Professional training in any sphere of knowledge directly impacts an individual's performance in their role. In the educational context, the qualification of teachers working in the early years of Elementary School requires a broad spectrum of knowledge, essential for these professionals to carry out their various duties. However, not all the skills necessary for the exercise of this profession are adequately addressed in initial teacher training courses. Thus, teacher training programs emerge as an effective solution to fill some of the gaps left by initial training, in addition to meeting new demands resulting from the rapid scientific and technological advancement of today. In this sense, the focus of this research was to examine the impact of teacher training for teachers, using the Science, Technology, and Society (STS) approach and Artificial Intelligence (AI) as a theoretical-methodological basis in the teaching of Natural Sciences, in schools in the municipality of Altamira – Pará, located in the Xingu region, in the Amazon region of Pará. For this, we carried out applied research of a qualitative nature, of the action research type, which involved participant observation and focus group interviews, as data collection techniques, and Discursive Textual Analysis (DTA), as a data analysis technique. As an intervention proposal (provided for in the action research), a teacher training course was developed, implemented and evaluated as an Educational Product, with the intention of being an instructional didactic guide aimed at training teachers who teach the Natural Sciences curricular component in the early years of Elementary School, aiming to meet the training needs of teachers. Our preliminary analyses indicate that teacher training proved to be effective, based, preliminarily, on teachers' testimonies during interviews. But, a priori, we can infer that there was a good theoretical and practical alignment between the STS approach, Artificial Intelligence, local socio-environmental issues and the teaching of Natural Sciences, with the culmination of teacher training as an evaluative thermometer for such alignment. Everything indicates that the use of AI as a teaching support tool and the STS approach have great potential for pedagogical development, which, in turn, will directly reflect on the quality and efficiency of learning, considering local specificities.

In schools in the state of Pará, there is a clear need to implement pedagogical strategies that spark students’ interest and encourage engagement, especially in a context still marked by the predominance of traditional lecture-based teaching. In this sense, the adoption of active learning methodologies that promote interaction, student agency, and the contextualization of learning objects becomes essential. Accordingly, this study employed gamification through the use of Pedagogical Escape Room (PER) games as a methodological proposal. The research problem was guided by the following questions: (i) how can the application of Pedagogical Escape Room games contribute to the learning of Chemistry content associated with the Sustainable Development Goals (SDGs) in upper secondary education? and (ii) is it possible to develop the competencies of Creativity, Collaboration, Communication, and Critical Thinking (the 4Cs), related to the SDGs, through the gamification of the content addressed? Thus, the general objective of this study was to analyze how gamification, through the design and implementation of Pedagogical Escape Room games, can promote the development of the 4Cs by articulating Chemistry content with the SDGs in upper secondary education. Methodologically, this is a qualitative study of an applied nature, developed as a case study and conducted in a public upper secondary school with third-year students. Data were collected through Google Forms questionnaires, participant observation, and interviews with four groups of students. Data analysis was carried out using Content Analysis, and in the second section of the questionnaire, the IRaMuTeQ software was employed based on Similarity Analysis. In both stages, elements from participant observation and student interviews were used to support and triangulate the results. The similarity graph related to learning about the theme revealed five communities which, after analytical refinement, resulted in two final categories. In the section on developed competencies, eight intermediate categories emerged and were subsequently synthesized into three final categories representing students’ perceptions of their experience with the Pedagogical Escape Room. As an Educational Product, the game booklet “ODSCAPE: A Sustainable Chemistry Adventure” was developed in 14 stages, implemented by the researcher, evaluated by the students, and validated by the examination committee. Finally, the results indicate that gamification through Pedagogical Escape Room games constitutes a promising methodological strategy for teaching Chemistry in upper secondary education, especially when articulated with the SDGs and contemporary issues such as climate change, discussed within the context of COP 30 held in the Amazon region of Pará.

The environmental issue, especially in the Amazon context and its natural resources, has gained prominence in educational discussions. In this context, it is essential to adopt pedagogical practices that integrate regional themes into the teaching of Sciences, with the aim of promoting meaningful learning about the natural world and stimulating a critical and  reflective vision in students. In addition, it is essential to encourage transformative attitudes towards natural phenomena and to value local cultures. In this direction, we seek to answer the following guiding question: How can the exploration of açaí, through a contextualized didactic sequence, enhance learning about natural sciences, foster socio-environmental attitudes and value the culture of Miri? The main objective of the research is to develop and analyze a didactic sequence (DS) on the Theme of Açaí, addressing scientific, socio-environmental and socio-cultural knowledge, aimed at students in the 5th grade of Elementary School. The study adopted a qualitative approach and corresponds to a case study. Interviews, observations, questionnaires and field diaries will be used for data collection, and descriptive analysis and content analysis will be used for data analysis. The expected results seek to indicate how the didactic sequence can enrich students' understanding of environmental and cultural themes, while promoting the appreciation of local culture and engagement with socio-environmental issues. The teaching sequence developed is expected to provide students with a broader and more meaningful understanding of the interactions between nature, science, and culture, with açaí as the guiding principle. By articulating scientific knowledge with socio-environmental and cultural aspects of the Miriense region, the proposal seeks to awaken students' interest in science in a contextualized, critical, and engaged manner. In addition to expanding learning about Natural Sciences content, the sequence is expected to promote the development of attitudes of respect, appreciation, and preservation of natural resources, strengthening students' cultural identity and their connection with their territory. The research also aims to produce evidence that Science teaching can be an instrument of social transformation when it engages with local realities. Thus, the results aim to demonstrate that a situated pedagogical practice that is sensitive to regional specificities is capable of forming individuals who are more aware, critical, and active in the face of the environmental and socio-cultural challenges of their time and place.

Considering the contemporary socio-environmental crisis, characterized by the rupture of the
bond between humans and nature, this study is based on the premise that biological and
cultural diversity are mutually dependent constructs, rooted in specific geographical contexts
and responsible for shaping Biocultural Diversity. Thus, the research adopts a
transdisciplinary approach, overcoming disciplinary fragmentation to integrate scientific and
traditional knowledge in understanding biodiversity. This perspective expands biodiversity
analysis beyond genetic, species, and ecosystem levels, linking it to cultural practices and
local ways of life. In this context, the research aims to develop an Educational Product (EP)
titled "Roots and Knowledge: A Journey Through Amazonian Biodiversity", focusing on
promoting education and communication about biodiversity from a biocultural perspective.
The study is being conducted in partnership with the Ecomuseum of the Amazon, located in
Belém, Pará. This community museum integrates cultural and environmental heritage,
diverging from the traditional museum model. The EP will take the form of a storybook,
merging scientific knowledge with the wisdom and practices of local community members,
emphasizing cultural traditions such as ceramics, Carimbó, sustainable backyard
management, and the use of medicinal plants. Therefore, this research is qualitative,
exploratory, and structured as a case study. The study participants include four community
members actively involved in the Ecomuseum’s initiatives and three members of its technical-
administrative team. Data will be collected through semi-structured interviews and audio
recordings, following ethical research protocols. After data collection, a prototype of the EP
will be developed and evaluated by both community members and the technical team through
semi-structured questionnaires. The EP seeks to represent Amazonian biodiversity in a
contextualized manner, promoting a transdisciplinary approach that integrates both scientific
knowledge and local socio-biocultural values. This process will contribute to strengthening
local biocultural identity, valuing biological and cultural diversity, and consolidating museum
education as an essential tool for environmental awareness and the preservation of local
traditions.

