, helping to decrease competition, conflict resolution in the classroom and, as a consequence, promoting greater social interaction among students. In this context, the present work used cooperative learning, in the Jigsaw format, applied through a classroom workshop, as a learning tool for the understanding of the chemical content separation of mixtures, with two classes of the 1st year of High School. For the analysis of the efficiency of the method, a learning verification instrument was used as well as an evaluation instrument of the teaching proposal in the format of questionnaires (Likert), which were applied before and after the workshop. There was an increase of 84% in the relative frequencies for the positive responses of the students regarding the content of the learning verification instrument and 94% for evaluation of the teaching proposal, indicating the efficiency of the applied method.

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Authors: Marcos Fernando Soares Alves, Carlos Alberto de Oliveira Magalhães Júnior, Marcos Cesar Danhoni Neves

The present qualitative research aims to present remarkable features linked to initial teacher training in the Institutos Federais de Educação, Ciência e Tecnologia (Federal Institutes of Education, Science and Technology), herein defined as a new locus of teacher training. For this purpose, based on the CAPES Catalogue of Theses and Dissertations and the Brazilian Digital Library of Theses and Dissertations, we carried out a state-of-the-art type of research on academic theses and dissertations which were under analysis, taking into consideration Content Analysis premises. Throughout the process, we presented and discussed a few of the organizational and pedagogical characteristics of Federal Institutes, highlighting their potential presented in this formative space and the challenges for the consolidation, with quality, of the teaching degrees offered. We have observed that such institutes, despite being recent, present a significant contribution to the teacher education field, but also, that they may still advance as long as their potentials are well-explored.

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Authors: Ronaldo Silva Borges, Carla Carolina Bandeira, Geraldo Eduardo Luz Jr

This paper describes the application and evaluation of the comic, which addresses the theme periodic table, aiming to evaluate the students' reading mode, the interest in the content covered, as well as their acceptance of the comic. The research was carried out with 60 students, 35 from the first year and 25 from the second year of high school at the Severiano de Sousa School Unit, in the public school system, from Teresina-PI. Initially, the students read the comic, and then answered, in writing, the questionnaire. Student records were the main source of data and were analyzed differently. He answers to the objective questions were expressed in terms of quantities. The justifications were grouped according to their similarities and arranged in different categories, following the principle of content analysis. rom the analysis of the data, it was possible to underline aspects that contributed to the acceptance of the comic by the students, its use in the classroom can be taken into account, through the presence of dialogues and images, context, in addition to chemical information. There was also the clear, objective, contextual and challenging language, which can be assertive in the motivational process of interest to students through reading. In addition, it was found to be a vehicle for pleasant reading, simple, clear, dynamic, pleasant and enriching language, through playful characteristics, which can help to make teaching Chemistry more attractive and useful for learning in a critical and reflective way.

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Authors: Rosivaldo Carvalho Gama Junior, Ítalo Gabriel Neide

This work addresses the teaching of the indissociation of electricity and magnetism through the integration of experimental and computational activities. This paper is part of a professional master's study in teaching exact sciences, from the University of Vale do Taquari. The study was carried out at the University of the State of Amapá, municipality of Macapá. The objective of this research is to reflect about results obtained in the sequences of practical activities developed with academics from the 4th semester of the Natural Sciences Degree course through the integration of experimental and computational activities in the context with indissociation of electricity and magnetism. The research developed has a qualitative nature. For data collection and analysis, POE guides were applied during the development of pedagogical activities with the use of experimental and computational activities. The results of the experimental and computational activities showed the possibility of its integration, since academics were able to have a non-linear and holistic view of the indissociation of electricity and magnetism and a better understanding of the more specific contents of electromagnetism. It is concluded that the experimental activities and the computational activities aroused the interest, provided the social and intellectual interaction of the students.

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Authors: Leonir Lorenzetti, Maria Lucia Panossian

Editorial for the ninth issue of ACTIO: science teaching.

