ACTIO: Docência em Ciências

15

Authors: Cleiça Rafaela de Almeida Guimarães, Flávia Cristiane Vieira da Silva, Jose Euzebio Simões Neto

The present work is part of a broader academic master’s research, whose objective is to analyze the emergence of zones of the conceptual profile of entropy and spontaneity in a didactic sequence applied to chemistry graduates. We justify the use of the theory of conceptual profiles for its importance in considering different ways of thinking scientific concepts, which have pragmatic value in certain contexts, as well as the need to present this plurality in situations of teaching and learning in the classroom. This study is a clipping with the specific objective of analyzing the emergence of the zones of the conceptual profile of entropy and spontaneity from the informal and scientific conceptions of the students. The research was carried out with twenty students enrolled in the Physics-chemistry I course of the Licentiate degree in Chemistry of the Campus Acadêmico do Agreste of the Universidade Federal de Pernambuco, using an instrument composed of a single broad question, elaborated according to the literature recommendations: "the What do you mean by entropy?" The analysis showed the emergence of the three zones of the conceptual profile of entropy and spontaneity in students' answers, namely: perceptive/intuitive zone, empirical zone and rationalist zone. We highlight the occurrence of responses mostly associated with the idea of entropy as a degree of disorder of a system, in direct association with the question of the spontaneity of the processes by increasing entropy, which corresponds to the empirical zone.

18

Authors: Gisele de Lourdes Monteiro, Fabiane Mondini

The paper presents the results of a theoretical research that studied the infinity and the relation of this mathematical concept with the false paradoxes given by Zeno, contrary to atomistic conception of time and space. More specifically, we studied the paradoxes of Achilles Dichotomy, who argue against the hypothesis that space is infinitely divided, and the Stadium and Arrow paradoxes, which question the possibility of a segment being formed by an infinite of divisions. Although nowadays we are used to deal daily, even intuitively, with the idea of speed and movement, these are undoubtedly abstract concepts. This is due to the Zeno’s Paradoxes importance: by exposing a first systematic thinking about the assumption. The Arrow and Stadium Paradoxes are, in fact, real, if time is composed of indivisible minimum units and space by discrete points. In contrast, if time and space are considered continuous, the Achilles Dichotomy arises. Thus, Zeno’s thoughts surround on all sides the idea of movement and speed, coming up controversies that sometimes go unnoticed by the eyes already used to observe the movement. Through dialectics, starting from the apparently consistent premises and arriving at absurd conclusions, Zeno presented arguments to prove the fragility of the multiplicity and divisibility concepts, adopted by the Pythagorean School. These paradoxes, based on Parmenides philosophy, present situations to support the movement impossibility, considering it an illusion of the perception of the sensitive world and not the truth of the intelligible world, which characterizes the being as unique, immutable, infinite and immovable.

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Authors: Elizete Terezinha da Silva, Roberto Araujo Sá, Verônica Tavares Santos Batinga

This work is part of a broader academic master's research, whose objective is to analyze the potential of a didactic sequence on the theme Water elaborated based on the Problem Solving approach in the context of Research Education. The research was conducted in a 9th grade elementary school class from a public school in São Caetano, Pernambuco, in the discipline of Sciences. Data collection consisted of participant observation and student productions in solving problems and activities performed during sequence development. The data were analyzed based on the students' trajectory in the learning process and elements present in the teaching by investigation. The results indicate that the activities structured for the sequence provided the students with the process of knowledge search and the development of skills, such as hypothesis elaboration, experiment planning, discussion and communication of ideas, group work, autonomy and problem solving. . It is also important to identify the epistemic and pedagogical dimensions of knowledge during the actions developed by the students in the sequence activities. The approach of science contents in the context of the theme Water provided the construction of chemical concepts by the students, in a meaningful way, during the activities lived in the sequence.

21

Authors: Mathematics Education; Basic Education; Affine function

According to curricular documents, the concept of function must be studied in the 8th and 9th years of Elementary School, and deepened in High School. However, since the initial years it is possible to introduce base - variable, correspondence, dependence, regularity and generalization - of this concept so that during the course of the school process this concept can be developed by students. Thus, we carry out this research with the objective of analyzing the basic ideas about function mobilized by students of the 9th grade and 3rd year of secondary education, by solving mathematical tasks on related function. Data collection took place through structured interviews, which were recorded in audio, and had previously developed mathematical tasks for the students to solve. The analyzes show that students partially mobilize the basis ideas of function, but that the greatest difficulties occur in relation to the notion of generalization. In addition, students expressed difficulties in recognizing a function in graphical representations and natural language.