The environmental impacts caused by organochlorine compounds, such as soil and water contamination, are increasingly evident. Therefore, addressing this issue becomes relevant because, in addition to this worrying characteristic, these compounds are part of the so-called organic halides, one of the organic functions studied in chemistry. In this context, it is necessary to find ways to make teaching more effective, since there are problems faced by teachers and students in the teaching and learning process. Thus, the use of active methodologies, such as the Flipped Classroom, emerges as fundamental, as it gives importance to the student, highlighting them in this process. Linked to this, the use of 3D models as a teaching resource stands out, an alternative that aims at building practical representations of theoretical concepts. Furthermore, this resource becomes relevant because students participate in the model-building process, which generates a unique and enriching experience. Therefore, this research aimed to analyze how a didactic sequence, based on the flipped classroom model, using 3D printing, can contribute to the teaching and learning process of organic halides. The study is characterized by adopting a qualitative approach, using the case study method as a research method. The intervention took place in a public school located in the municipality of Belém-PA, in a third-year high school class, with 25 participants. As an Educational Product (EP), entitled "Exploring Chemistry through the Flipped Classroom and 3D Printing: a proposal for teaching organic halides," a Didactic Guide was developed, composed of the concepts of organic halides and organochlorine compounds, the theoretical-methodological references of the research, along with the steps developed for the execution of the Didactic Sequence, as well as the methodological path used for the construction and printing of 3D molecules. The EP was evaluated by a panel of experts composed of chemistry teachers working in 3rd-year high school classes. The research data were analyzed using Content Analysis, the results of which point to the potential of the dynamics established by combining the Flipped Classroom and 3D Printing. Furthermore, the theoretical concepts involving organic halides and organochlorine compounds were understood and had a significant impact on the students, as they identified and understood the socio-environmental problems arising from organochlorine compounds and observed them in their own realities. Moreover, the 3D printing process allowed unique experiences such as understanding the function of printing and modeling programs, the interaction between theory and practice, and the visualization of concepts in a tactile and immersive way. Furthermore, it is hoped that teachers can use the proposed idea, applying it in their contexts of practice, to promote more productive teaching. Finally, it is hoped that 3D printing technology can gain more traction in the educational landscape, so that various public institutions can benefit from this resource.

MOURA, Gleiciane da Costa. Socioscientific Issues in the Amazonian Context of Rural Education: a Training Process with Teachers from Castanhal. 2025. 50 p. Qualification (Master's Degree in Education and Science Teaching in the Amazon), Universidade do Estado do Pará, Belém, 2025.

The teaching of Natural Sciences in Rural Education faces several challenges, and is often marked by traditionalist and decontextualized proposals, which contributes to students' lack of interest. This study will be conducted with Natural Sciences teachers from the 6th to 9th grades, working in rural schools in the municipality of Castanhal (PA). The research aims to discuss the role of socioscientific issues (SSI) in the teaching of Sciences in the context of Rural Education, based on a training process with these teachers. The aim is also to identify possibilities for educational practices based on the QSC, culminating in the development of an Educational Product aimed at teacher training, with activities contextualized to the realities of the field. This is a qualitative research approach, with an emphasis on action research, as it allows participants to self-reflect. Data collection will be carried out through semi-structured questionnaires and analyzed based on the content analysis techniques proposed by Bardin. The main guiding axes of the study are: how has the socioscientific approach been developed in rural schools? What methodologies can be applied in this context? How can these methodologies contribute to the teaching-learning process of rural subjects? What is the influence of the QSC in this process? The research will be structured in three stages: (1) diagnosis; (2) training process, through discussion groups and workshops; and (3) evaluation of the applicability of the socioscientific approach with the proposed themes. It is expected that, at the end of the process, teachers will be able to rethink their pedagogical practices from a critical and reflective perspective, promoting Science teaching that is committed to the social and cultural realities of rural students.

This dissertation aims to analyze the contributions of a Science curriculum from a regionalized
perspective to the continuing education of Elementary School teachers in the context of the Amazon
region of Pará. The research was conducted in a public school in the municipality of Belém, Pará,
involving five teachers who teach the Science curricular component. The study is grounded in the
understanding that valuing local knowledge and the sociocultural specificities of the Amazon region can
enhance more meaningful and contextualized pedagogical practices. Methodologically, this is a
qualitative, exploratory study developed through action research. Data production procedures included
the implementation of a training action mediated by the active methodology of Project-Based Learning
(PBL), records of the training meetings, the application of questionnaires, and semi-structured
interviews with the participants. Data analysis was carried out using the Content Analysis (CA)
technique, which allowed the identification of units of meaning and analytical categories related to
teaching practices, formative challenges, and possibilities for the re-signification of the Science
curriculum. The results show that continuing education, when articulated with a regionalized curriculum
and PBL, contributes to the improvement of teaching practice by fostering critical reflection on the
prescribed curriculum and the lived curriculum. It was observed that teachers began to recognize the
pedagogical potential of the Amazonian context as a structuring element of Science teaching,
strengthening the articulation between official curriculum documents, the National Common Curricular
Base (BNCC), the Curriculum Document of the State of Pará (DCEPA), the school’s Pedagogical
Curricular Project (PPC), and students’ realities. As an educational product, a training process entitled
“Think Globally, Act Locally: Continuing Education of Science Teachers from a Regionalized
Perspective” was developed in digital format, with the aim of supporting other teachers in the
implementation of contextualized pedagogical practices and strengthening Science teaching committed
to Amazonian identity.

Science Education in the Amazonian context has been marked by structural and pedagogical challenges that directly affect the quality of student learning. Among these challenges, the predominance of content-centered instructional practices often disconnected from local socioenvironmental realities and the difficulties teachers face in implementing active methodologies have contributed to persistent conceptual gaps and low levels of student engagement. In response to this scenario, this study investigated the contributions of Problem-Based Learning (PBL) to the development of skills and competencies aimed at fostering Scientific Literacy. It was hypothesized that a contextualized and problem-oriented approach to the curricular topics “Ecosystems” and “Environmental Impacts,” articulated with Amazonian socio-environmental issues, could enhance the meaningful and socially situated mobilization of scientific knowledge. To this end, a didactic intervention grounded in PBL principles was designed and implemented, resulting in the Educational Product entitled “Scientific Literacy and Marajoara Socio-Environmental Themes: A didactic proposal centered on Problem-Based Learning”, structured as a teaching guide for Natural Sciences educators. Methodologically, the study adopted a mixed-methods exploratory and descriptive design within the framework of action research, conducted with a 7th-grade class in a public school in Salvaterra, Pará, Brazil. Data were collected through multiple diagnostic, formative, and evaluative instruments. Quantitative data were analyzed using descriptive statistics, normality tests, and significance testing, while qualitative data were examined through pedagogical descriptive analysis and categorical content analysis. The findings indicate that the intervention significantly contributed to the consolidation of targeted skills and to the remediation of previously identified learning gaps. Improvements were observed in performance indicators, as well as in students’ abilities to construct arguments, analyze problem situations, and apply scientific concepts in context. Furthermore, four major analytical categories corresponding to indicators of Scientific Literacy were identified throughout the PBL cycle. These results suggest that the Educational Product holds strong potential to enhance Science teaching practices by promoting competency-based learning grounded in socio-environmental contextualization. The integration of PBL and Scientific Literacy thus emerges as a consistent methodological strategy for strengthening Science Education in basic education, particularly within Amazonian contexts that require pedagogical approaches sensitive to their socio-cultural and environmental specificities. 

This study aimed to understand the continuing education of teachers in the early years of elementary education at a school in the municipality of Salinópolis, Pará, with a focus on environmental education for sustainability, as well as to propose a training process that emphasizes environmental education through Project-Based Learning. It is a qualitative applied, descriptive, and exploratory study, characterized as action research. Data were collected through questionnaires administered at two moments: before and after the continuing education program. Data analysis was conducted using content analysis and descriptive analysis. Five teachers from the early years of elementary education at Chapeuzinho Vermelho Municipal School participated in the study. The results revealed a scarcity of training initiatives focused on environmental education for sustainability and teachers’ receptiveness to the use of the Project-Based Learning methodology. Based on the gaps identified, an educational process was developed, resulting in a training proposal entitled “Bora lá, Profe! – Continuing Education in Environmental Education and Sustainability in the Municipality of Salinópolis, Pará,” aimed at the local environmental context and the promotion of sustainability.

RIBEIRO, Gustavo Vitor de Souza. Vaccines and the STS Approach: A Proposal in Science Education Based on the Contextualization of COVID-19 Vaccination. 2025. [Number of Pages]

f. Qualification (Master’s in Education and Science Teaching in the Amazon), State University of Pará, Belém, 2025.

