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.

This study aims to provide the science teaching-learning process in an inclusive, contextualized

and interdisciplinary way to students with visual impairment, low vision, of the 8th year of

EMEF Araci Corrêa Santa Maria, located in Vila Maiauatá, rural area of the Municipality of

Igarapé -Miri/PA. Aligned with the National Common Curricular Base (BNCC) on the Earth

and Universe axes, it is proposed the realization of an Interdisciplinary Didactic Sequence (SDI)

and the use of playfulness as a didactic-methodological strategy through concrete materials that

aim to enable meaningful learning of the Astrobiology, enabling the formation of opinions, the

promotion of a critical and reflective sense and its contributions to the Amazonian riverside

context of Baixo Tocantins. The epistemological basis of this study is anchored in Boaventura

de Sousa Santos. It is based on a qualitative research of an applied nature, with an Action-

Research approach, the instrument used for data collection is configured in the execution of two

semi-structured interviews with open questions, the first instrument was applied before the

activities developed, in order to to obtain a survey of the students' prior knowledge, and the

second will be carried out after the activities that are still under development, as a way of

observing the students' teaching-learning process, being analyzed based on the narrative

research that will also consist as data analysis method. After the development of the SDI, an

Inclusive Didactic Guide will be elaborated: Didactic-methodological strategies for

teaching Astrobiology in the Amazon, which aims to propose to basic education science

teachers activities aimed at teaching science in terms of Astrobiology from an inclusive

perspective. The preliminary data were satisfactory, associated with the process of prototyping

and validation of the research carried out in a focus group of teachers and in the formative

development of the participating students regarding Astrobiology in the inclusive perspective.

This investigation aims to develop, from active methodologies, educational workshops using the miriti resource, in order to produce didactic models aimed at essential learning in the area of Natural Sciences and its technologies, from the themes: life and evolution and earth and universe with a focus on knowledge of Ecology and current environmental issues. This study starts from the questions: What essential learning can be made possible from the production workshops of didactic models of miriti for knowledge of Ecology and the environment? And what values and attitudes can these workshops provide about the criticality, appreciation of cultural and socio-environmental heritage present in the local context? A priori, survey questionnaires were applied to 5 science teachers and 24 students from the 2nd class of high school, from a public school in Abaetetuba-PA. Likewise, a workshop based on Maker culture (SOARES, 2021) was held with active activities, in order to foster essential learning related to ecology and environment content. The activities took place in 9 moments, with 45 minutes each, through readings, problem solving, manipulation and construction of miriti artifacts. A logbook was used to record the information. To systematize the data obtained, we opted for content analysis (BARDIN, 2011) with the creation of categories a posteriori. It was verified in this study that the students were stimulated from the workshop of didactic models since, it was noticed the construction of knowledge about Ecology, in which the relations established between ecosystem and biotic and abiotic factors, in addition to creative learning, stand out. developed using miriti palm handling techniques, such as collage, sanding and painting, associated with essential learning about creativity, criticality, commitment to sustainability values and a pluralist society.

The themes of continuing education for rural teachers, active methodologies and digital technologies enable discussions on the hegemonic ways of thinking and doing education, becoming a privileged space for pedagogical experiments for teaching science in Amazonian contexts. In addition to problematizing its scope in relation to the improvement of learning and communication networks that strengthen teaching and basic training of rural subjects. In this sense, active methodologies and the use of digital technologies in the context of rural education constitute an alternative to totally traditional methods characterized by essentially banking teaching that has the teacher as the main character at the center of the teaching and learning process. Investigating this context led to the methodological path of a qualitative research of a descriptive nature and of the action-research type, whose main objective is to analyze the contributions of a proposal for continuing education for teachers based on the use of digital technologies and active methodology Problem-Based Learning-PBL for teaching natural sciences in rural schools in the context of the Pará Amazon, and what is their perception of these methodological tools in their teaching practices, as well as developing an Educational Process-PE. Three teachers of natural sciences are participating in the research (Bachelors in Biology and Rural Education with specialization in Natural Sciences and Mathematics). The initial data were collected through the application of interviews and questionnaires to the research participants, collection of specific documents such as teaching plans and lesson plans prepared by the teachers, curriculum matrix, in addition to participant observation in relation to the development of the day-to-day planning. day in class. The data of this research will be interpreted in the light of Discursive Textual Analysis-ATD. The results and discussions pointed out in relation to active methodologies and the use of digital technologies in the training of field teachers will contribute to the elaboration and development of a training process, through the application of the Educational Process-PE entitled: “Continuing Training Course for Rural Education Teachers in the Context of the Pará Amazon: Digital Technologies and Active Methodologies in Teaching Natural Sciences”, at the Municipal School Sol Nascente, located in the PA/ASSURINI Rural Settlement in Altamira State of Pará.