23

Authors: Maria Janiely de Siqueira Gomes, Marcus Bessa de Menezes, Fernando Emílio Leite de Almeida

Dissertation result with the same topic, this article has as objective to analyze the expectations of teachers and students facing a new knowledge, in this case, flat figures. For this we use the notion of Didactic Contract, studied and theorized initially by Brousseau and developed posteriorly by collaborators. With this focus we try to identify marks of didactic contracts previous to this relation. Initially, we interviewed a teacher from the public school system the city of Pesqueira, interior of Pernambuco, together with six students of a 6th grade class, which has a total of 40 students. This school stage was selected for being, usually, characterized by an intense development and through the rupture with the structure which students were habituated in previous years. Then, were observed the classes referring to the content flat figures. A new stage of interviews was made after observing these classes, with the same folks of the first interviews. It was decided to use the semi-structured interview, once this allows the widening of questions in its course. Thereby, a roadmap composed of open questions was used. We analyzed the data from the interviews, seeking to understand if the expectations of the people were attended. The results indicate that the teacher, in relation, changed the routine didactic game established in this class according to the students' reports. The data also indicate that the students expressed positive expectations in relation to the in game knowledge and how these expectations influence the relationship between teacher and students and, consequently, in the teaching-learning process, observing how the didactic contract was given in this context, besides finding possible brands of other didactic contracts in this relation.

16

Authors: Dhiego Cunha Silva, Rodrigo Arantes Reis, Luiz Everson Silva, Tamara Dias Domiciano

Paleontology is an interdisciplinary science, considered as a transversal theme in the teaching and learning processes of sciences. However, this subject is usually approached in a fragmented and decontextualized way in the final years of elementary school, without exploiting the full potential of this area of knowledge. In this work we aimed to identify how Paleontology is present in the Teaching of Sciences in the final years of Elementary Education. To fulfil this goal, documents as National Curricular Parameters (NCP) and State Curricular Guidelines (SCG) were analyzed. Also, textbooks collections, approved in the Textbooks National Plan in 2008 (Projeto Araribá) and 2014 (Companhia das Ciências), were studied. To evaluate these documents a documental analysis was applied searching for texts, images and activities related to Paleontology. From the analysis of the curricula, it was evident a disparity in the presence of debates around Paleontology, with the NCP guiding their use in the classroom more clearly and broadly, while the SCG showed few recommendations of teaching through the theme. The textbooks share the same problem, the Araribá Project collection presented in a broad and contextualized way questions about Paleontology, and, conversely, the books of the Company of Sciences, did not present the subject in a clear way, and with decontextualized treatment and little targeted at regional issues. As a result, it was possible to perceive a fragility in the curricular guidelines and approaches of the knowledge of Paleontology within the classroom, leaving, at the criterion of the teacher's affinity, the inclusion of the theme in the teaching process, resulting in a low profit of the potentialities that the Paleontology provides for Science Teaching.

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Authors: Lidia Ruiz-Moreno, Ana Lía De Longhi, María Soledad Martinez

This article analyzes the opinions, evaluations and transfers on the problem of communication in the science, technology and health classroom. The work is part of a wider studies carried out between the National University of Córdoba, Argentina and the University of São Paulo, Brazil. With a qualitative approach, interviews were conducted with 15 teachers who had received specific training in the postgraduate course. Content analysis, thematic modality was carried out based on two guidelines: Teacher training in communication and difficulties in the communication process. Four units were identified, considering the first guiding nucleus: 1.a-Valorization of communication and language in the construction of knowledge, 1.b- Changes in educational practices, 1.c- (Self) -reflection on teaching work, 1.d- Training demands in communication. From the second nucleus the following thematic units were obtained: 2.a- Predominance of the traditional pedagogical model 2.b- Characteristics of the content in its written and oral expression; 2.c- Characteristics of students. As a conclusion, it was possible to identify the communicative strategies used by the teachers, as well as the reflections and changes proposed in their classes based on the received training. In the processes of teacher training in communication it is necessary to overcome the idea that this is something that arises spontaneously in teaching and is seen as an intentional action that requires training, skills development and planning within the framework of a didactic model. This invites us to continue emphasizing the need to broaden its approach in the training instances, considering the reality of the teaching practice. This training should address the type of demands and difficulties that teachers indicate.

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Authors: Jhonny Araujo Aguiar, Thaís Andressa Lopes de Oliveira, Jheniffer Micheline Cortez dos Reis, Marcelo Pimentel da Silveira

Thematic workshops are continuously used in teaching chemistry. They are instruments that allow the construction of research environments in the classroom, in order to break with the traditional teaching and provide the meaning of the concepts studied. Believing in its didactic potential, the present article presents part of the reflections emerging from the construction of a thematic workshop on the petroleum theme, from the adaptation of the activities of a didactic sequence on the same generating theme. In this sense, this work sought to investigate the main difficulties faced by a group of scholars from a PIBID subproject of Chemistry in the construction of a thematic workshop. For this, the data collection was done by the follow-up of the process of elaboration of the workshop and the reflections resulting from this activity described in his Reflective Diaries. The data obtained revealed that, during the construction of the workshop, the difficulties faced by scholarship holders were mainly related to the preparation of activities, selection of content, time control, definition of the initial problem and the establishment of evaluation criteria. These results reinforce the importance of reflection on didactic planning since the initial formation, in order to train teachers attentive to the most diverse challenges that the planning of teaching activities can present.

