Mathematics teaching happens through the use of signs with their senses and meanings within the conceptual frameworks of established numerical sets and according to the composition, function or representation of quantification, measurement, ordering, valuation and coding. The present research aimed to understand the importance of numerals as mathematical signs for the development of Higher Forms of Conduct - calculus and arithmetic - in subtraction in the early years of Elementary School. In our work, we are concerned with seeking actions that provide the understanding of signs, symbols that have become signs, that is, random graphic records that have social meaning and the student is responsible for assigning a personal meaning and knowing their use and their role within society. and in relationships with other human beings. In this dynamic, the teacher plays an important role in helping the student to understand the senses and meanings historically and culturally attributed to the signs used in mathematics, the focus of this work being the operation of subtraction. In this way, the teacher, from teaching actions that aim at human development, will mediate the appropriation of strategies, superior forms of calculation and arithmetic behavior that help the learner to apply them in their daily lives. Based on the assumptions of Historical-Cultural Theories, Developmental Teaching and Historical-Critical Pedagogy, this investigation sought in bibliographic studies subsidies to achieve the proposed objective. and meanings depends primarily on the appropriation of this knowledge by teachers, whether in the initial training of the profession or in-service training and finally in the teaching actions planned with the purpose of developing the expansion of this knowledge as well as its transmission. The Educational Product is composed of a mini-course proposal with dialogic activities that promote thought actions to understand the sign.

IThis research aimed to investigate how collaborative continuing education could help Natural Sciences teachers in understanding interdisciplinarity during the re-elaboration of Study Guides (SG) produced during Emergency Remote Teaching (ERT). It is a qualitative research, of the Collaborative Research type (IBIAPINA, 2008), and was developed with Natural Sciences teachers from a public school in the state network of Alagoas, in a city in the backlands of the state. With regard to instruments and strategies for data collection, the research consisted of the following steps: I) collaborative meeting, used to present the research to the participants and negotiate their roles throughout the research; II) diagnostic interview to learn about the participants' profiles and their prior knowledge about continuing education, interdisciplinarity and SG; III) reflective interview, to promote reflection on the process of elaborating the SG and the interdisciplinarity present in the scripts prepared by the participating teachers during the ERT; IV) reflective sessions, in order to understand interdisciplinarity through theoretical references and didactic materials for the re-elaboration of the SG. The collected data were analyzed according to the qualitative analysis (Yin, 2016). The results indicate that the collaborative research allowed teachers to reframe the meaning of continuing education, since they initially understood that this process was only formative when done by mediators outside the school. Through theoretical deepening and exchange of experiences during the research stages, they also re-signified the sense of interdisciplinarity, which led them to a critical reflection and to the action of re-elaboration of the SG, as they found during the reflective sessions that the scripts produced during the ERT they had more traces of multidisciplinarity than interdisciplinarity. The educational product constructed was a guide containing instructions on how to build a study script and exposing the script re-elaborated by the Natural Sciences teachers who participated in this research.

This work aimed to investigate, from the proposition of a type of mathematical task using Problem Solving on Financial Mathematics and the handling of the Maguerez Arc, the negotiations, rules, ruptures and renegotiations of the Didactic Contract, as well as the escape of the perverse effects of the Didactic Contract, and contributions to the construction of new knowledge, based on Communicative Action and Pedagogical Discourse in a class of the 3rd grade of High School. We chose as reference the Theory of Didactic Situations and the notion of Didactic Contract (BROUSSEAU, 1986), the Theory of Communicative Action (HABERMAS, 1988), the Theory of Pedagogical Discourse (BERNSTEIN, 1996), Problem Solving (PROENÇA, 2018). ) and the methodology of problematization with the Arch of Maguerez (BORDENAVE; PEREIRA, 2015). We opted for a qualitative research methodology (LUDKE; ANDRÉ, 2018) through a case study (YIN, 2010), which included the analysis of didactic phenomena in the classroom space, considering the contribution of Communicative Action - the from questions asked by the teacher and students –, from the Pedagogical Discourse, from Problem Solving and from the Arch of Maguerez. As data collection instruments we used participant observation, videography, audio recording, a priori and a posteriori questionnaires and activities contained in the Educational Product originated from this dissertation. In general, we identified that the Didactic Contract negotiations are not enough in the management of knowledge, with ruptures and renegotiations happening so that teaching and learning can take place. As a contributor to the renegotiation of the Didactic Contract, we point out the teacher's mediation, through the types of questions considering the Communicative Action and the ideas of rhythm and sequencing of the Pedagogical Discourse Theory. With regard to problem solving, we point out the contribution of the work with guiding situations that consider reality as a starting point and application in it (Arco de Maguerez), allowing reading, interpretation, analysis, data processing, results and the implications of the numerical results about what is being investigated. However, although the functions and roles of the student and the teacher have become clear in the development of the problem-type task, at times it was evidenced that possible effects of the Didactic Contract could happen, but that the teacher's action, making the intermediation, taking the students to think, questioning them and giving them time to carry out their tasks, was decisive for the escape from these effects. With this, we understand that the learning situations are not unilateral, but that, when considering the reality and the communicative action in the work with the resolution of problems, being in evidence the functions of the teacher and the student through the negotiations and renegotiations of the Contract Didactic, learning can become autonomous and spontaneous. Therefore, we believe that the development of the study contributed to the development of learning skills (critical thinking, creativity, collaboration and communication), literacy skills (informational) and life skills (flexibility, leadership, initiative and productivity).