The STS (Science, Technology, and Society) approach proposes a new perspective on the teaching and learning process, as it encourages a problem-based form of teaching that values critical thinking and promotes the development of individuals capable of engaging with various Socio-scientific Issues (SSI). These issues are characterized as problems or controversial situations that can significantly contribute to the educational process by enabling an interdisciplinary or multidisciplinary approach to content, without disregarding the importance of scientific knowledge in attempts to mitigate such problems. In this context, following the COVID-19 pandemic, a strong wave of denialism emerged—not only in Brazil but globally—which discredits scientific knowledge and science-based practices such as vaccination. In this scenario, the spread of misinformation plays a key role in strengthening this way of thinking, which continues to have marked effects to this day. Thus, the debate around vaccines can be understood within the framework of SSI, contextualized, for example, in the recent scenario of the COVID-19 pandemic. The objective of this research is to analyze the implications of using a Didactic Sequence (DS) based on the principles of the STS approach, with the aim of clarifying to students the importance of viral vaccines and the value of scientific knowledge, starting from the context of the vaccination process during the COVID-19 pandemic. This is a qualitative, applied research study, which will follow the procedures of a case study and is aimed at 7th-grade elementary school students. Regarding data collection and analysis, the research will use questionnaires, audio recordings, drawings, written texts, photographs, and a field diary. The collected data will be analyzed using Bardin's content analysis technique (2004). Preliminary results from the first supervised internship indicate that the school’s curriculum includes the topic of vaccines for 7th-grade students. However, the textbook—used extensively by the class teacher—does not provide sufficient pathways for addressing this topic in a broader manner that would encourage reflection on the implications of denialist practices. Furthermore, this experience allowed for the redirection and adaptation of strategies proposed in the educational product. It is expected that the research can serve as a mechanism to foster the development of more reflective students within the context of basic education, enhancing their participation in the knowledge construction process. It also aims to contribute to the learning process regarding vaccines, raising students' awareness of their fundamental importance in society. Finally, it is hoped that the educational product resulting from this research will be a replicable and useful resource for teaching practice.

Contemporary socio-environmental issues, particularly in the Amazon region, highlight the need for educational practices that foster a critical understanding of the relationships between society and nature. In this context, Critical Environmental Education provides a theoretical framework for examining the structural causes of environmental problems, moving beyond conservationist approaches focused solely on nature preservation. Combined with contextualized learning and play-based educational strategies, this study aimed to analyze the contributions of a board game to the learning of Amazonian socio-environmental issues among ninth-grade students in elementary education. This qualitative study was conducted within the framework of the development and implementation of an Educational Product classified as instructional teaching material, namely, an educational board game. The research took place in a public municipal school located in the district of Icoaraci, Belém, Pará, Brazil, involving 23 ninth-grade students. The study was grounded in the principles of Critical Environmental Education, contextualized learning, and ludic pedagogy through the use of a board game as a teaching resource. Data were collected through questionnaires, concept maps produced before and after the pedagogical intervention, and records of the activities carried out during the implementation of the game. Questionnaire data were analyzed using Content Analysis, whereas concept maps were assessed through Topological Taxonomy and an analytical rubric specifically designed to evaluate conceptual quality. The findings revealed that students initially held heterogeneous conceptions of the environment and socio-environmental issues, encompassing naturalistic, anthropocentric, and globalizing perspectives. Following the intervention, students demonstrated an expansion of conceptual relationships, a greater ability to articulate causes, consequences, and solutions related to Amazonian socio-environmental challenges, as well as improvements in both the topological structure and conceptual quality of their concept maps. Participants also showed a more consistent understanding of the interactions among environmental, social, economic, and political factors, aligning more closely with the principles of Critical Environmental Education. The study concluded that the board game and its pedagogical stages constituted an effective educational strategy for promoting meaningful learning, critical thinking, and the contextualization of scientific knowledge, contributing to the development of more informed, reflective, and socially engaged individuals capable of addressing Amazonian socio-environmental challenges.

The teaching of Organic Chemistry in basic education faces challenges related to the learning of abstract concepts, students’ lack of interest, and the predominance of decontextualized pedagogical practices. In this context, it becomes necessary to adopt educational strategies that promote meaningful learning and establish connections between scientific knowledge and the sociocultural reality of students. This study aimed to investigate the contributions of the active learning methodology known as Station Rotation, articulated with Amazonian historical-social aspects and the History of Science, to the teaching of Organic Chemistry in a public high school in Belém, Pará, Brazil. The research was characterized as a qualitative case study with a pedagogical intervention and involved 21 students from the third year of high school at Brigadeiro Fontenelle State School. The pedagogical proposal integrated Organic Chemistry contents with the history of chemistry in Pará, the scientific trajectory of the Pará-born scientist Clara Martins Pandolfo, and the study of Amazonian natural resources, particularly andiroba, through the Station Rotation methodology. Data were analyzed using the IRaMuTeQ software, applying similarity analysis to identify semantic relationships inparticipants’ discourse. The results revealed three central categories: Dynamic and Attractive Learning, Science and the Amazon, and Scientific Representation in the Amazon. The findings indicated that the methodology enhanced student engagement, improved the understanding of Organic Chemistry concepts, and strengthened the connection between scientific knowledge, regional reality, and the appreciation of Amazonian scientific production. The study also highlighted the recognition of Clara Martins Pandolfo’s relevance to the construction of regional chemical knowledge and the importance of contextualizing scientific content through elements of Amazonian biodiversity. It is concluded that the Station Rotation methodology, combined with an Amazonian historical-social approach, constitutes an effective pedagogical strategy for promoting meaningful learning, student protagonism, and critical education, contributing to a more contextualized, inclusive, and regionally
relevant Chemistry teaching.

This research investigates the tensions between Content Knowledge and Pedagogical Content Knowledge among high school science teachers in Belém, Pará, Brazil, facing the challenges of Green Neoindustrialization in the Amazon. Adopting a qualitative approach, Discursive Textual Analysis and lexicometry were combined to analyze the perceptions of four science teachers, collected through questionnaires and interviews at two moments, interspersed with continuing education. Results reveal a strongly territorialized discourse, in which Green Neoindustrialization is signified from local creeks, productive chains and community dynamics. A dual tension was revealed: vertical, between conceptual mastery and school operationalization; and horizontal, between territorial diagnosis and institutional mediation. The gap between knowledge and practice involves structural dimensions, such as lack of laboratories and resources, not merely cognitive ones. Project Based Learning emerges as a powerful resource to mediate these tensions by articulating the territory as a locus of investigation. As an educational product, a training course and the TerrAção pedagogical guide were developed, aiming to integrate interdisciplinary practices into science education in the Amazonian reality.

Continuing education plays an essential role for basic education teachers by updating and deepening their knowledge, ensuring that they are able to address the specific content of the subjects they teach. The general aim of this research is to evaluate the contributions of a Continuing Education Course with science teachers from the final years of elementary school to the approach to chemical concepts from the perspective of inquiry teaching. In this context, the research seeks to answer the following guiding questions: what are the challenges faced by teachers working in the final years of elementary school when approaching chemical concepts? How can a reflective continuing education course based on inquiry teaching contribute to the teaching of chemical concepts in the final years of elementary school? In order to achieve this objective, a Continuing Education Course entitled “Chemistry in the final years in an investigative approach” was developed for science teachers working in the final years of elementary school. The course took place over four meetings, with the participation of two science teachers working in the final years of elementary school. The research was qualitative and action research, carried out in a school in the municipality of Abaetetuba-PA. Data was collected through semi-structured interviews, conducted at the beginning and end of the research. The statements were analyzed using Bardin's Content Analysis technique. The results of the research showed a favorable perception of the training course, as well as the challenges faced by teachers in teaching chemical concepts in the final years of elementary school, highlighting difficulties in pedagogical planning, content overload and institutional pressure. Training based on Investigative Teaching proved to be effective in overcoming these challenges by promoting reflective and investigative teaching practices and fostering changes in teachers' perceptions of planning. The Investigative Teaching Sequences developed the potential to enrich teaching in a dynamic and meaningful way, even in the face of the limitations of the school context. In this way, the results reinforce the relevance of continuing training that takes into account the real conditions of teaching work and encourages teachers to adopt a reflective and investigative stance.