ARRAIS, Taynná Nayara Barreiros. Science Education in Amazon: articulating STEAM and inquiry teaching in the teaching trajectory. 2023. 99 f. Defense (Master's Degree in Education and Science Teaching in Amazonia), Pará State University, Belém, 2024.

Studies and reflections on current trends in the teaching of natural sciences show the importance of incorporating, on teaching practice, activities with an investigative and interdisciplinary approach and enable students to understand and apply scientific concepts and phenomena. Therefore, we highlight the importance of discussing continuing education and teaching knowledge has become a recurring theme in research, because the teacher interacts directly with their students, requiring these professionals to take innovative action in terms of their knowledge and classroom practices. In this perspective, in consonance with the restructuring of basic education in Pará guided by the Pará State Curriculum Document, based on progressive and innovative educational paradigms, with which students are motivated to take the lead in their own learning. Investigating this panorama led to the methodological path of a qualitative study and of the action-research type, whose main objective develop a collaborative training process based on inquiry teaching and the STEAM approach to teaching natural sciences and analyze the contributions of this training process in differentiated curricular practices and innovative ways of teaching natural sciences through intervention projects. Seven teachers of natural sciences and mathematics who work in secondary education in a public school are taking part in the research, located in the municipality of Benevides, in the metropolitan region of Belém-Pa. The initial data was collected through semi-structured interviews with the research participants, as well as participant observation in relation to the development of day-to-day planning in class. The data from this research was interpreted using the assumptions of Textual Discourse Analysis (TDA). The results and discussions pointed out in relation to inquiry teaching and the STEAM approach in teacher training will contribute to the design and development of a training process, through the application of the Educational Process, which will serve as an interlocutive product for the teachers/professionals who work in the area in the most diverse educational contexts that are part of the Amazon Region.

There are many current discussions about environmental issues and the need for society to adopt more efficient attitudes towards the sustainable use of natural resources. However, such discussions seem to be more present in scientific, political and cultural circles than in schools, where, in general, scientific content is presented, almost always, in a more theoretical than practical way, and little contextualized with typical environmental issues of the Pará Amazon. In this way, the contents within the scope of Ecology science are presented in an abstract way and distanced from the context that gave rise to them, thus creating a separation between what is learned and what is actually used in the student's daily life. On the other hand, the teacher does not have the time, incentive and/or willingness to seek new knowledge, methodologies or teaching resources to refresh his teaching practice. Therefore, continued training presents itself as a potential motivational renewal of the teaching profession; a mobilizer of new ideas and actions that reinvigorate teacher practice. And, based on this assumption, we searched in the so-called Active Learning Methodologies for theoretical and methodological subsidies that best fit the possible resolutions of problems related to the teaching of Ecology in the Amazonian context. That said, the present research has as its central objective, to develop, validate and evaluate a teacher training process (as an Educational Product) aimed at supporting methodological options for teaching Ecology in the Amazonian context, using the Teaching by Investigation methodology as theoretical support. for a change in didactic perspective that encourages contextual, reflective, participatory and civic learning for the student. To this end, we started from an action research carried out with Science teachers who work at the Nossa Senhora de Fátima school, located in the municipality of Marabá, Pará. This is qualitative research, in which the data analyzed were extracted from transcriptions of focus group interviews with teachers, carried out during the implementation and evaluation stages of the Educational Product built during this research. The data was processed and analyzed according to the Discursive Textual Analysis technique, using the methodology of emerging categories and a priori categories. The results showed that the teachers participating in the training process evaluated it positively, from two different perspectives: that of the education professional who analyzes someone else presenting something from the same area of professional activity; and that of those who evaluate their own learning based on the mobilization of their knowledge during the process. It was also possible to infer about the possible intentions of using the Research-based Teaching methodology by teachers, pointing out two supposed motivations for such intentions: the use of a new teaching strategy - which can motivate the student to participate in their learning; and the change in the teaching professional attitude - with the teacher understanding himself as the motivator and mediator of his student's more autonomous learning. Among the teaching knowledge mobilized, disciplinary knowledge, professional training knowledge and experiential knowledge showed greater theoretical interaction, both during the course and in the final production of the teaching plan. Therefore, based on our analyses, we can conclude that the proposed teacher training course achieved its objective, encouraging participating teachers to a more dynamic mobilization of knowledge, greater reflection on their pedagogical practice, and a greater understanding of the importance of the approach of Ecological themes based on the contextualization of local environmental problems.