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Authors: Ana Carolina Ferreira Machado, Verônica Soares dos Santos, Ivanise Maria Rizzatti

This article is the result of a project developed with a kindergarten class of a public school of the Boa Vista Municipal Education Network / RR, in which pedagogical activities were evaluated and applied in order to work on the theme “Water”. The objective was to reflect on the importance of experimentation as a stimulus to the acquisition of knowledge in science teaching since early childhood education. In this study, the proposal developed sought to contribute to the formation of concepts about the water cycle in nature as a potentiating element of learning, in a practical and playful way. It was verified with the realization of the terrarium experiment that this kind of differentiated methodological approach, used for the fixation of scientific concepts in the Teaching of Sciences, can be developed since the kindergarten, so that the student grows stimulated to participate in experimental activities, as a way of contributing to their integral formation and raising awareness of scientific literacy.

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Authors: Lucimara Fabricio, Alisson Antonio Martins

This paper presents the results of a research conducted with teachers of the early years of elementary school in public schools in Curitiba, Paraná, Brazil, on the theme of scientific literacy, which, according to Shen (1975), enables a greater public understanding of science and a demystification of scientific knowledge so that people can use it in their daily lives. These assumptions are being addressed by the Elementary School Curriculum - 1st to 9th grade, Volume IV, referring to the Natural Sciences, of Curitiba City Hall, which is the document that guides the school plans for Natural Sciences teachers of the municipal public schools. However, beyond what is presented in the official document, it is necessary to know what the teachers who work in these schools think. Thus, this research, qualitative, descriptive and interpretive in nature, was guided by the following research problem: what are the teachers' perceptions about the teaching-learning process of Natural Sciences from the perspective of scientific literacy? As methodological paths, we used questionnaires (n = 45) and semi-structured interviews (n = 10), which aimed to investigate teachers' perceptions about the teaching-learning process of Natural Sciences for the early years of elementary school. The results of the research showed that the conception of science of the research participants tended towards the notion of practical scientific literacy, from the perspective of science teaching focused on basic understandings of the area, such as the use of scientific concepts in daily life and preservation of the environment; relating science learning to basic needs such as food, health and improving quality of life. The other propositions of the Municipal Curriculum, that is, those related to scientific literacy in its civic and cultural dimensions are less developed. Therefore, there is a predominance of the practical dimension, as an expression of a series of factors, such as, for instance, the generalist initial formation, the mode of organization of textbooks for these years of schooling, low adherence to continuing education, among other aspects. The data collected in this research point to a need for rethinking the objectives and practices developed in science teaching in the early years of elementary school, so that it is possible to develop a process of scientific literacy and, thus, fill the gaps that exist in understanding this approach. It is also emphasized the need for research and continuous process of teacher education as a way of theoretical and methodological approaches taking into account the school reality, its needs and the teaching professional experience.

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Authors: Marcelo Valério, Carlos Roberto Beleti Junior

Flipped classroom is an educational trend. It proposes previous out of class study by students; use of digital technologies by teachers and institutions, to produce and delivery content; and active and student-centered learning in class. In Brazil, a reduced number of literature reviews suggests the risk that such approach is being adopted and defended with lack of context-sensitive evidence. This article presents the bibliometric results of a literature review which selected 119 studies containing the expression “flipped classroom" in their titles, between 2008 and October 2018, only in Portuguese. They were located by Google Scholar tools and the CAPES Catalog, and characterized according to their source, typification, year, scope, area, educational level etc. This national scenario should contribute to provide guidance for professionals and institutions, as well as suggest new paths for research on this educational phenomenon in Brazil.

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Authors: Adriano Santos de Mesquita

Acting with social responsibility is one of the goals desired for students in the early years of elementary school. Encouraging, through the teaching of science and mathematics, conscious making decision aiming at the exercise of citizenship, allows children to act expressively in the various social contexts of which they are part. In this context, this qualitative study, with the perspective of autobiographical narrative, has the goal of to present and to analyze aspects related to responsible social action based on scientific and mathematical literacy practices developed with a fifth grade class in the city of Belém-PA, in Brazil. For the production of empirical material, I use an interdisciplinary activity, adopted by me to create a favorable environment for responsible social action practices in the perspective of scientific and mathematical literacy, as well as discussion about the proposed themes, students' written activities and my field journal entries. The results point out that, by providing scientific and mathematical literacy activities in the classroom, students tend to position themselves with social responsibility in different life contexts, which encourages them to make conscious decisions and to exercise citizenship effectively.