The dissertation "Continuing education in Critical Environmental Education: Unraveling collaborative strategies with teachers in the early years" investigates Environmental Education in the context of the Amazon, highlighting the need for critical approaches that integrate local knowledge and socio-environmental realities. The research was guided by the central question: "In what terms can collaborative teacher training contribute to the teaching practice and critical environmental perception of elementary school teachers in the early years?" With the purpose of discussing the resulting formative process, highlighting its contributions, followed by two other objectives: i) to highlight the reflections involving Critical Environmental Education (EAC), aiming at its continuity in the researched school; and ii) present an Educational Product (PE) that integrates the EAC through a collaborative training process among the participants. The research was carried out with educators working in a riverside school, located in the Ilha do Combú Environmental Protection Area (APA), in the municipality of Belém-Pará. The methodological procedures of the training were based on collaborative and reflective research, centered on the active participation of those involved, following a qualitative approach. The analysis of the information followed the guidelines of Moraes and Galiazzi (2006), using Discursive Textual Analysis. The investigation brought reflections and contributions from a continuing education course in EAC based on the action research of Ibiapina (2008), which used strategies such as conversation circles and the production of talking maps, as proposed by Guerra (2005). The methodology adopted allowed for continuous action on environmental issues in the school. Storytelling emerged throughout the course as a new strategy to work with EAC, involving traditional knowledge.The learnings and reflections resulting from the process indicate that collaborative teacher training not only significantly facilitates teaching practice, but also stimulates the development of critical environmental awareness. By integrating reflective strategies, the training process proved to be effective for the continuity of this approach in the researched school. As a result, an annual environmental calendar was developed based on collaborative and contextualized work. In addition, the training process culminated in the creation of an E-book entitled "Continuing Education in Critical Environmental Education in an Amazonian perspective", with possibilities of replication for new training in different contexts.

The teaching and learning of organic reactions faces challenges due to the complexity of the compounds and mechanisms involved, as well as the difficulty of connecting the representational levels. Faced with the need to develop educational strategies to help overcome these obstacles, model-based learning (EFM) combined with 3D printing technology is presented. FSM is based on building, adapting and testing models, allowing students to move between different levels of representation and visualize abstract concepts. In order to articulate the assumptions of the EFM, 3D printing technology is viable, as it provides an alternative way of representing and validating the proposed models. With this in mind, the aim of this research was to develop a didactic proposal based on EFM and 3D printing to facilitate the learning of organic addition reactions in secondary school. The
research adopted a qualitative, descriptive, case study approach. The intervention was carried out with a class of 40 students from the 3rd grade of high school at a public school located in Belém-PA. The didactic proposal was developed in three stages, using audio recordings of the development of the activities and answers to the tests applied during the sequence as collection instruments, which were analyzed and interpreted using Bardin's content analysis with the support of the IRAMUTEQ program. The results show that the proposal helped to
gradually advance understanding of the concepts of hydrohalogenation, hydration and hydrogenation reactions, through the interaction between the pairs and the tools used. In particular, the hydrohalogenation reactions, in which the students showed an average understanding of the fundamentals, opened up a context for possible adaptations to the proposal and future research. Based on this research, an Educational Product was prepared,
organized into two chapters, which presents the theoretical and methodological references of the proposal. As an evaluation, the material was first assessed through pilot studies and application in real teaching conditions, and then by the evaluation board. The conclusion is that the proposal made a positive contribution to the teaching of addition reactions by integrating theory and practice in an interactive way. It also highlights the need for further research into the subject and other related content, with a view to expanding its contribution
to teaching.

Sexual violence against children and adolescents is considered a public health problem by the United Nations and is characterized as a heinous crime in Brazilian legislation. In 2021, almost 46,000 cases of rape against children and adolescents aged 0 to 17 years were registered and it is being aware that the occurrences that come to the attention of the competent institutions do not represent half of the actual cases. The state of Pará has one of the highest rates of rape against minors in the country and the capital, Belém, concentrates the highest number of cases, mainly in peripheral regions. According to the Statute of the Child and Adolescent (ECA), the school must legally exercise its role in combating this violence, however, the subject is little and never addressed in the classroom. For this reason, the present research aims to propose a Didactic Sequence (DS) to prevent sexual violence against children and adolescents in classrooms of a primary school located in a peripheral neighborhood of the city of Belém. The research methodology is qualitative, exploratory, descriptive and the research method will be based on the principles of Narrative Research by Clandinin and Connelly (2015). The methodological process will take place through the pedagogical approach of Didactic Sequence based on Zabala (1998) and will be divided into three meetings: the first with the use of short films on the theme to insert the theme; the second with a reading circle of comics on the theme and the production of comic strips by the students; and the last with the application of an adaptation of the game "Trail of Protection". The data collection instruments consist of a semi-structured questionnaire with open questions, a question box to maintain anonymity during the activities because it is a sensitive topic, and the production of comic strips. As a result, it is expected that students will be able to understand the care they should take with their own bodies and the limits that should be imposed. This individual empowerment will bring both unique benefits to the student and to society, as it stimulates the formation of critical thinking about the reality in which they live. From this, the strategies used in DS can be reapplied by other teachers through the creation of a Didactic-Pedagogical Guide on the subject as instructional didactic material.

Gender equality and non-sexist education need to be promoted through public social policies, including education. We live in times when violence against minority social groups can no longer be tolerated, but it is still noticeable that patriarchy and machismo have a direct impact on school education, perpetuating an oppressive cycle, imposing different roles and affecting the rights of students. It is understood that there are paradigms to be faced so that non-sexist teaching can be viable, since we are within a patriarchal system that dictates power relations and does not allow these discussions to take place. In this sense, it is important to have teacher training that makes it possible to problematize and reflect on these issues and how they can impact on the daily lives of teachers and their teaching practice. The aim of this project is to propose continuing training for science teachers in the early years of elementary school, combining teaching practices with a non-sexist bias, which will be offered in workshops in the form of a Freirean culture circle. This research is phenomenological in nature, has a qualitative approach, and uses action research, documentary research and a narrative literature review as its technical procedure. The collection instrument will be a semi-structured interview and the realization of the formative process in conversation circles and the data obtained will be treated by discursive textual analysis.

The global environmental crises involve aspects of social, economic, cultural, ethical and political order, which brings with it the need for a new educational approach that contemplates these issues satisfactorily, bringing the interest of the ordinary citizen to discussions of important topics that directly interfere in their lives. Against this situation, the Critical Environmental Education aims to promote educational environments of mobilization and intervention on the reality and socio-environmental problems, so that it is possible to overcome the paradigms of the dominant system. Nevertheless, in the municipality of Santarém Novo, Pará, Brazil, is located the Chocoaré-Mato Grosso Marine Extractive Reserve, a Federal Conservation Unit, of sustainable use, which aims to ensure the use and conservation of natural resources, protection of the livelihoods and culture of the local extractive population. Still, the importance of mangrove conservation in the region is little discussed in the Natural Sciences classes in schools of the municipal education network. Having said this, the present research proposed the creation, implementation and evaluation of a training process aimed at pedagogical teachers who teach the curriculum component of Natural Sciences in elementary school in two schools located in the municipality of Santarém Novo. In view of the difficulties faced by these professionals, facing the contents related to environmental issues, especially those that address the importance of mangrove ecosystem conservation. For this, a qualitative research approach was carried out, of the type action research, and the elaboration of a course of continuous teacher training, using the methodology Interdisciplinary Island of Rationality as methodological structure, the Critical Environmental Education as a theoretical approach, and the mangrove as a central theme. For data collection, audiovisual recording and interview in focus group were carried out in the training meetings. Already, for the analysis of data opted for the Textual Discursive Analysis. The analyses showed that local teachers had little or no information about RESEX-MAR Chocoaré-Mato Grosso, as well as about the ecological functioning and importance of mangrove conservation. The proposed continuing education, mobilized knowledge and made teachers have a new look on the mangrove ecosystem, taking into account its social, economic, political and cultural importance. In turn, the formative value that the approach of Critical Environmental Education has brought to the formation of citizens more aware of their social and environmental responsibilities was considerable. Already, the methodology Interdisciplinary Island of Rationality proved to be very well applicable along with the approach of Critical Environmental Education, since both were very close, from a theoretical and practical point of view, aiming at citizen critical training. Finally, there is a need for more studies that deepen the use of active methodologies, such as IIR, which explore different educational contexts in the Amazon. In addition, it is recommended the development of public policies that expand continuing education initiatives aimed at Critical Environmental Education, in order to ensure the conservation of strategic ecosystems such as mangroves.