Based on a reality in the micro-region of São Félix do Xingu, Pará-Brazil, a place where in the process of social transformation, illegality and impunity ended up being consistent, aspects that are reflected in the public schools in the region. And based on the principle that teachers are the main actors in any process in education, as they are the executors of educational proposals. So, faced with this problem, this research intends to develop an interdisciplinary training action for teachers who work in the final years of elementary school, at the Municipal School of Infant and Elementary Education João Ciro de Moura in the municipality of São Félix do Xingu-PA, based on the methodology active use of Project-Based Learning (PBL) conceived by the author Bender (2014), along with the use and discussion of Socio-Scientific Issues (QSCs) addressed mainly by the authors Conrado and Nunes-Neto (2018) and Martínez (2012), with a view to improving the teaching practice in the bias of critical and reflective training. The work is based on an exploratory qualitative methodology through action research. The main research instruments will be from the record of formative meetings, questionnaires and semi-structured interviews whose data will be treated in the light of Bardin's content analysis (2011). With the results, we hope that the training action can contribute to the professional work of the participating teachers. At the end of the process, it is intended to develop an educational product - Methodological Guide in ebook format aimed at science teachers who work in public schools in basic education, more specifically in the final years of elementary school, but its organization and structure may corroborate at the various levels of education who are interested in developing interdisciplinary projects, contributing to the formation of critical and reflective citizens.

The objective of this research consists in the development of collaborative reflective cycles for science teachers of

 lower elementary education (1st to 5th year), whose purpose is the construction of an educational product aimed

 at the teacher to develop a new look at their own practices through of these cycles and assists in the  process of

 creating pedagogical practices and their different possibilities for the production of Science knowledge to be

 integrated with the ancestral knowledge of the community, also seeking to alleviate the problem of the lack of

 training of science teachers in a riverside context and teaching focused on theories, which marginalize the specific

 knowledge and riches of the region of the islands. The applied methodology is based on a qualitative approach of

 the collaborative action-research type, and locus in the Municipal School of Education of Campo Milton Monte,

 having as participants teachers (pedagogues) who teach science, whose data collected and analyzed were, 

initially, interpreted through the Discursive Textual Analysis. Initially, the results collected cover the elaboration

 and execution of an Educational Product (PE) aimed at training teachers of Rural Education Sciences

 (Training Guide), specifically for riverside education, with possibilities for presenting and sharing a virtual 

platform ”. What will certainly be a relevant social and pedagogical contribution in the area of Basic Education,

 in view of the importance and need to expand and consolidate the themes of sustainability and environmental 

preservation, fundamentally in the current scenario of struggle and combat against the destruction of nature 

and mitigation of climate changes. Among the results of the initial analyses, it was verified the need for 

teachers with regard to training aimed at the school and riverside students, which would help them with 

regard to breaking paradigms in the face of content science teaching and which would lead them to reflect 

on their practices, before a reality so rich in knowledge.

Science teaching for a long time was marked by traditional teaching that did not take into account the student's reality and the environment in which they were inserted. Given this context, new ways of teaching science emerged so that students could have contextualized learning and consider the student as part of the teaching-learning process. One of these means is the Research Teaching Sequence in which the teacher will encourage students to develop scientific knowledge and greater autonomy so that they can argue, exchange ideas and build scientific knowledge. Given the current context, research-based teaching takes the student's daily life as an example; problems related to the environment and can be an important tool used at school to mitigate the current environmental crisis we are going through. In this study, the Investigative Teaching Sequence (SEI) linked to Environmental Education was used with 7th year students from a municipal elementary school in Salvaterra, Pará, to develop a didactic sequence as an educational product. The objective is to investigate the pedagogical potential of a (SEI) on topics such as: composition, diversity and degradation of ecosystems in the Marajó archipelago, especially in the Conservation Unit - Ecological Reserve of Mata do Bacurizal and Lago Caraparú. The research consisted of action research of the case study type in which we used content analysis and scientific literacy indicators based on drawings, field notebooks, dissertation texts and dioramas. From the data it can be seen that learning through SEI and EA was important for the development of scientific thinking about environmental issues, as they recognize the importance of RESEC, diversity and the need to conserve space.