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Authors: Bruna Cristina Carvalho Gomes, Dulcimeire Aparecida Volante Zanon

The aim of this study was to analyze the implications of the planning and execution of a teaching proposal on Earth and the Universe, considering the Science, Technology and Society (STS) perspective, from the discussions promoted by a teacher. The research focus is justified since the literature shows few approaches on this topic in elementary schools and due to the formative gaps of science teachers. The environment from which the data was collected was a Brazilian municipal school in the interior of the Sao Paulo state, a teacher and her first year elementary school class, composed of twenty-nine children. The data collection instruments were: reflective diaries; recordings (audio and video); children's questionnaires and portfolios. To analyze the data, we used Discursive Textual Analysis (DTA), which allowed us to identify categories. We found that, during the activities, the children were motivated and curious to learn about the world, encouraged to write words and numbers and willing to do autonomous research on the subject. These evidences showed that teaching from a STS perspective contributed to both scientific and native language literacies. Among the implications of this work, we highlight the importance of the early years teacher’s actions who, when being creative, dynamic, motivated, with well-defined goals and objectives, seeks to overcome the current Science teaching to migrate to an investigative and attractive model for the children.

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Authors: Adana Teixeira Gonzaga, Ana Caroline Lima de Souza, Rafael Gonçalves Brito, Caroline Barroncas Oliveira, Mônica Oliveira Costa

In this article, we propose discuss about how the closing of non-formal spaces affect the Scientific Education, especially the Bosque da Ciência, starting of a letter wrote by teachers-researches that learning-searching about Science Teaching in Elementary School. To this discuss which is supported on Narrative Research, we choose the letter as means to us communicate with Society and to make all backlashes explicit and losses that the closing of this non-formal space represent to Science Teaching, to Research in Science, to Scientific Education on the Amazon and to every people that appreciate mutual benefit, because this writing move us to struggle in favor to popularization of Science Education. In this letter, we present a short reflection about Bosque da Ciência as an education space, starting of our memories which was revisited by associations and productions from academic moments. In this reflective movement, we observe that social interactions are considered relevant in the process of socialization and scientific divulgation that are to carry out on the formative environment giving highlight to humanization process, to contextualized teaching and to access of information situated on Scientific Education area. Our narratives give life and new senses to what could been just a simple physical space description which constituting itself in an environment where thinking is ground on the to be and to do of teacher who teaching-research Science.

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Authors: Sabrina Gonçalves Marques, Cristiane Muenchen

The research presented here aimed to investigate theoretical and methodological elements that contribute to the construction of educational processes of educators working in the early years of elementary school. It is based on the understanding that science teaching in the early years faces some challenges and that the offer of permanent education, based on the references of the Freire-STS articulation, is an alternative to the overcome these. Thus, an investigation was made in the minutes of the last five editions of ENPEC and SNEF seeking to identify research that dealt with training processes developed with teachers of the early years of elementary school. Sixteen works were selected from the keywords "Science Technology Society" "Paulo Freire" and "Scientific Literacy", which were analyzed according to the Discursive Textual Analysis. The results indicate some possibilities for building formative processes, divided into theoretical and methodological elements and also some challenges that need to be faced by the formators. The results obtained can contribute to the construction of training processes that seek to overcome the challenges encountered in science education in the early years. However, a perspective of permanent formation is defended with a view to overcoming challenges that involve profound changes in the conceptions and pedagogical practice of educators.