Given the inequality of school knowledge present in daily classes and in high school physics textbooks, supported by current literature and my experience as a student, teacher, and graduate student, we suggest articulating the didactic approach of Inquiry-Based Science Education (IBSE) with the stages of Complex Instruction or Teaching for Equity (TEE) as an alternative to adapt physics content to the regional context and mitigate the excessive use of traditional and mechanistic teaching methods. To this end, a continuing education workshop for high school physics teachers was developed and implemented to present the structure of the suggested methodologies, how to use them, and justify their selection for physics, provoking debate, production, and reflection among the participants. Tripp's (2005) action research will underpin the action research, which will be qualitative in nature. This will take place in a state public school located in the peripheral region of the Belém metropolitan area in the state of Pará, and will target physics teachers working in this location. Zabalza's (2007) lesson diaries, open-ended structured questionnaires, and recorded conversation wheels will be used as data collection techniques, with some of this data being analyzed using Bardin's (1977) Content Analysis. The Educational Product (EP) will be a workshop script, targeting two physics teachers working at the secondary level and teacher trainers who wish to train physics teachers. This EP falls under the category of didactic/instructional material and is organized into four training sessions, containing introductory theoretical bases and evaluative guidelines, and will be disseminated digitally. The workshop product will consist of Investigative and Equitable Teaching Sequences (IETS) developed by the participating teachers in conjunction with the teacher trainer, tailored to the specific applicability conditions of that particular setting.

Students who live in rural areas and study in urban schools show low learning and interest in studies. We believe that the disparities between the two environments are the cause and consequence of this scenario, which has generated a growing lack of interest among students in the educational practices developed in schools. . However, from the perspective of forming a critical society, which is capable of making decisions that involve transforming the reality in which it operates, it is necessary to understand and consciously use scientific and technological knowledge. In this context, the present work arises with the general objective of developing a Didactic Sequence (SD) based on Freirean pedagogy articulated with the CTS approach, whose generating theme will be “Agriculture” to contextualize local practice and construct chemical knowledge that helps in understanding scientific language and coherent reading of the world by students. SD was structured along the lines of the Three Pedagogical Moments (3MPs) and applied with a class of elective subject II in which students living in urban and rural spaces participate. Based on the theme, chemistry content was covered relating scientific, historical, economic, environmental and social aspects, using the vegetable garden in the rural community Vila Café, in which some participants live, as the thematic environment. This study was carried out in the form of an action investigation, a qualitative approach that allows the conduct of a process of action and reflection on one's own practice. For data construction and collection, we applied instruments to participants, such as socioeconomic and prior knowledge questionnaires, photography records, practical observation activities and construction of artifacts collectively and a final questionnaire. To systematize the results, the textual material obtained was processed in the IRAMUTEQ software and interpreted with input from Content Analysis (CA). At the end of the application of this study, we developed an educational product, a didactic/instructional material in the form of SD that can be used by chemistry teachers, working in urban and/or rural contexts, who aim to contextualize their teaching practice, favoring students' learning and the ability to critically analyze scientific and technological aspects that interfere in social relations.

The present study aims to elaborate a proposal for the Continuing Education of teachers, on the Teaching of Astronomy for students with Visual Impairment (DV), based on the collaborative perspective with teachers from the city of Belém-Pa and the metropolitan region. Action research guides the methodological course of the study, organized into five phases: 1. Diagnosis; 2. Action planning; 3. Execution of the action; 4. Action evaluation; 5. Learning identification. The research data were collected through an open questionnaire, applied in the online format aimed at the professors collaborating in the research. The application of the instrument occurred in two stages. In the first moment, with the intention of gathering information that would reveal the academic/professional profile of the teachers and their training needs for Science Teaching and, in the second moment, listening to the training process experienced. The development of the research will result in the Educational Product (E.P) "Continued Formation Course in Astronomy for the Visually Impaired", which is configured in a proposal of formation destined to teachers who teach science in Basic Education, are licensed in Natural Sciences (Chemistry, Physics , Biology), Pedagogues or teachers of initial grades. The training process will take place at the Pará Science Center and Planetarium and will be hybrid, its completion will be consolidated with a dialogical environment and collective constructions for new pedagogical proposals. be developed for visually impaired students, where all participants act cooperatively in the development of improvements and innovations on their social practices. At the end of the training process, participating teachers are expected to have autonomy to develop inclusive activities, and contribute to the development of scientific production as active, critical and reflective educators in the inclusive scenario for Science Education.

The research started from the issue of what contributions a training process from the
perspective of Didactic Transposition can favor for teaching practice and for the professional
development of chemistry teachers who work in the Amazon of Pará, especially in the city of
Cametá-Pa. Thus, the general objective of the study was to develop, in a collaborative and
dialogical manner, training from the perspective of Didactic Transposition to assist chemistry
teachers in their teaching practice, contributing to their professional development at the
Escola Estadual de Ensino Médio de Temporal Abraão Simão Jatene , and as specific
objectives to investigate the knowledge that chemistry teachers present about didactic
transposition when developing the research; Investigate how the Didactic Transposition
process occurs in the chemistry discipline; Develop and validate a continuing training course
based on didactic transposition for teaching and learning in chemistry. The entire process
mentioned was methodologically guided by qualitative research of the Action Research type,
which included the application of semi-structured interviews that were applied at specific
moments during training with teachers, namely: at the initial diagnosis and at the end of
training. The entire investigation generated an Educational Product entitled “Teaching in the
Amazon of Pará: a course on Didactic Transposition in the Continuing Training of Chemistry
Teachers” which is a training process, having its materiality in a digital book. The analyzes of
the information collected were carried out using Discursive Textual Analysis – ATD and the
results showed a lack of continued training for chemistry teachers, who yearn for formative
moments of improvement and professional development, who know the importance of these
experiences. for their teaching career, but who are hostage to a scenario that makes it
impossible for them to carry out such training, the teachers interviewed had also never heard
of Didactic Transposition and revealed that they had rarely reflected on their professional
development. It is concluded that the provision of continued training can restore teachers'
enchantment and contribute to their professional development, encouraging reflection on their
own practice and changing their stance if necessary. The training process also generated three
lesson plans following the principles of didactic transposition.

This study aimed to develop a formative process, employing Interdisciplinary Isles of Reason
(IIR), in collaboration with educators from various sectors of Basic Education (High School)
working at a state high school located in the Juaba District – a locality belonging to the
municipality of Cametá/PA. The goal was to foster a theoretical-methodological foundation
based on the principles of Gérard Fourez, enabling educators to cultivate an interdisciplinary
pedagogical practice in the realm of Science Education and, consequently, achieve integrated
teaching in the Amazonian context. Concerning the methodology, it possesses a qualitative
nature, categorized as action research, utilizing semi-structured interviews and questionnaires
as data collection techniques, analyzed through Discursive Textual Analysis (DTA). In this
regard, the findings indicated that educators encounter challenges in interdisciplinary
approaches due to the methodological content built around each discipline, exacerbated by
individualism among educators. Additionally, time constraints and, subsequently, a scarcity of
dialogue amplify these challenges. Thus, the interactive and participatory discussions in this
formative process facilitated the opportunity for a space of communication, listening, and
reflections on interdisciplinary praxis, as knowledge exchange unfolded among participants,
creating an environment where various disciplines not only coexisted but integrated
synergistically. From this viewpoint, this training aligns closely with concrete situations as it
arises from the demands of the teaching staff. Furthermore, it also provided a link to Science
Education in the Amazon, considering, for instance, the distinct environmental, cultural, and
social features of this region. This contextualized approach, through the IIR developed by
educators regarding the issue of waste, promoted a broader and connected understanding of
concepts. In this context, the final synthesis through an "Informative Journal" incorporated
contributions from diverse areas and experts, further enriching interdisciplinary collaboration.
Therefore, it is deduced that there is a necessity to develop teacher training that fosters a
critical and reflective approach, grounded in the acquisition of skills, competencies, and
perspectives that enhance pedagogical practice and contribute to professional development.
Similarly, it empowers educators as agents of transformation in the face of a less fragmented
educational scenario applied to the Amazonian reality. From this understanding, the
Educational Product (PE) emerges from this research, materialized in the form of an E-Book,
titled: Isles in Paraense Amazon: navigating the rivers of Interdisciplinarity in Teacher
Training.