Literature is an art that is based on its multidisciplinary relationship of the use of literary text, based on the use of this practice for applicability in science teaching, this research aims to use a literary work for science classes. We investigated how the application of the Legend of the Baobab occurs for the teaching of science and its nuances for both scientific theory and practice and literary reading. So how to understand, what are the didactic potentialities of the Legend of Baobá for the Teaching of Sciences in the early grades of elementary school. Aiming to understand the metabolism of structured capital in racism and sexism and its phenomenal manifestations in teaching; reflect on the potentialities and limits of the Teaching of Anti-racist Sciences in the capitalist logic and develop proposal of science teaching for the initial series of elementary school using the Black-Brazilian literature of enchantment. Therefore, through a children’s Afro-Brazilian literary adaptation contributing through teaching to think possibilities for anti-racist teaching with a view to thinking about a new society, as well as a reflective education, for knowledge will possibly make the child, the youth and the adult unsuitable for contemporary slavery, even if it is necessary to go to the fight daily

To Bachelard (2005) the scientific spirit develops through ruptures with common sense and with the preconceptions of spontaneous thinking. This premise underlies the idea that non-scientific knowledge is classified as intuitive and devoid of the problematic character of science. In the understanding of Bachelard (2005), the science based on this clear model becomes pernicious for the development of the scientific spirit, this is because being an evident science it immobilizes the evolution of knowledge. We believe that bringing this reflection on Bachelard’s (2005), for the didactic scope can contribute to practices that teach students to perceive science in a problematic way, reflective, controversial, constructive, and mainly guided by the rectifying dynamics of knowledge, which means that knowledge is not constituted by a sum of ideas, but by the rupture of theories and laws. To reflect on Bachelard's thinking in teaching practice, we bring as a starting point the teaching of science by investigation, this is because this teaching approach is not limited to manipulating objects involved in science activities. It is a mark of this approach to encourage students to develop actions that in the words of Bachelard (2005,

p. 24) is designated as “[…] dialetizar todas as variáveis experimentais, oferecer enfim à razão razões para evoluir.”. These actions in science teaching by investigation can be classified as: design and test hypotheses, interpretation, recording and comparison of data, as well as debates, justifications, arguments, and explanations of ideas. Given these questions, we emphasize that the general objective of this study is to reflect on the epistemology of Gaston Bachelard and its possible contributions to the teaching of science, from the teaching of science by investigation. In this sense, we are carrying out qualitative bibliographic research with the intention of answering the following research problem: from the teaching of sciences through investigation, how is it possible to think about didactic practices that are close to Bachelard's epistemology? As a methodological path we are carrying out readings in primary and secondary research sources of the works of Gaston Bachelard, as well as readings on inquiry-based science teaching. From this action, we have been resorting to Bardin's (2011) categorical analysis, as a way of treating and organizing data that demonstrate possible approximations and distances from Bachelard’s thinking and the teaching of science by investigation. Based on the elements that emerged from the categories, we are doing content analysis, which has allowed us to identify that there are indications pointing to the following question: science teaching by investigation has some characteristics that, in the didactic context, can bring Bachelard's postulates closer to science teaching practices. This approximation can be verified from the analysis of categories that point to elements that are related between the two objects of study treated here, some of them being: the problem as a driving force in the construction of knowledge; error as a singular issue to produce scientific knowledge; intellectual authority as a founding element for the development of authentic science.

The representation of geometric solids in three-dimensional space is a task that generates difficulties for the teacher who needs to do it and much more for the student who needs to visualize them, often considering having difficulties related to abstraction and the sense of dimensionality, and which commonly occurs on the whiteboard or through resources that do not favor this visualization. In this way, the present work sought to answer the following question: How the use of the VolumAR application, from the perspective of the Gamification methodology, can contribute to the learning of volume of Geometric Solids (Cube, Parallelepiped, Cone, Pyramid, Cylinder and Sphere )? For this, we have listed as a general objective to understand how the use of the VolumAR application, from the perspective of the Gamification methodology, can contribute to the learning of the volume of Geometric Solids. As specific objectives, we seek to identify the perspectives and limitations of using the VolumAR application from the perspective of Gamification for learning the volume of Geometric Solids; to verify how the use of the VolumAR application collaborated in the resolution of problems with the volume of Geometric Solids; and to evaluate the perceptions of the research participants about the experience of using the VolumAR application from the perspective of the Gamification methodology for learning the volume of geometric solids. The research developed was of a qualitative type, with an intervention research approach and was carried out in a 3rd grade high school class, composed of 26 students, aged between 17 and 19 years old, belonging to the Padre Antônio Duarte State School, located in city of Olho d'Água das Flores – AL. For data collection, we used the VolumAR application, the semi-structured interview, observations, field diary and photographic, audio and video recordings as instruments, which were analyzed taking as a reference what the content analysis proposed by Bardin (2016) proposes. Data analysis was divided into 03 categories of analysis through: Technological characterization of the participants; AR analysis and Gamification as resources for learning the volume of Geometric Solids; and Contributions from the VolumAR app. Based on the results and established findings, it was possible to state that the study in question reached the objectives outlined and that it attributes a lot of collaboration to the area of Mathematics Education, since it encompasses a scenario full of possibilities for learning the volume of geometric solids, linking the use of modern technology and methodology, not recent, but capable of engaging and arousing curiosity in students.