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Authors: Maria Alina Oliveira Alencar de Araújo, Raquel Crosara Maia Leite

This work aimed to investigate the conceptions of Scientific Literacy in 5 official documents, seeking to reflect on the importance of this formation in the life of students as planetary citizens. Taking as a starting point the question: how is the term Scientific Literacy addressed in official education documents based on the pedagogical guidelines of the documents themselves?, a qualitative research was carried out based on the analysis of documents considered as guiding principles of the teacher training,. The analyzes carried out indicate ambiguities in the official texts in a current context of external and internal collections to the school, through large scale evaluations. In the same sense, sometimes the documents suggest the democratization of the teaching of the various disciplines in an interdisciplinary way, sometimes suggest the prioritization of Portuguese and Mathematics teaching for the first years of Elementary School. One of the documents about Natural Sciences in literacy at the right age shows itself as a good alternative work for continuing training in science education, conceptualizing scientific literacy and bringing suggestions for teaching practice. We suggest, therefore, a higher appreciation of Science Teaching through public policies that attend the courses of teacher training, since we defend that the sciences are precursors of a citizen, social, historical and human formation for the student.

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Authors: Tamiris de Almeida Silva, Silvana Paulina de Souza, Elton Casado Fireman

This text is part of a research developed in the Professional Master degree in Science and Mathematics Teaching. It starts from the idea of a Science Teaching that offers students the possibility of using their scientific knowledge on understanding and interacting with the world around them. The research consisted of the development of an Investigative Teaching Sequence (SEI), entitled “How does a rainbow form in the sky?”, With a 5th grade elementary school class from Arapiraca-AL. The objective was to analyze the contributions of reading texts of the legendary genre for the promotion of Scientific Literacy for a 5th grade elementary school, through the didactic approach of teaching by investigation. To guide the research, we started from the following problem: What are the contributions of reading the legendary textual genre in promoting the Scientific Literacy of students in a 5th grade elementary school through research teaching? Thus, the Qualitative Approach sought the methodological assumptions that consisted of an application research, using as a data collection instrument the application of the Didactic Sequence followed by open questions. The results show that reading texts in science education allowed the inclusion of students in scientific culture through learning concepts, expanding vocabulary, understanding the nature of science and training critical citizens who are aware of their rights and duties in society.

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Authors: Marcelo Souza Motta, Stephanie Johansen Longo Basso, Marco Aurélio Kalinke

The purpose of this article is presenting an overview of the dissertations, carried out in professional master's degree programs, which deal with mathematic's learning in early childhood education. The research is qualitative and uses as an inventive procedure the systematic mapping, in which the central concern is the characterization of the studies and not the analysis and quality inferences. The research scenario consisted of the works that were available in the Capes thesis dissertation catalog, in the time frame from 2013 to 2018. The initial search took place in July 2019, and after the adoption of the exclusion and inclusion criteria, 84 works were presented as the result of this research. Of those, after the parameterization process, with the establishment of 11 descriptors, there were 12 studies about the theme. After this process, we performed the floating reading of the texts and the file. In some cases the works were read in full. The research was categorized into three focus and six thematic subfocus. The results pointed to the relevance of the research, as they presented effective contributions to children's mathematical learning. Nevertheless, most of the work focuses on the realization of diversified methodologies and some texts do not clearly highlight the educational product, an essential criterion in professional stricto sensu programs. Finally, we emphasize that the methodology adopted is not rigid and can be adapted by other researchers, allowing the diversified obtaining of data.

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Authors: Patricia Marega, Marcelo Leite da Veiga, Maria Rosa Chitolina