SANTOS, Felipe M. dos. Gamification as a Didactic Methodological Strategy for Teaching Fungi in the Amazon Context of Northeastern Pará. 2024. [Number of Pages] f. Dissertation (Master's in Education and Science Teaching in the Amazon), Universidade do Estado do Pará, Belém, 2024. This work investigates the application of gamification as a didactic-methodological strategy for teaching fungi in the Amazonian context, aiming to increase student engagement and knowledge retention. The main focus is to evaluate the effectiveness of the game FUNGOTEIA, developed specifically for this study, as an innovative educational tool. The methodology combines qualitative and quantitative approaches, providing a comprehensive analysis of the effects of gamification (GERHARDT; SILVEIRA, 2009). The study was conducted with 6th grade students from EMEF Tiradentes School, located in Ipixuna do Pará, northeastern Pará. The methodology was structured into three main components: (1) Action Research: Based on the model of THIOLLENT (1986), this approach allowed for monitoring students' interactions with the gamified tool and the educational process of the didactic sequence (DS) titled "Fungi: Knowing to Understand." This DS was designed to align with BNCC guidelines, promoting competence-based education. During its application, the level of engagement, behavior, and interaction dynamics were observed, helping to identify which aspects of the game most attracted students and influenced their interest. (2) Application of Questionnaires: Questionnaires were applied in two stages: before and after the intervention with the game. The pre-intervention questionnaire assessed students' initial knowledge about fungi and their attitudes toward science teaching. The post-intervention questionnaire, in turn, measured changes in perceptions and the effectiveness of FUNGOTEIA in increasing knowledge about fungi. Based on the data collection methodologies of MARCONI and LAKATOS (2011), these questionnaires were essential for assessing the impact of the intervention. (3) Pre and Post Intervention Tests: Tests were applied to measure students' knowledge level about fungi before and after using the game, evaluating knowledge retention and improvement in academic performance. The qualitative data analysis was conducted using the content analysis technique proposed by Laurence Bardin (1977), while the quantitative analysis utilized statistical methods, such as the Likert Scale, to compare perceptions and performance before and after the intervention. The results showed significant improvements in academic performance and increased student interest and motivation. The use of FUNGOTEIA as a gamified tool not only promoted greater engagement but also a deeper understanding of concepts related to fungi. The study's conclusions suggest that gamification, when effectively integrated into the school curriculum, can be a valuable alternative for science teaching. The work highlights the importance of collaboration between teachers and students in developing educational tools, promoting a participatory and contextualized approach to science teaching. It contributes to the literature on educational innovation, suggesting that gamification can enrich the teaching learning process, especially in challenging contexts like the Amazon.

The research in question is focused on developing teaching and learning strategies in natural sciences, in order to mitigate socio-environmental impacts caused by the irregular dumping of residual frying oil into the soil and water of the Nova Aliança Community, in the rural area of the city of Acará-PA. The research problem is: What conceptual learning and new environmental sustainability practices can be promoted from the Research-Based Teaching Sequence that addresses the topic of Chemical Transformations and the SDG, and fosters new sustainability relationships among basic education students? And its main objective is to develop chemistry knowledge through an ITS, in a way that makes it possible to raise awareness of new sustainable practices related to the SDGs linked to objects of knowledge in Natural Sciences through the recycling of residual frying oil for a 6th grade class year of elementary school. As an EP (Educational Product) we seek to structure a didactic Guidance Guide for Basic Education teachers that favors understanding the importance of new sustainable practices regarding the SDGs.