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Authors: Thainá Grace Encina de Barros, Wellington Pereira de Queiros, Daniele Cristina de Souza

This work exposes the state of the art into teacher education in Environmental Education, and aims to identify the teacher training models considered in the area research. The corpus of analysis comes from Brazilian journals in the teaching area, classified as B1, A2 and A1, from 2005 to 2017. After identification of 90 articles, the content analysis of Bardin was carried out and we found four thematic variations: Initial Teacher Training; Continuing Teacher Training; Initial and Continuing Education, simultaneously; and those we do not identify at any level of training. We categorize the works according to the themes that emerged: Teaching strategies; Social and environmental issues; Conceptions / perceptions - questionnaires and interviews; Curriculum; Bibliographic survey / environmental discussions. We could verify that most of the articles has as its focus the study of conceptions / perceptions about environmental education of teachers and future teachers. It is necessary to highlight the lack of discussions about politics and socio-environmental dimension associated to social actions in the research related to teacher training. It is also mentioned, the necessity of increasing the research and courses that contemplate the transforming critical intellectual model, with the purpose of promoting an environmental education that contributes to the emancipation of teachers and students.

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Authors: Juciley Benedita da Silva, Daise Lago Pereira Souto

This article aims to contribute to the understanding of the policies of continuous training for the use of digital technologies (TD), offered to teachers of the unidentified, by the Center for Training and Updating Basic Education Professionals (CEFAPRO), Mato Grosso State . The work has a qualitative nature and makes use of documentary analysis to complement the documentary data, there were open interviews with teacher trainers and managers who work or acted in the CEFAPRO, characterizing itself as a case study. In order to do so, public documents were consulted on the Official Press Website of Mato Grosso State (IOMAT), on the blogs of CEFAPRO and the Coordination of Training in Educational Technology (CFTE) and website of the State Secretariat of Education, Sports and Leisure of Mato Grosso (SEDUC-MT). It was verified that the training for the pedagogical use of digital technologies in the teaching and learning processes in the state of Mato Grosso was an initiative of the federal government in partnership with the states and municipalities of the federation. The training courses were offered by CEFAPRO, in the blended model, addressing general topics of teaching and computing without considering teachers of any school stage or area of knowledge. The courses were part of the National Program of Educational Technology - PROINFO Integrated, which were Introduction to Digital Education, Technology in Education: teaching and learning with ICT and Project Elaboration. Through the interviews, we find that the CEFAPRO only act in the execution of PROINFO, and did not offer any training, of its authorship, for the use of digital technologies in science teaching that would attend the single-teachers.

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Authors: Nilgleice Leal Amador, Rosilene de Jesus Trindade, Paulo Weslem Portal Gomes, Eduardo Zaragoza Ramos, Ronilson Freitas de Souza

In this study we sought to evaluate the impact of an integrative activity, using modeling in the Teaching of Sciences for learning of the thematic unit Earth and Universe. The research consists of a pedagogical intervention and was carried out with students of the 5th year of the municipal/public schools of Salvaterra/PA, where the students participated in one class, using the modeling as a didactic strategy. For the data collection, were used the participant observation and a test applied at the end of the intervention. As an effect of this activity were observed creativity, imagination, enthusiasm, group participation and active interactions of the students, during the making of the models to represent the subject in question; it was also observed the appropriate internalisation of content, expressed by the results of the test that showed percentage of performance with more than 80% of correct answers to the questions proposed. Thus, it is emphasized that this intervention offered opportunities for students to engage in class and led to the assimilation of the studied concepts, improving class teaching-learning process and providing a more attractive and efficient education.

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Authors: Céres de Oliveira Jendreieck, Ettiène Guérios

The purpose of this article is to present a review of a research that investigated contributions that an interdisciplinary educational game provided for the development of skills of the mathematics and geography subjects of students of the 3rd year of elementary school. The main theoretical references were Grando (2000, 2004), Machado (2001, 2006) and Moura (1992, 2010). The research developed was qualitative and interventional. The participants were 8 students enrolled in the 3rd year of Elementary School. For the development of the research, an interdisciplinary game was created by the researchers and validated by a team of education professionals. For the data collection, an initial activity was carried out, five games followed by five activities focused on solving problem situations arising from the game and a final activity. Systematic observation was performed in loco with subsequent production of narratives, filming of matches and activities after the game and records of the resolutions of the initial and final activities. For the analysis, a unique method was created for this research, with a triangulation of the instruments. In this article we will present a fraction of the results obtained and their discussions. It is concluded that the game, with its interdisciplinary characteristic, can help teachers in mathematics and geography classes, besides allying mathematical learning to learning values for citizenship, constituting an educational resource.