According to the National Cancer Institute (INCA, 2018), children are exposed to the sun three times more than adults annually. Research indicates that childhood is a particularly vulnerable phase to the sun's harmful effects. Cumulative and excessive exposure to it during the first 10 to 20 years of life greatly increases the risk of skin cancer in adulthood or old age. Therefore, this study evaluated assessed the contributions of the use of ludic-interactive pedagogical resources comprising the skin cancer issue for the promotion of Scientific Literacy of students from the 3rd to the 9th of Elementary School from two rural public schools. The research applied a qualitative multiple cases study methodology. A workshop was conducted, in which the students received a paradidactic booklet, a folder and a flyer approaching the skin cancer issue. The students interacted with the material and could take it home. The field notes, the questionnaires and a text written by the students about the discussed issue were used as the data collection instrument. The methodology employed for processing the data was based on descriptive statistics and content analysis. Results evidenced that the pedagogical resources allowed the organization, appropriation and apprehension of scientific concepts towards the causes, prevention and identification of skin cancer. It was also possible to highlight several indicators of scientific literacy, as well as the construction of sense and meaning, enabling the student to act and choose with autonomy, based on scientific knowledge. Thus, it is expected that students become critical agents and autonomous citizens, able to connect school learning and daily life, intervening in the environment in which they are inserted.

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Authors: Thayse Geane Iglesias, Camila Silveira

This study aims to analyze how children interpret and integrate science knowledge. The research is of a qualitative nature of the microethnographic type. For the constitution of data, the participant observation was carried through, with the registration through the field notes, in a Municipal Center of Early Childhood Education located in Curitiba - Paraná, in a group of children from 2 to 3 years old. The treatment of the data was based on Content Analysis with the establishment of a priori categories based on the four structuring axes of Childhood Culture, which are: a) Interactivity; b) playfulness; c) Fantasy of the Real; and d) Interaction. The results indicate that in the category of Ludicity is where concentrates the largest number of units of meaning, followed by interaction, reiteration and fantasy of the Real. Children through play reproduce adult activities, such as the step-by-step of an experiment, and at the same time integrate their expectations, frustrations and interpretations. Interaction is fundamental for the development of science, as peers share their experiences and establish dialogues, transforming the conclusions already established about a given subject into new questions. Children transpose their doubts into the fantasy of the real, in search of answers, establish connections and elaborate theories that they consider satisfactory to their questions. Observing the child in his or her action allows the teacher to explore these conclusions, arouse curiosity and research to develop a scientific view of the real world.

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Authors: Juliana Batista Pereira dos Santos, Isabel Cristina Machado de Lara

This article aims to investigate the immediate effects of the articulation between the History of Mathematics and Ethnomathematics in the realization of a teaching proposal, focused on at 5th grade students. The proposal was made with eighteen students from a public school in the city of Porto Alegre, RS, and approached the teaching of multiplication. Data were obtained from a questionnaire with nine open-ended questions, applied to students after the proposal was made. In order to analyze the results, discursive genealogical analysis was used as method, using Michel Foucault's writings as analytical tools, in special on the concepts of power and knowledge, and Ludwig Wittgenstein, about language games and family similarities. It is evident that through the teaching proposal, the students: were motivated to learn other ways to produce the product; knew other ways to mathematize; reinforced their learning about the multiplication algorithm in their school language games. In addition, it is shown that the activities carried out throughout the teaching proposal allowed students to: know other forms of mathematization, through language games with their specific rules; review aspects related to the multiplication algorithm taught in schools; it also think about the advantages that other language games have over the School Math language game and conversely.

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Authors: Graziele Scalfi, Amanda Cristina Teagno Lopes Marques, Cynthia Iszlaji, Barbara Milan, Jessica Norberto Rocha, Martha Marandino

We understand Science Literacy as a citizens' right and a lifelong process that occurs in different educational spaces. We assume that the child, understood as an active actor, participant and producer of culture, can be considered an agent of science literacy, through the promotion of dialogue between children's cultures and scientific culture. The aim of this paper is, based on the theoretical-methodological framework of Science Literacy Indicators, to analyze the applicability of the tool for the study and evaluation of educational and science communication activities for children. The framework consists of four indicators (Scientific, Social Interface, Institutional and Interaction) and their attributes. In this sense, we present the indicators articulating with aspects of childhood and supported by results of empirical studies to exemplify and discuss their use for analysis of educational actions in non-formal education spaces. Finally, we discuss the role of this framework in the process of evaluation and planning of educational actions and science communication targeted at promoting children's scientific literacy.