The approach of Socio-Scientific Issues (QSC) in science teaching is based on social issues that, if thought of in the Amazonian context, can value the regionality and the experience of students in that region, still driven by Freire's precepts with problematization, dialogue and the criticality in the teaching and learning process, configuring itself as a promising reflection strategy for the continued formation of teachers, and consequently for the learning of students. In the municipality of Belém, natural science teachers from the 6th to the 9th grade of elementary school located in the Administrative District of Icoarací (DAICO) will be the participants of this research, with the objective of promoting continuing education through QSC based on Amazonian problems in a Training Circuit. Thus, this research will be of an applied nature, with a qualitative approach, carrying out an exploratory research and with procedures directed to action research, using the questionnaire and participant observation as techniques for collecting information. For analysis of the information and results obtained, the Discursive Textual Analysis (DTA) will be considered. The Training Circuit, which is configured as a training process, will have three moments, the first of which will be a theoreticalmethodological reflection on the QSC divided into two parts, the second time there will be a practical example of how to develop in the classroom this approach starting from a local DAICO QSC and using the Maguerez arch problematization methodology, with a workload of four hours. The second moment is characterized by the choice of a QSC by the teachers and students to be developed, and the last moment will be constituted by the planning of didactic sequences elaborated by the teachers from the QSC chosen based on the three dimensions of the contents. At the end of the Training Circuit, teachers will evaluate the Circuit, pointing out possibilities and challenges for science teaching. In addition to the development of the training
process, the research will constitute a didactic guide, an educational product (PE) containing suggestions for didactic sequences based on the QSC with Amazonian problems. It is hoped that this research and its PE can serve as a subsidy for the re-signification of the teaching process.

Teaching by investigation has been a potential approach to encourage students to learn Science and, in this way, collaborate with the scientific initiation process of these students. The objective of this study is to investigate the extent to which a teacher training course, from the perspective of teaching Science by investigation, can contribute to the pedagogical practice of teachers who work in the New High School at Escola Estadual Raymundo Martins Vianna, in Belém do For. In this research, we will use a qualitative approach, like action-research in the search for possibilities of actions to solve the problem under study and also the knowledge that is linked to the acquisition of information and development of knowledge for the collective in question. The methodological course is outlined from the need to research how a continuing education course based on teaching by investigation can contribute to the teaching of Science in New High School, from the identification of the difficulties and successful experiences of a group of teachers who work at the school. The teaching of Sciences by investigation is outlined with the pedagogical moments, organized in: study of the reality, proposition of the problem, raising of hypotheses, interactive activities, systematization of knowledge, application of knowledge and presentation of the investigative action. With this, an attempt is made to carry out a training process with the aim of teaching Science through Investigation for New High School Teachers, creating spaces to rethink actions and implement new teacher training practices. This study proves to be productive in the sense of contributing to the planning and organization of other courses. The material prepared and applied will be validated by contemplating meetings in which the pedagogical moments of teaching Science by investigation will be explored.

The research was developed to contribute in an inclusive way to the teaching and learning of stereochemistry, integrating both visually impaired and visually impaired students in the same classroom environment. Based on the premise of Vygotsky's sociointeractionism and using 3D modeling, the approach considers the difficulty of understanding spatial isomerism due to the strong visual appeal of this object of knowledge in organic chemistry, equally impacting normovisual students and those with visual impairments. The central objective of this research is, therefore, to develop theoretical, conceptual and contextual competencies on organic chemistry with emphasis on the objects of knowledge of spatial isomerism from the application of didactic sequence based on teaching based on modeling, as recommended by Justi, adapted to an inclusive chemistry teaching, in Mól's conception. To this end, a qualitative research was carried out through a case study, using semi-structured interviews and participant observation, referenced by Yin. After the application of a didactic sequence with modeling-based teaching, the collected data were analyzed qualitatively. The study includes the perspective of the head teacher, who had already worked in the previous school year with the blind student participating in the research, in order to previously evaluate the method to be used, as well as to verify the possible effectiveness of the 3D artifact developed with Amazonian seeds, such as açaí, bacaba and tucumã, with the support of polished wood rods. The results demonstrate the potential of the didactic proposal to contribute to the teaching and learning process related to Stereochemistry, favored through exchanges and interactions with the adapted materials, enabling the visually impaired student to understand the concepts involved in the representations of molecules with isomerism. The Educational Product (EP), elaborated from this research, in its preliminary version, was evaluated by the class teacher and by the teacher of the Specialized Educational Service, through interviews. After testing and evaluation with the visually impaired and visually impaired students, the final version was produced. During the application of the didactic sequence that makes up the EP in a real classroom environment, significant progress was observed in the understanding of concepts related to Stereoisomerism. There was a notable reduction in the rates of wrong answers and no answers to the problems proposed during classes. It is also noteworthy that there was adequate internalization of the objects of knowledge, expressed by the results of the post-test, which showed a percentage of development higher than 70% of correct answers to the proposed questions. After the completion of the EP, it was submitted to evaluation by experts for the purpose of evaluating aspects related to its usability. There was a minimum agreement of 90% in the items referring to the axes: aesthetics and organization; Chapters; writing style; content; criticality and creativity presented in the educational material. The results reveal that the EP meets the proposed objective and can be useful to the public for which it is intended, as it advances the possibility of promoting more inclusive Isomeria classes for students with visual impairment.

This study, associated with the research line of Science Teacher Training and the Teaching and Learning Process in Diverse Amazonian Contexts, aims to analyze the contributions of the continuing education course to pedagogical practices aimed at scientific literacy through teaching by inquiry in the Early Years. It is an action and bibliographic research, uses the field research procedure, with a qualitative approach, having as data collection instruments the digital questionnaire, via Google Forms, and the semi-structured interview. After the literature survey and data collection carried out with five teachers of the Initial Years of a public school in Belém, these will be analyzed by the assumptions of the Discursive Textual Analysis – ATD, with a view to the elaboration of the Educational Product – PE, "Continuing education course for teachers of the Initial Years: In search of scientific literacy through teaching by inquiry",  developed from this research, which is configured as a proposal of continuing education for science teachers of the first years of Elementary School. The course has a collaborative bias and aims to contribute to the continuing education of science teachers, with a view to scientific literacy through teaching by inquiry. It will serve as an interlocutive product between teachers, enabling new reflections and possibilities for research in the area, as well as a new look at the planning of Science classes in the Early Years. After the completion of the product, it will be evaluated by the research participants through an evaluation instrument using the focus group technique, so that it can be validated based on five evaluation criteria: attraction, organization, involvement, understanding and use. Thus, this research is linked to the continuing education of teachers who work in the Early Years, concerning scientific literacy through teaching by inquiry since the first years of Elementary School.