BESSA, Milena Enedina Mota dos Santos. Problem-based learning as a didactic strategy for
teaching energy production in the Amazon context. 2024. 98 p. Dissertation (Master of
Science Education and Teaching in the Amazon), State University of Pará, Belém, 2024.
The active methodologies (AM) correspond to the set of methodological options that favor an
active teaching in which the student is the protagonist of the teaching-learning process, being
respected and valued in their knowledge. AM favors students' autonomy, criticality and
investigative spirit, especially when problematizing teaching, as is the case with Problem-
Based Learning (PBL). In view of this, ABP was the educational strategy chosen to address
the topic of electrical energy production, given the interdisciplinary nature of the topic,
interconnecting the chemical, physical and biological aspects related to its production,
emphasizing the energy potential of the Brazilian Amazon and the socio-environmental
consequences arising from the energy generation process. This research aimed to analyze how
teaching electrical energy production using active problem-based methodology can help
students build contextualized and active learning. The study took place in a municipal school
in Belém involving students from an 8th year elementary school class. The research was
developed from the perspective of a qualitative approach, using systematic observation with
the use of an observation script and field diary, in addition to applying questionnaires as data
collection instruments. The data were analyzed according to the content analysis (CA)
technique. The results found showed that the students built scientific knowledge about the
forms and sources of energy in an active and contextualized way, while searching for the best
solution to the problem of lack of access to electricity in an isolated Amazonian community,
as well as expressing skills and attitudes during the work stages facing the proposed problem.
Together with this dissertation text, an Educational Product (EP) in the form of a teaching
guide was prepared. The EP was entitled “Conscious production and consumption of
electrical energy: a didactic guide for active learning”, it was prepared in line with the work
cycle with the problem, applied and evaluated by the participants in the dissertation research,
as well as by members of the dissertation defense committee.

Robotics is contained in various segments of society, including education, as it promotes in students several critical reflections on the construction of scientific knowledge. Furthermore, it presents itself as a facilitating resource in the learning process and, therefore, contributes to the solution of real problems. This research project aims to build a Didactic Guide Science Teaching formed by thematic workshops with theoretical-practical activities that use active methodologies for teaching-learning the concepts of Educational Robotics in Science classes in Integrated Technical Education and Subsequent Technical Education School of the State of Pará, from a non-traditional perspective, which enables new knowledge, skills, and which helps in a pedagogical way in the meaning and re-signification of concepts in Science disciplines. For the development of the theoretical methodological aspects of the research, Action Research is used, due to its collective nature, which favors discussions and the cooperative production of specific knowledge about the lived reality, guided by qualitative and quantitative assumptions, preceded by field research and specific bibliographic survey of the area. The methodological basis will be guided by discussions of theoretical learning inputs (Theory of Meaningful Learning and Epistemology) and project application inputs (Active Methodologies and Educational Robotics). As for the research locus, it will be the State Elementary and High School “Deodoro de Mendonça”, in Belém-PA, whose research participants will be students linked to Integrated and Subsequent Technical Education of any technological courses. Data collection will be carried out through observation of participants with a logbook, interviews recorded through audio and video, open and closed questionnaires hosted on digital platforms such as Google Forms and secondary data providers during prior contact and evaluation after continuing education. In this direction, the data will be treated based on the content analysis of these questionnaires, following Bardin's content analysis technique, demonstrated through representative charts, graphs and diagrams. It will also be used the analysis of educational gain from the Gery factor (1972) in order to measure the difference in effect when using the application of the educational method in a pre-test and in the post-test. Therefore, it is expected that the construction of a Didactic Guide (Educational Product) will contribute and encourage the use of active methodologies in the teaching-learning process of educational robotics for integrated and subsequent technical teaching, and its educational strategy will be able to promote cognitive development of students, and having as a consequence, the stimulus of scientific thinking and the application of multidisciplinary/experimental contents in robotics for analysis and proposition of solutions present in the daily life of the Pará population.