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Authors: Tiago do Amaral Moraes, Marcelo Tadeu Motokane

Writing is a communicative activity that is widely used in classrooms, being, for the most part, a form of evaluation. In science classes, writing also appears in many typical activities, such as the construction of texts in genres involving scientific practices. Therefore, the objective of this work is to verify the productions of students within the proposed textual genre, trying to identify how the written genres are related to the teacher's speech and the material used. In this work, through the application of a didactic investigative sequence, we proposed to the students the writing of an opinion article about a fictitious situation of bat extermination by the local population. We also investigate marks of the teacher's speech and of a basic text of the sequence in the texts and their relations with the textual genres. Analyzing in a qualitative way, we realized that not all the students wrote the proposed textual genre, some constructed traditional school exercises or texts that mix elements of both genres. We also verified that the teacher's speech appears much stronger in texts that are traditional school exercises than in opinion articles.

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Authors: Patrick Bellei, Tiago Emanuel Klüber

The documents that guide the teaching process of State Education present the necessary methodological references for the articulation of structuring content of mathematics. Among them is the mathematical modeling. Researches involving this trend point out some obstacles involved in the development. However, issues facing the school community external and internal as parents, teachers from other areas and school management, are only tangencial and even secondary regarding other aspects, such as, the curriculum. This article was developed based on a meta-analysis by collecting papers and books that deal with the mathematical modeling, without losing sight in the involvement of the school community with the teaching and school management. We carried out a discussion about the development of the mathematical modeling for the mathematics education and its relations with the school community which brings the question: which influences does the school community present to the development of activities of Mathematical Modeling for the Mathematics Education? The discussion points to the approximation of other actors in school community, in order to have a better understanding of the use and routing of Mathematical Modeling, so that this trend may be implemented with better results in schools. It is highlighted the importance of the presence and the construction of democratic management to ensure that the functioning of the educational institution is known and appreciated by all, aiming mainly that Mathematical Modeling is known by all the actors involved in the process of teaching.

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Authors: Milene Aparecida Malaquias Cardoso, Fernando Francisco Pereira, Jader Otávio Dalto

This paper is based on the idea presented by Santos (2014), that the Analysis of Written Production - APE can be conceived as a teaching strategy, going beyond an assessment or investigative opportunity. The research presented here aims to describe and analyze the classroom environment from the perspective of Santos (2014) with seventh grade students from a private school in the city of Apucarana, in the north of Paraná. Methodologically, in an assessment environment, the written test of the students gave rise to a task that presented five resolutions, written productions of other students, to be analyzed by the participants of the research. The analysis made by the participants, sustained the achievement of the goal. In general, not only was Analysis of Written Production described and analyzed as a teaching strategy, but it was also tried to exemplify it in practice. The results presented refer to one of the participating students, A47, and show that even though he did not use all the productions presented, the task helped him to verify possible errors and to rethink his own initial resolution. In addition, student A47's experience and responses allow us to understand that using APE in a task where the student tends to analyze the written output of other students has been characterized as a different alternative to investigating student learning , requiring not only the implementation of procedures for resolving issues, but also the capacity for reflection and judgment of other resolutions.

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Authors: Maykon Jhonatan Schrenk, Barbara Winiarski Diesel Novaes

With the objective of identifying the presence of the countryside school culture in the teaching of mathematics (final years of elementary school) in a school located in the rural area. The present research was based on the theoretical-methodological contribution of Cultural History through the concept of school culture (JULIA, 1990), having as sources: Elementary School (final years) students workbooks; teaching activities images; Political Pedagogical Project (PPP); math teacher planning; pertinent legislation; interviews with the school director, the mathematics teacher of the Elementary School, and the pedagogue. The curriculum was strongly urban-centered specifically in relation to mathematics classes, and although a strong school culture of the field is present in the school investigated, there is little presence of this field school culture specifically in the teaching of mathematics. As a final reflection, we ask ourselves if in our urban schools we do not need cultural elements school of the field: sense of belonging, community involvement, leadership formation, interdisciplinarity, team work and valorization of local mathematical practices.