The dissertation "Unveiling the Human Nervous System: Promoting Meaningful Learning in
Elementary Education through 3D-Printed Didactic Models" addresses the complexity of
teaching the human nervous system within the context of basic education, highlighting the
challenges students face in understanding this topic. The central problem of the research lies
in the educational gap related to the learning of the nervous system, which is often
approached superficially and fragmentarily. Typically, this involves the use of low-cost three-
dimensional didactic models that lack durability, rely primarily on visual perception, and
frequently fail to properly elucidate the structures that need to be studied. This combination of
factors contributes to an inadequate understanding of the nervous system, emphasizing the
need for more effective approaches and higher-quality educational resources.
The main objective was to evaluate a pedagogical proposal that utilized 3D-printed didactic
models to promote meaningful learning about the human nervous system. The adopted
methodology included action research with a qualitative approach, involving the
implementation of pedagogical interventions in an 8th-grade class. The intervention was
structured into four stages: diagnosing students' prior knowledge, theoretical and practical
lessons using 3D models, observing the 3D printing process, and assessing learning through
the construction of conceptual maps.
The results showed that the use of three-dimensional models facilitated students'
understanding of the structures and functions of the nervous system, fostering active
engagement and better knowledge retention. The analysis of the conceptual maps indicated
significant improvement in the organization and hierarchy of concepts by the students,
demonstrating the effectiveness of the pedagogical proposal.
In conclusion, integrating 3D printing technology into science education not only enriches the
learning experience but also contributes to the development of more enduring and meaningful
knowledge, underscoring the importance of innovative methodologies in the educational
context. The educational product developed, titled "Unveiling the Nervous System with 3D
Printing," is a digital didactic guide that instructs teachers on how to use 3D printing
technology as a pedagogical tool, promoting a practical and interactive approach to teaching
the nervous system. This guide was applied and evaluated during the research, demonstrating
its potential to transform the teaching of Science and Biology, making it more dynamic and
accessible.

Every year the inclusion of people with special educational needs grows in Brazil and with that the challenge of offering quality education to this public grows, especially when it comes to teaching science to deaf students. In view of this, it is not enough just to guarantee the presence of deaf students in schools, but it is also necessary to offer quality education aimed at the autonomy of these students. Based on this premise, the general objective of this research is to carry out collaborative training with Science teachers and Pedagogues who work with deaf students, taking into account sociocultural and linguistic aspects. To achieve this objective, this research was carried out with science teachers and pedagogues working in the public education network in the municipalities of Ipixuna do Pará, Paragominas and São Miguel do Guamá-PA, thus having a hybrid character in the progress of activities and in the methodological construction and procedural evaluation of the training process. From the preliminary results it was possible to identify that the inclusion of deaf students in elementary and high school in these schools has been in fact restrictive for the student with deafness, the opportunities for linguistic, social, affective, identity, cultural development, among others, have been offered to these students in a totally reduced way. However, from the active participation of teachers, it was possible to build methodological and evaluative/procedural training process in a critical, reflective and collaborative way.

Due to emergency remote teaching (ERE) caused by the Covid-19 pandemic, schools and teachers had
to quickly adapt to educational demands, which include the use of new methodologies, revealing the real
needs of focusing on teachers working in basic education , providing these professionals with
possibilities for continuing education with a proposal for professional improvement and reflections on
their own practice. In order to guide practice and promote educational changes, this study makes use of
the Action Research (AI) methodology, which was selected because it is characterized as a process that
seeks to improve praxis while simultaneously understanding it. Based on this panorama, the objective
was to build an AI training process in the Amazonian context for Science teaching teachers. The study
contemplates the continuing education of three Science teachers in the disciplines of Chemistry, Physics
and Biology in high school at EEEM Raymundo Martins Vianna, located in the city of Belém. This is
an action-research, based on a qualitative approach, which was carried out in six stages, which are:
observation, reflection, action, evaluation and modification of a training process and its consequent
validation, thus allowing replication in systems educational in studies related to the professional practice
of science teachers. As a collection method, we opted for interviews with discursive textual analysis -
ATD as a technique for data analysis. From the deconstruction and reconstruction of the corpus, three
metatexts emerged that bring the discussion about the process experienced. The research results showed
that teachers lack continuing education that allows them to create, reflect and experiment, making this a
process that encourages critical thinking and the construction of meaningful practices that integrate the
use of new methodologies. The training process experienced throughout this research promoted the
construction of the educational product entitled: Continuing training course in the Amazonian context:
the use of action-research in the interweaving of creating, experimenting and reflecting. In this sense,
the training process contributed to reflections and changes in pedagogical practice, meeting the needs of
the participating teachers when carried out based on local problems, proving to be a valid and effective
instrument for the construction of scientific knowledge, instigating and intervening in a reflexive and
interactive in the educational reality. Thus, we consider that an investigative process touches on relevant
themes that mobilize teachers, motivating them to transform their teaching practice and contributing to
a (re)construction of their professional profile.

The teaching of Botany has been marked by numerous problems, including the student's; lack of interest in the content. Therefore, basic education needs activities that promote the meaningful learning of botanical knowledge. The Teaching Sequence (SD) strategy provides opportunities for progressive activities organized in steps that are contextualized and meaningful, promoting the effectiveness of knowledge and making the teaching process more efficient. With that in mind, this paper aims to investigate the contributions of using a SD, using active methodologies, with the Non-Conventional Food Plants (PANC) as a relevant methodological resource for teaching and learning botanical concepts in high school biology classes. To this end, a SD was produced with the use of PANC, structured considering the Three Pedagogical Moments (3MP). The SD addresses the contents of plant anatomy and physiology, and plant conservation with emphasis on Amazonian flora. Students from 1st year high school class in a public school located in the city of Moju-PA participated in the research. The methodological processes of this research were based on the qualitative approach, of the exploratory type, and the technical procedures were based on action research. As a data collection resource, we used participant observation, field diaries, mind maps, and activities performed by the students during the SD application. The interpretation of the data was based on the perspective of content analysis. The results show that students have difficulties in the study of plants and the lack of affinity between them is an essential factor to trigger this problem, which causes an even bigger one, the plant blindness. The implementation of a didactic sequence using non-conventional food plants in association with active methodologies are excellent instruments for the teaching of Botany, since it promotes the construction of knowledge based on the living and experiences of the students, thus providing an opportunity for contextualized and meaningful learning. As a final product of
this research, a didactic orientation guide was elaborated for high school Biology teachers, to serve as a support for the teaching and learning process of botanical knowledge. This guide is considered an important motivational tool to mitigate the difficulties in teaching and learning Botany in high school, especially in the Amazon region of Pará.

Gender inequality is a problem that is part of contemporary education and requires attention from everyone who advocates for quality and inclusive education. One way to address and problematize gender inequalities is through non-sexist education. However, providing non-sexist education requires taking into consideration some factors, including the absence or lack of continuous training that addresses gender inequalities in basic education, as this situation contributes to the barrier of discussion by education professionals in their pedagogical practices. Therefore, the continuous training of teachers is seen as a fundamental and indispensable issue in the process of making non-sexist education viable. National, federal, and municipal initiatives, particularly in the State of Pará, aimed at reducing gender inequality and discrimination in science and society, are being taken. Thus, this research proposes a study on the continuous training of teachers and non-sexist education in the teaching of Science. The study aims to discuss how a continuous training course for teachers in the early years of elementary school on non-sexist pedagogical practices contributes to gender equality in the teaching of Science. For this, the research was developed under qualitative assumptions. The investigative process includes field research, document and bibliographic analysis, data collection through semi-structured online individual interviews with research participants. The treatment of collected data occurred through content analysis technique. The results led to the proposal and development of a hybrid continuous training course called "Continuous Training and Non-Sexist Education in the Teaching of Science: Building Paths and Knowledge with and for Basic Education Teachers." The analysis and discussions about the course provided to teachers show that there were training gaps in gender, science teaching, and non-sexist education, which makes it difficult for teachers to approach the topic in their classes. Other points highlighted in the analyses are related to family dissatisfaction with the approach to the topic in school activities, lack of support and participation from the management team in activities related to gender equality. However, the participating teachers would like to have more time to dedicate to the study of non-sexist education. It is concluded that the training course contributed to the continuous training of teachers in a perspective of non-sexist education, for reflection and improvement of less sexist pedagogical practices, and thus, more inclusive in the teaching of science.

Science teaching is of great importance for the improvement of knowledge, experiences and experiences that involve the environment, human development, technological transformations, aimed at improving health, among others. Teaching science means socializing the scientific knowledge resulting from the investigation of nature to interpret the natural phenomena observed in everyday life. Therefore, the objective is to investigate and reflect on the mobilization of teaching knowledge in science teaching through investigation in schools in the city of Muaná. The research will be of a qualitative nature, of the action-research type, with the application of a workshop on the use of teaching by investigation in Science classes in schools of the municipal elementary school network (6th to 9th grade) in the city of Muaná-Pará, in order to improve teaching practice within the school environment and thus generate meaningful learning for students. As an instrument of data collection, interviews will be used, which will be analyzed using Bardin's Content Analysis technique. It is hoped that through the realization of this project, through the realization of the workshop for Science teachers, they will develop teaching by investigation in science classes, and in this way, develop a teaching based on autonomy, argumentation and criticality in their classes, providing learning that allows students to use scientific concepts in understanding the world.