Our country has a great biodiversity that has been explored intensely and constantly, which has provided several environmental problems, in this way, creating an awareness of the importance of the environment for the maintenance of life is essential for the continuity of our species. Due to the fact that environmental changes occur mainly by the action of man, as he is an integral part of nature and, at the same time, a social being holder of knowledge and values socially produced throughout the historical process. Therefore, their awareness of biodiversity is essential for the maintenance, balance and stability of ecosystems, enabling them to better react to natural, social, economic, scientific, educational, cultural and environmental changes. Faced with this problem, currently studies on the socio-environmental theme are increasingly being disseminated, as they carry out a diagnosis on the intrinsic relationship between man and the environment. Therefore, the initiative was taken to investigate: what learning relationships can be evidenced in natural sciences from the use of an educational booklet that brings socio-environmental practices and knowledge of the local community? And how can this knowledge contribute to new sustainable discourses and practices in the school district and community? In this sense, this research aims to develop and apply an educational booklet that brings the knowledge and practices of fishermen from the District of Vila de Beja, in order to verify learning relationships, as well as to build new discourses and practices on socio-environmental education among students. from the São Miguel de Beja State School. In order to carry it out, a qualitative descriptive research was used to know the socio-environmental aspects present in the fishing community and from the obtaining of these data an educational product was built (digital didactic booklet) with the ethno-knowledge of fishermen about the environment explored during their activities, which will be used as a science teaching strategy with 8th and 9th grade students at São Miguel de Beja school through a didactic sequence, using active methodology (inverted classroom) in order to strengthen and develop the teaching-learning process in the educational institution. Therefore, this work will contribute to the construction of science teaching, by bringing the local knowledge of our target audience closer to the scientific knowledge of natural sciences.

In the midst of the various topics discussed today that influence important social aspects, changes in formal education have taken great proportions due to changes that seek to favor the teaching-learning process of teachers and students. Thus, the idea of teaching practice in the teaching of Natural Sciences and its Technologies based on Problem-Based Learning (PBL) can help in investigative methods that encourage better learning, different points of view, choices and evaluation of situations by teachers, which, together, they will accompany, establish processes and connections not yet known by the students, in order to confront them with new discoveries and possibilities. In this sense, the constant search for a better organization and constructivist methodologies by the teachers has intensified in order to insert in the classes of Biology, Physics and Chemistry ways of teaching that are effective in the classroom. Therefore, we aim in this project to investigate the results of a course proposed as a training activity in service focused on the construction of Didactic Sequences based on the PBL methodology that can be applied, albeit in an adapted way, in Natural Science classes in an interdisciplinary way in Education. Medium. This is a qualitative research, considering the stages of application of the proposal, including the action research that will occur with the structuring and application of the course that will be held in a public school in Belém do Pará, with space for discussions, conversations and personalized presentations by the researcher. Data collection will be through interviews, and will be analyzed from the Content Analysis proposed by Bardin (1977). It is expected as a result the mobilization of the participating teachers in the construction of didactic proposals for the teaching of Natural Sciences involving the regional contextualization of the contents, meeting the students' learning needs and providing the training of teachers in service for the use of PBL, looking for reflective teachers and researchers in the teaching and learning process considering the current context.

The problem of the relationship between man and nature and the environmental impacts caused by anthropic action, demand educational actions that strengthen debates about the conservation of mangrove ecosystems, in order to favor the sustainability of this environment and the livelihood of future generations. Science teaching based on solving local problems, committed to the issue of environmental education at the service of society and common well-being, is expressed as a transforming character towards citizenship training towards the construction of quality education in the Amazon region. The mangrove ecosystems included in the Permanent Preservation Areas (APP) by the Forest Code, deserve special respect in environmental discussions in elementary school classrooms, given their ecological role in carbon capture, preservation and reproduction of numerous aquatic species, in addition to soil containment and water advance along the immersed lands. Thus, the collaborative action-research aimed to contribute in a preventive way with the Environmental Education of elementary school students in the municipal public school of E.F. Manoel Antônio Leite, for the appropriation of knowledge about the importance of mangroves, their local fauna and flora, using a booklet based on local problems found in these environments as a didactic-pedagogical strategy. Far from being a conclusive work, the results of the research indicated that the methodological procedures developed with the educational product favored the development of empathy for the environmental cause of the mangroves by the research participants, children of the 5th year/9, with a significant appropriation of knowledge of the fauna and the local flora, as well as the expansion of discussions on environmental issues in the Amazon context. In this way, the intention is that, when using this educational product, teachers and students can understand the need to value, care for and conserve these ecosystems, together with local extractive communities in the municipality of Primavera / PA.