21

Authors: Tainá Cordova Schlösser, Patricia Barbosa Pereira

The media crosses, defines and completes our daily interactions. At school this has not been any different. However, due to lack of theoretical-practical appropriation and little didactic visibility, some media artifacts, when associated with the pedagogical aspect, can be negatively generalized as villains and cause of indiscipline. Starting from these ideas, as well as from our experiences in school, together with the assumption of some controversial issues / taboos in current discourses, this article will analyze the excerpts from the American series "Orange Is The New Black", accessed often by school-age youth and adolescents. In order to do so we will use the French Discourse Analysis (DA) for discussing how the themes sexuality, body and gender are represented in the series, besides analyzing how these representations can influence the construction of meanings about such themes. We will also try to verify if there is a possibility of learning from the media in the scope of Science Teaching, in a more contextualized approach to sex education. The series presents social contents, which can be discussed in the classroom for the study of cross-cutting themes, especially in relation to sexual education and in the themes sexuality, body and gender, in an alternative to the biological-hygienist approach, from other aspects such as human and sexual rights.

22

Authors: Mariana Bolake Cavalli, Fernanda Aparecida Meglhioratti

Understanding the need for women's social equity and the importance of giving visibility to female scientific activity, the work developed here aims to investigate the ideas of students about scientists and how they relate women in science. The DAST (Draw a Scientist Test) test, proposed by Chambers (1983), in which the student is asked to draw a scientist person, is continually required to explain the design on the back of the sheet. Then, a collective discussion was held with the students regarding the drawings produced and the role of women in science. The investigation was carried out with an eighth grade class from the Elementary School of a private school in the municipality of Cascavel-PR. We conclude that the investigated students had a stereotyped view of the scientists with the idea of a masculinized science, but that the problematization of the design provided an initial reflection of the stereotypes presented by the students. We emphasize the importance of breaking the stereotype of scientist, and it is the competence of scientific education to develop student's understanding of scientific activity. The objective should be short, defining the problem studied, highlighting the knowledge gaps that will be addressed in the article.

22

Authors: Eliane Siviero da Silva, Lucieli Maria Trivizoli

The article presents the results of a master's research developed in the Graduate program in Education for science and Mathematics of the State University of Maringá - UEM, concluded in the year 2017. The work intended to investigate the potential of the history of mathematics in early years of elementary education from the use of an activity on numbering systems. An activity was carried out with pupils of the fourth year of elementary school of a public schools located in the municipality of Moreira Sales – Paraná, considering properties of the Mayan, Chinese and Indo-Arabic numbering systems. Through this implementation we pursued to identify the pedagogical potentials of the history of mathematics described by Antonio Miguel and Maria Angela Miorim in the book " História na Educação Matemática: propostas e desafios " (2011) that were highlighted during the activity. Three categories of analysis were created related to the potential of the material worked for the teacher, for the student and for the teaching and learning process of mathematics. Some of the potential identified in the implementation were: the historical approach as a source of selection of sequences and appropriate methods of teaching for different topics of school mathematics; the historical approach also was shown as a search source, understanding and meaning for the teaching and learning of school mathematics nowadays. The activity implemented showed a pedagogical instrument with the potential to work with the numbering systems, as it enabled the pupils to work with the characteristics of each of the numbering systems, compare the similarities and differences among them, all this with the support of the hands-on material that made the activity more playful to students, in this way, the use of historical information was presented as an appropriate sequence of teaching for this mathematical topic.

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Authors: Moisés da Silva Lara, Luciana Gili Vieira Duarte

This paper discusses the elaboration of a learning workshop proposed as an extension activity for the training of teachers, in the undergraduate course in chemistry of a public university in the south of Brazil, whose general objective was for the students understood the process of contextualization through of the active involvement in the elaboration of a workshop on the chemistry of perfumes. The activities explored a pragmatic perspective of language, with bakhtinian and wittgensteinian inspiration, in order to promote a contextual and interdisciplinary approach to both the content of chemistry, and the didactic and methodological challenges involved. Among the specific objectives were the identification of the difficulties of the students; their understanding of the potential of this approach to learning; the analysis of the contribution of activities to the training of future teachers. Records were made of observations and student-produced materials were collected so they could be analyzed in conjunction with the data produced by an online survey. Thus, we identified a concern of the students with the time of elaboration and execution of the workshop and, with the domain of the explored content, besides difficulties to discuss the phenomena involved, even in cases in which they already had a good level of conceptual knowledge. However, the execution of the activities was very positive for the training of the students, allowing them to increase their knowledge of chemistry and, especially the understanding of the contextualization in the teaching of chemistry.

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Authors: LUCA, A. G.; SANTOS, S. A.; DEL PINO, J. C.; PIZZATO, M. C.

The present work displays the reading practices carried out during four years with 23 students, between 2014 and 2017. Throughout the High School, these same students were presented to different readings, with different didactic strategies. After the proposed readings the following didactic strategies were performed: conversation circles, individual records by reading diaries; presentation of seminars, experiment design and conduction, images representation (drawings or collages) and theatrical performance. In 2017, students from the 3rd year of high school were asked about the memories/marks of learning left by the reading practices, using a questionnaire. From the students answers it was possible to articulate two categories of analysis: conceptual learning marks and research dynamics. The proposed readings provided learning marks evidenced by the students and they stimulated the subsequent researches performed during the curricular classes, enabling a deepening and amplification of the knowledge and more specific perspectives for the conceptual contents of sciences. In this process, the actions proposed by the teacher, regarding the teaching and learning of reading skills, individual and collective, and writing, express the relevance of these practices in the classroom.