There are limitations in the approach to the Amazon in the textbooks made available by the National Textbook Program (PNLD), as the few mentions that still exist are loaded with stereotypes, not taking into account social and environmental issues. Given the scarcity of discussions within textbooks that are pertinent to the context of the Amazon region, we aim in this project to investigate which teachers' knowledge is mobilized in a training activity with teachers who work in the early years of elementary school, within a workshop for continuing education that subsidizes Science Teaching by investigation and that takes into account the Amazonian context, aiming at the mobilization of teaching knowledge in an intentional and reflexive way in Basic Education. The research will be of a qualitative nature, as it will have greater consideration for the process than only for the results, it will take place through action research, through the realization of a workshop on Investigative Teaching Sequences in Science Teaching in a public school in the city. by Ananindeua, having spaces for conversation circles and interviews as data collection tools, which are analyzed using the Content Analysis recommended by Laurence Bardin, technique based on the theoretical assumptions of Teacher Knowledge developed by Maurice Tardif. It is expected that the production of science teaching proposals through investigation, designed by the teachers themselves, meet local and regional demands, mobilize teachers' knowledge that is relevant to education professionals, and that contribute to the training of the researcher and reflective teacher.

Pará is the second largest state in terms of territory, and has a low population density, bringing education to the population of Pará has unique challenges, since communities are dispersed in this extension. In this scenario, organizing classes in Multiseries has been a viable alternative for schools in Pará. However, discussions that address the demands of Multigrade Classes are still secondary in teacher education. Thus, this study aims to organize a proposal for Continuing Teacher Education, on the Teaching of Natural Sciences, based on the Theory of Meaningful Learning, in Multigrade Classes of 4th and 5th year of Elementary School in the municipality of Santa Bárbara do Pará To this end, the research will be qualitative in nature with theoretical support in phenomenology, as it understands that the views on Continuing Education for Science Teaching in Multiseries Classes are always subjective, arise from a certain environment, and are coherent for the context that were produced and that feed their existence. The investigation will be developed through action research, and for the treatment and analysis of the data, the technique of content analysis will be used on the teachers' responses to the initial questionnaire applied online, aiming to collect information that signal their training needs on the theme, and based on this mapping, a Continuing Education process will be prepared and offered. It is expected that this training, structured based on the demands of the teachers themselves, meets the local needs of the municipality's teachers, and that it contributes to their professional qualification

Educational strategies that arouse the interest and participation of students are essential tools to make them protagonists of their learning and multipliers of appropriate attitudes about environmental issues.  In this understanding, a Didactic Sequence was developed as an educational strategy in order to understand: What cognitive and attitudinal relationships can be established in the process of teaching and learning of knowledge involving a Didactic Sequence on the composting of solid organic waste? Given this context, this study's main objective is to develop a Didactic Sequence about the composting of solid organic waste that contributes to the teaching and learning process and that fosters cognitive and attitudinal relations about socio-environmental issues and the interdisciplinary debate about socio-environmental issues in the school curriculum. The methodology of this study is based on a qualitative and quantitative action research based on the results obtained from the application of the Teaching Sequence. The target audience of the research are students from the initial years of a class of 26 4th grade students from the Escola Municipal de Ensino Fundamental Santa Rosa, in the municipality of Moju/ Pará. For the qualification only a will be presented, due to the fact that it is awaiting approval by the ethics board.  It is structured in 3 stages, of 10h/class, based on the proposal of learning concepts of Zabala (1998) Didactic Sequence. The research uses data collection sheets and questionnaires, the researcher's logbook, and the students' individual notebooks as instruments. The qualitative data collected will undergo content analysis and categories will be developed to discuss the cognitive and attitudinal results of the students in the assessments. Quantitatively, the students' performance will be verified based on the average obtained in the developed activities, and compared during the school semester. To qualify this study, we present the Didactic Sequence, an educational process developed, and its possible contributions to the educational process in the school community. It is understood that this research contributes to the cognitive and attitudinal development of students, enabling the formation of students who are multipliers of ideas and socio-environmental educational practices, instigating a rethinking of actions, attitudes, and consumption.

The use of methodologies that attract the attention of students and facilitating their learning are one of the main challenges that Basic Education teachers currently experience. It is no longer reasonable to bet on traditional teaching practice when tools and new and effective ways of teaching are available. Therefore, it can be seen that among the human themes taught in science teaching is reproduction, a content that is controversial because of its importance and the controversy involved in treating it in a coherent way, particularly in a region with high rates of early pregnancy and a recurrent history of child sexual abuse. This research aims to evaluate the contribution of a didactic sequence (DS) for the teaching of Human Reproduction in Elementary School Science classes, elaborated from the use of active methodologies. The study has as a technical procedure action research which was carried out through the execution of a Didactic Sequence (DS) with students of the 8th year of elementary school in a public school in the Municipality of Soure - PA. Due to the context of a pandemic and social isolation, the development of DS occurred in a hybrid way, in the non-contact period using the WhatsApp messaging application and in the face-to-face moment in the classroom on the school premises. As a resource for data collection, the present research made use of participant observation, materials produced by students during the DS and the use of the field diary. Therefore, for the analysis of data from the field diary and participant observation, we chose to use a descriptive and interpretive approach, while the material produced by the students during the DS used the Content Analysis technique. It was found that, despite the challenges faced, the applied didactic sequence contributed satisfactorily to the learning of concepts of Human Reproduction, the
students reflected on such concepts, understood, questioned and discussed the contents worked in each stage of the study.

Science teaching, when carried out in an exclusively theoretical and expositive way, generally fails to arouse the interest and motivation of students, making it an inefficient process. Therefore, it is extremely important that educators know and make use of teaching strategies that stimulate students' interest and learning. In this way, this work presents a didactic proposal based on the methodology of projects to favor the teaching and learning process of natural science contents related to the potability of water for students of the 9th year of Elementary School, whose efficiency was analyzed through the accomplishment of a qualitative and quantitative case study. The data collection instruments were: participant observation, questionnaires, semi-structured interviews and collection and analysis of reports produced by the students. The pedagogical proposal was implemented by the pilot study of group A (6 students), during supervised internship I and later to group B (23 students), during supervised internship II, it was noticed that students little relate natural science content with the their daily lives, presenting difficulties in understanding concepts and lack of interest during classes. During participation in the didactic proposal “potability of water in your community” it was possible to perceive greater engagement during classes and acquisition of concepts about temperature, color, substances and mixtures, chemical elements, diseases  related to the ingestion of non-potable water. In addition, the presentation of works in the form of seminars provided opportunities for developing skills in public speaking and improving interpersonal relationships. Other evidences that the proposed didactics sequence favored the learning of the components of the analyzed group – allowing the students to build scientifically appropriate knowledge, within their limits and possibilities and to be able to use scientifically appropriate knowledge, within their limits and possibilities and to be able to use such knowledge beyond the walls of the school-are presented. The Educational Product (PE), elaborated from this research, of the didactic material type, with the objective of contributing to the improvement of the teaching and learning processes of Natural Sciences through the elaboration and application of a pedagogical intervention based on Based Learning in Projects with Freirean assumptions. The stages for designing the NP were: search for theoretical references; exploratory research; prototyping; testing in a classroom setting; revision to a new version of the educational material; validation by expert panel; and final version. During the application of the NP in a real classroom environment, it was observed that there was cooperation, motivation, in addition to the development of skills such as dialogue in teams, negotiation and defense of ideas. It is also noteworthy that there was acquisition of knowledge when comparing the results of the pre and post-test. In the validation of the NP, there was a minimum agreement of 90% in the items related to the axes: aesthetics and organization; chapters; writing style; contents; criticaly and presented in the PE educational material.