Chemistry teaching presents its concepts based on the visualization of representations, models
and images for the understanding of its contents. Thus, the adaptation of teaching materials and
the use of different teaching strategies are fundamental conditions to provide opportunities for
the construction of knowledge by students with Visual impairment. However, particularly in
public high school, there are limitations in the use of adapted teaching materials. Herein, the
main objective is to evaluate a didactic proposal, which uses 3D chemical structures combined
with audio description, for learning Organic Chemistry contents aimed at visually impaired

students enrolled in the 3rd year of regular high school in a public school in district of Icoaraci-
PA. The research is based on a qualitative approach, through action research, and systematic

observation, a semi-structured interview and a didactic proposal based on David Klein's
concepts, sequenced in six steps, with contents related to chemistry, are the instruments for data
collection. organic. Thus, the sequence presents as a strategy the use of chemical representations
in 3D combined with audio description, where students performed interpretation and problem
solving of the worked contents through multisensory interaction. With the application of the
first steps of the sequence, it was found that the students did not have mastery of the information
contained in the representations used in Organic Chemistry, since, throughout their school
career, scientific concepts were worked in a traditional way, with great appeal visual, without
providing opportunities for multisensory interactions that would allow the understanding of
concepts and activation of the learning process and that after the dialogued presentation of the
contents and use of adapted materials, there was an advance in the understanding concepts and
problem solving related to the introduction to Organic Chemistry. It is intended to analyze the
data through content analysis in the light of Laurence Bardin's theory. It is expected that, at the
end of the application of the didactic proposal, the teaching and learning process related to
Organic Chemistry will be favored through exchanges and interactions with the adapted
materials, enabling students with visual impairment to understand the concepts involved in
chemical representations, as well as improving your performance and participation in
Chemistry classes.

ABSTRACT

COSTA, Mayara Ferreira. Geneticbio teaching kit: contributions to teaching Genetics in the Amazônia from a CTSA approach. 2021. Number of pages 91p. Qualification (Master of Science Education and Teaching in the Amazon), State University of Pará, Belém, 2021.

The teaching of Science in the Amazon becomes increasingly challenging for Science teachers, especially the teaching of Genetics, as a result of technological innovations, scientific transformations and the growing dissemination of information through digital media. Making it necessary to train citizens who are critical and committed to social causes within the perspective of Science, Technology, Society and Environment (CTSA). This study presents the following research problem: How can the development of a didactic kit elaborated from a CTSA approach contribute as an innovative didactic strategy for the teaching-learning process of genetic content for high school students? And objective: To analyze the contributions of the development and application of the Geneticbio didactic kit from the approach of themes related to Genetics, Biotechnology and Amazonian biodiversity from the CTSA perspective in high school classes. This study will be qualitative, with an action research approach. Data collection will take place through the application of the Geneticbio didactic kit, containing: printed material (base text) for two classes with the production of concept maps and informative text, podcasts, a didactic game, which will contain the representation of the resources natural through the puppets made from the miriti palm tree (Mauritia flexuosa Lf) and a reflection and discussion activity (problem situations). A systematic observation will be carried out taking into account indicators and the pillars of the CTSA approach, such as: social relevance, critical-citizen attitude and transformative potential, through notes and descriptions in the Field Diary, footage, recordings of reports and photos of the moments with students. The analysis of qualitative information will be based on Content Analysis (CA). There is high receptivity and motivation of students in the applicability of the kit, providing understanding and dialogues on Genetics content in teaching Biology in the Amazon and a change in attitudes and concepts regarding the knowledge of Biodiversity and Genetics, highlighted in the activities developed, promoting environmental awareness through the use of forest resources and Genetic issues in the Amazon from a CTSA perspective. Thus, the educational product Geneticbio didactic kit reveals potential for addressing themes in Genetics in the Amazon in a sequence that problematizes and contextualizes everyday life, and that allows for the development of diversified practices that include the participation of all students and critical reflection on science, technology, society and environment, and contrasts with traditional and memoiristic teaching in the classroom and provokes students to read and think about scientific and environmental issues in their own context.