18

Authors: Reading. Scientific Language. Discursive Interaction.

The present paper contemplates a study about the practice of reading in chemistry teaching. It is started from the presupposition that reading in chemistry teaching allows the student a greater contact with the specific language of this science and thus qualifies their learning. With the objective of visualize how this practice has been executed in the chemistry teaching and to understand the purposes of its use, a bibliographic review was carried out in the last years of the annals of the National Meeting of Teaching of Chemistry and of the annals of National Meeting of Research in Education in Sciences. We also looked at the publications of New Chemistry Magazine at School. It analysis the methodological option consisted in discursive textual analysis with levels of elaboration emergent categories: discursive genres, discursive interactions and reading strategies. The results built the importance of reading practice in the process of learning Chemistry pointing it as a way of providing appropriation and conceptual meaning in chemistry and the formation of a more critical and participatory students.

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Authors: BUENO, A. J. A., SILVA, S. L. R.

Thinking about the teaching of science not only as a scientific product, but also and fundamentally, as a socio cultural product, this work aimed to present a reflection on the use of cinema as a language in Science Teaching. For this, it presents historically the formative process of the sciences as curricular discipline of basic education, as well as approaching the science teaching of the cinematographic language, which denominates of audiovisual language. In order to facilitate the process of reading a film, in the course of this work, we highlight the need for audiovisual literacy, both in cognitive terms and in technical terms of the methods used in the composition of a film. As initial results, emphasis is placed on the need to use this type of resource in the classroom, considering that they are part of the daily life of the student and should not be overlooked. However, this study did not stop to illustrate the constructive methods of a film production, but to point out ways for the teacher, that lead him to realize that these same constructive methods present characteristics that facilitate the reading of a film work, and must be present in their pedagogy, when they aim to sensitize students to knowledge, having films as mediator object.

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Authors: BORINI, R. B. M. C.; SOUZA, F. C.

The article is based on a master's degree research and had the objective of investigating possibilities for the organization of practice as curricular component (APCC) that could favor the articulation between theory and practice in the initial formation. The study was realized in a Teaching Degree in Mathematics, based on the theoretical assumptions of activity theory, among which stand out the concepts of theoretical activity, practical activity and praxis. For the development of the research, the documentary research was adopted, using the class diaries and the detailed teaching plans of the subjects taught in the first semester of 2015 and that presented part of their workload destined to practice as curricular component of the course in study. As a theoretical reference, the study was based in Leontiev (1983, 1988) for the discussion of elements of activity theory and in Sánchez Vázquez (1980, 2011) for the deepening of the concepts of theoretical activity, practical activity and praxis. The analysis process took place under two aspects: i) the presence of the APCCs in the three training axes foreseen in the course and; ii) the nature of the APCC activities present in the course. In this first aspect the analysis focused on understanding the recurrences of activities understood as APCCS in the axes of specific training of mathematical content, general pedagogical training and training in mathematical education. In the second aspect of analysis five groups of activities were constituted, among which the group "Creation activities, didactic strategies, elaboration, planning of activities or materials for the classroom" revealed more clues of possible links between theory and practice. The research sought to discuss the activities developed as APCCs, to bring contributions to the teacher trainers in the organization of their teaching activities, choosing characteristics of activities that reveal evidence of link between theory and practice.

21

Authors: SILVA, D. B. F.; BOZELLI, F. C.

The conceptions of the Physics class of teachers of this discipline can be questionable and, often, dissonant of the official documents and the researches in the area of Physics Teaching. Then, we aimed to answer the following question: "What are the meanings of Physics class for High School in the discourse of undergraduate students of a public university in the state of São Paulo?" To answer this question, a focus group constituted by graduates in Physics was organized on the theme Physics Class in High School. The meeting was recorded in audio and video and these records were later transcribed to assist the analysis, of the discourses, under the aegis of Michel Pêcheux's reference. The interpreted meanings point to the conception, by the undergraduate students, that the Physics class for the Secondary School must be constituted by mere applications of Mathematics. Thus, this subject would not relate to the daily life of students and would not require classroom methodologies to escape from content and memorization of equations and rules.

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Authors: RODRIGUES, C. S. C.; RODRIGUES, M. A.

Several surveys have demonstrated the importance of inserting Science Education (SE) since the early years of schooling. In this setting, researches also point that the learning of scientific topics becomes more effective when the approach happen trough investigation. In this article, we discuss part of the results from a master’s degree research. The survey aims to determine the contribution of an extension course about inquiry-based science learning to early childhood education teachers. To the present research, we took a qualitative approach, using as data collection instrument an inquiry-based learning sequence (IBLS) with the sense organs as the subject. Took part at the extension course, promoted by the Universidade Estadual de Maringá (UEM), six teaches that developed a series of activities such as responding to questionnaires and discussing inquiry-based learning by means of texts and practical activities. Several of these practical activities were part of an inquiry-based learning sequence (IBLS), which made intense discussions with the participating teachers possible. As a final activity of the course, the teachers, in pairs or individually, prepared a sequence of classes about a science theme of their choice, trying to include inquiry-based learning. The audio recordings were analyzed according to Bardin content analysis. The results revealed that the activities developed in the extension course fostered the reflection of the teachers as regards the pedagogical practice itself and the insertion of inquiry-based learning into the development of science themes in early childhood education.

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Authors: KAZMIERCZAK, E. et al.

This research is result of the Work of Completing the Teaching for the discipline Supervised Curricular Stage II, characterized by an action research carried out during stage regency. In this work, was developed a story and an analysis of a didactic sequence developed from the teaching-learning sequence(TLS) on perspective of Mehéut & Psillos (2004). The subject of the classroom worker deals with Organic Functions starting from the sensation of "happiness". Work with 3rd year High School students of Ponta Grossa-PR public school, with the theme "Smells and Odors", seeking to relate the sensations and the organic functions. The activities developed included experimental practices, use of movies, demonstrative activities, groups works and individuals. As the main results of the developed teaching-learning sequence (TLS), we highlight an approach in which the students are able to make between the scientific knowledge and the real world, propitiated by the TLS classroom structure. And of the activities used in the classroom we obtain also as product of this sequence a production of two poems developed by two groups of students.

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Authors: BARBOSA, F. T.; AIRES, J. A.

The Nature of Science (NdC) is understood as one of the most fundamental aspects regarding the construction, establishment and organization of scientific knowledge. It refers, in a general way, to the epistemology and sociology of Science, to the values and beliefs inherent in scientific knowledge and its development. In this article, we emphasize the fact that teacher formation could focus on the importance of NdC's understanding of science teaching, as well as the skills needed to develop such an approach. We believe that in order to highlight the pedagogical content related to NdC, teachers need opportunities for reflection and discussion on NdC issues and practical guidance for NdC teaching as well. Thus, the objective of this article is to discuss the possibilities of including reflections on the NdC in teacher formation courses, seeking to present possible ways of such integration. We briefly present the European project History and Philosophy in Science Teaching (HIPST), a case of success in using such an approach. By introducing epistemological reflections into the initial and continuing formation of teachers, one wishes to break with a largely hegemonic science thought, the basis of which can be found in positivist philosophies, which dogma consists in the transmission of definitive and neutral scientific truths. We believe that the act of reflecting on one's own practice is the moment when the teacher thinks about himself as an educator, and thus constructs a critical view of his practice, transforming it.

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Authors: FARY, B. A.; OLIVEIRA, M. A.

The present work analyzes, with the virtual ethnography, a chemistry class in the television series Breaking Bad (2008). The analysis focus to discuss how chemistry can be thought by a cultural viewpoint, conceiving science, chemistry, as a result of human relations and not as an immutable, essentialized knowledge. In this sense, the idea is to create a form of spook with act of chemistry teaching portrayed in the first episode of the television show, which starts a class with "what is chemistry" and to carry out unfoldings of this episode for a teaching that celebrate students experimenters and creators of their own Educational practices. The results of our virtual ethnography have shown us that the belief in a universal essence, and also the possibility that words offer, so that we can enunciate the truth of some essence, of "chemistry", transform the language we use into a species of metaphysics - atom, energy, electron -, forming the basis of the fabrication of scientific knowledge. The way the chemistry class is conducted in this cut of the episode lends itself to a stratified chemistry that does not seem to be vascularized in the collective, in the desires of the students; however, the silence of the learners can be a form of resistance.

18

Authors: BALDAQUIM, M. J.; PROENÇA, A. M.; SANTOS, M. C. G. FIGUEIREDO, M. C.; SILVEIRA, M. P.

There is an extensive body of literature that points out the reasons for students' difficulties in assimilating concepts, the presentation of concepts makes them abstract and unrelated to reality which can cause disinterest in learning. Thus, this research has as objective the application of strategies that are able to overcome this disinterest. Stimulating the students to become involved with the activity and creating hypotheses and questions about the studied phenomena. For that, we use the investigative practice and the activity was carried out in a first-year high school class based on the methodology proposed by Delizoicov, Angotti, and Pernambuco (2002), called "three pedagogical moments", the three steps are problematization, the organization of knowledge and application of knowledge. With the "three pedagogical moments", It is possible to verify the difficulties of the students in the first moment and to stimulate them to evolve in the second and third moment, proving the importance of this approach in the teaching of chemistry. It is important to emphasize that the teacher should be encouraged and prepared so that the actions are effective in the process of teaching and learning.