The integration of technologies in science teaching challenged the teacher to think about and discuss the use of TDICs in the classroom, which requires planning how to use them in the teaching-learning process, and here, a meaningful learning was sought. The present study aimed to analyze the limits and possibilities of a process of continuing education based on Digital Information and Communication Technology guided by the foundations of the Theory of Meaningful Learning for science teachers in the final years of Elementary School at the School of Application of the Federal University of Pará. Therefore, the importance of continuing education on digital information and communication technologies in the pedagogical practice of science teachers is emphasized. The research methodology consisted of a qualitative approach, through action research, was carried out in five (5) stages: Diagnosis; Planning; Training; Evaluation and Validation of the training process. For data analysis, the technique of Discursive Textual Analysis - DTA was applied. The research results  showed that teachers need to appropriate TDICs, as a digital educational resource in their pedagogical practices, as well as continuing education that lead them to a significant, critical, creative and reflective training process, and that integrate these technologies into their learning and knowledge. The training process experienced throughout this research allowed the organization of the educational product entitled: Formative process: digital technologies of information and communication for pedagogical practices of science teachers in the Amazonian context. Therefore, it is believed that this training process presented meanings to teachers, because the integration of TDICs to their training as autonomous, creative citizens inserted in the digital world was envisaged, thus contributing significantly to their professional development.

The research involves knowledges of science teachers from public elementary schools in the Amazon region of Maranhão, elucidated in a training process. Its aims to develop collaborative reflective continuing education studies with science teachers from the final years of elementary education in public schools. Therefore, we seek to answer the following question: what configurations does the collaborative formative process present based on the ability to reflect educational practices aimed at teaching knowledge when working with science education in the Amazon region of Maranhão? Methodologically, we opted for an exploratory, interpretive and qualitative research of a collaborative nature, involving teachers as participants in this process, based on the application of a questionnaire containing open and closed questions, answered by collaborators who work in the final years in the municipal school system of Imperatriz-MA, previous knowledge profile of the participants and the needs of the collaborative group we recollected for the construction of a continuing education course offered to them. The methodological path took place in cycles of reflections via remote a space created where teachers talk, listen and reflect, collaborating with opinions on specific topics. These cycles are made up of 10 steps. Preliminary data come from questionnaires and reflective cycles (dialogues held in virtual forums), which are analyzed using the Content Analysis approach. In this formative process, it is initially evident that in the development of theory and practice, discussions among teachers, reflections, learning about the knowledge that emerged from the teaching exercise and the production of knowledge are built in the context of its occurrence and in the relationship with knowledge. The possible considerations in this work on teacher training and on reflective knowledge and practices bring empirical evidence and still inconclusive evidence, as the training process is in progress. The educational product will be configured as an e-book involving the training process. Therefore, the sessions are under construction.

Dialogue about science education and teaching nowadays has increasingly demanded an organic and significant character in the daily practice of teaching, validating the fullness of educational training needs on the tracks of inclusion in the current socio-educational scenario and in view of a critical and reflective learning to the real purpose of science education. In this perspective, this work seeks to propose a process of collaborative training of teachers of Natural Sciences (Biology, Physics, Chemistry and/or similar), working in Elementary School - Final Years and High School, in the Metropolitan Region of Belém, whose theme considers the socio-emotional and cultural aspects of science teaching in the Amazonian scenario of Pará. Therefore, the research is part of a qualitative study approach, following an exploratory outline from the research model in a collaborative context. Data collection, in turn, takes place from the moments and stages of the development of the training process, whose beginning of investigation and structuring was defined in the Supervised Internship I and the applications of the training cycle in Centro de Ciências e Planetário do Pará, through participant observation, questionnaires and focus group interviews, virtual meetings and recordings in audio and video of the participating teachers. For data analysis, Content Analysis was used, highlighting units of meaning relevant to the theme. With the analysis of the trajectory of the group of participating teachers until the present moment of the research, despite challenges at the beginning of the process in the incessant search for teachers, it can be affirmed that the engagement and progressive development of those who were sensitized with the truth of the research and made a faithful commitment to their active participation. Based on exchanges, sharing and experiences of the participating professors, the training cycles have been enjoying a growing process of horizontalization of relationships, forms of collaboration and socio-emotional skills between professors and researchers, without levels of hierarchy of knowledge, providing a dynamic movement of critical reflection on practices, as well as a change in the teacher's role from transmitting a "teaching" of knowledge to a mediator of human relations in the learning process, being these actors and authors in the daily life of their practices, strengthening them with the community of educators and promoting their organic and continuous teaching professional development.