19

Authors: VOGT, C. F. G.; CECATTO, A. J.; CUNHA, M. B.

Photography is a non-verbal language that contributes to the exposition of theoretical research, artistic-cultural manifestations and as an effective adjunct in numerous scientific-technological discoveries. In regular science teaching, especially in experiments, photography can be used as an effective means for observation and also for the recording of phenomena. This research aims to analyze images (photographs) and texts present in the experimental activities of Chemistry textbooks, approved by the National Program of Textbooks (PNLD) 2015. In particular, we want to investigate the way in which the photographs are presented and the validity of their use for the experimentation in Chemistry, when these are accompanying the texts referring to the conduction of the experiments. After selecting all the experiments present in all volumes of the four PNLD collections, we then proceeded to the analysis of texts and images, considering the definition of categories of analysis. These data were quantified and tabulated, for the analysis according to the categories. The results indicate that the authors do not prioritize the use of photography as a means of observing phenomena and analyzing stages of an experiment. We observed that photography is used only to illustrate a stage of the experiment, not being part of the more elaborate process of teaching and learning. In this way, we point out the need of textbook authors to consider scientific photography as a pedagogical resource, since they can contribute to the understanding of scientific knowledge.

19

Authors: SANTOS, M. C. G.; BALDAQUIM, M. J.; VIDA LEAL, L. P.

The objective of this work was to verify and categorize the experimental activities contained in the sections of the contents of cells and batteries in four chemistry text books. The content analysis of Bardin (2011) was used for a better elucidation of the data. In three books were found experiments on cells and batteries in an illustrative/descriptive vision and in the fourth book was found a form of analysis of the composition of a cell, being classified as investigative experimentation. With this, we can notice that most of the chemistry text books has expermentations about battery and battery cells in an empirical-inductive way, with only one book bringing a kind of investigative approach.

21

Authors: LIMA, V. S. A.; KOCHHANN, M. E. R.

This work presents a research developed in Programa de Pós-Graduação Stricto Sensu em Ensino de Ciências e Matemática - PPGEM from Mato Grosso University – UNEMAT, Deputado Renê Barbour Campus, located in Barra do Bugres-MT municipality. The purpose of the research was to investigate the process of teacher identity formation, which emerged from the production of Formation Memorials of Mathematics Graduates from UNEMAT, Deputado Renê Barbour Campus, Barra do Bugres - MT ; developed during Supervised Curriculum I and II, developed in 2016/02 and 2017/01 periods. The methodology used was based on the qualitative approach, with an interpretive nature, adopting the (auto) biographical method, with emphasis on the narratives of life histories, having as an instrument of data production the Training Memorials produced by the graduates. This work was based on the theoretical contributions of authors who discuss themes related to teacher education, identity and memorial, such as Marcelo Garcia (1999), Larrosa (2002, 2004), Pimenta (1999, 2005), Fiorentini, Jaramillo (2003), Fiorentini e Castro (2003), Hall (2006), Silva, Woodward and Hall (2004), Nóvoa (1992, 2009, 2010), Nóvoa and Finger (2014), Passegi (2006, 2008), among others. The results of the analysis evidenced several elements in contact, influencing the constitution of the teaching identity of the researched licensees. Among them, we can highlight some, such as: family, friends, school, social contexts, teachers, university; the speeches produced by the graduates; marks (positive or negative) of training left by teachers etc. We conclude that the Memorial might be a valuable tool in the process of initial formation of graduates, and may contribute to the formation of reflexive subjects that understand their own process of forming teachers.

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Authors: COSTA, F. R. S; CAMARGO, S.; SILVA, C. S.

The present article is part of a dissertation which objective was to investigate what possible contributions are perceived by the future Chemistry Professors about a study directed with different didactic materials within the scope of the Programa Institucional de Bolsa de Iniciação a Docência (PIBID). The research was carried out in 2014, where the activities carried out by the scholarship holders in the internal meetings and activities in the schools partnered with the project were monitored, using a variety of materials with didactic potential for Teaching Chemistry. The research was characterized as qualitative and its data collection involved the transcription of the audios of the interviews with eight subjects of the group. The informations were analyzed based on the Content Analysis Methodology, making it possible to identify contributions in the formative process of the future teachers, based on the use of different didactic materials. The results pointed to the mobilization of knowledge, which includes knowing how to prepare and direct activities insofar as the knowledge of the diversity of resources and theoretical basis corroborates the insertion of materials into teaching practices. Another knowledge evidenced in the research is the know how to select the teaching materials, where the teacher needs to be aware of the criteria and recommendations to insert the materials into a planning consistent with the teaching objectives.