The National Curricular Common Base (BNCC) considers argumentation essential in the learning process, placing it as one of the general competences to be developed throughout Basic Education. In this sense, the present research aims to analyze what contributions the argumentative process in Probability classes in the 5th year of Elementary School can bring to the development of probabilistic thinking. Therefore, we carried out a qualitative research characterized by an intervention, in which a learning path with tasks and games was elaborated, in a mathematical investigation perspective (PONTE, 2003, 2005), involving concepts of probability, being applied to the 5th grade class. year of Elementary School at a private school in Maceió (AL). Based on discursive patterns such as the I-R-F (Initiation-Response-Feedback) and the I-R-A (Initiation-Response-Assessment) and on the argumentation models proposed by Toumin (1958) and Kosko (2018), we were able to analyze the discursive interactions of students while performing the tasks. Thus, we consider the theoretical constructs of Bardin (2011) on content analysis and of Caregnato and Mutti (2006) on discourse analysis as a data analysis instrument. The results showed that the researched group does not have the habit of arguing in Mathematics classes, since teaching is centered on solving exercises and problems in order to obtain a numerical answer without discussing it, which deprives students of the possibility of argumentation and exposition of reasoning, either orally or in writing. However, it was found that by using mathematical investigation strategies for learning the concepts of probability, with questions that allow for the argumentation and breaking of the I-R-F and I-R-A triad, students were able to substantiate and organize ideas that they were not able to expose before. In addition, the researched group showed resistance to the development of written arguments, certainly due to the absence of text production in Mathematics classes, as well as the preponderance given by social media to visual and oral aspects, in which short sentences with abbreviated words, make students' vocabulary smaller, which does not allow for the construction of conjectures and more robust justification structures. Finally, we also identify discursive patterns that escape triadic interaction (I-R-F and I-R-A), allowing for more consistent arguments to be triggered, which go beyond pure opinion, but which are based on criticality, defense, refutation, hypotheses and guarantee of what is being said or written, and it was demonstrated that the researched group managed to evolve in relation to the domain of the concepts of probability, concluding that the learning path contributed significantly in this process, recommending that teachers stimulate discursive interactions during classes of Mathematics so that argumentation becomes part of the teaching-learning process.

When dealing with the Teaching of Sciences with an investigative character, we start from the idea of a Teaching of Sciences that offers the student conditions and referrals that provide his interaction with scientific knowledge, so that from this approach of the field of investigation, it is possible to construction of this scientific field, considering the interactions with the world and its transformations, an element of great interest for the area of Science Teaching. When thinking about the planning of Science classes, it is important to reflect on the greater objective, which is the promotion of Scientific Literacy among students. In this way, the investigation consisted in the elaboration of an Investigative Teaching Sequence (SEI), entitled “Inventions for All Sides “Objects and Materials”, developed for a group of 2nd year of Fundamental of the municipal network of Igaci-AL. The objective is to analyze the contributions of an investigative teaching sequence, involving the ownership of materials, for the promotion of Scientific Literacy among students in the 2nd year of elementary school. In order to conduct the research, the starting point was the following problem: What are the contributions of an investigative teaching sequence, involving the ownership of materials, for the promotion of Scientific Literacy of students in the 2nd year of elementary school? Thus, through the qualitative approach, the methodological assumptions that directed to application research were brought. The development of this didactic sequence being the main element of data collection. The data will be evaluated considering the Scientific Literacy Indicators: Articulate ideas; Investigate; To argue; Read in Science; Writing in Science; Problematize; To create; Acting, Pizarro (2014). We can infer from the results obtained that the use of Children's Literature as a pedagogical resource in teaching promotes the inclusion of students in scientific culture. The intention of using an episode of Monteiro Lobato's work "History of Inventions" was due to the context in which it is presented to the public, with the purpose of expressing and presenting the relevance of the evolution of some objects over time, through of this pedagogical resource. This theme is punctuated by the National Common Curricular Base (2017) through the curricular component of natural sciences, which includes the thematic unit: Matter and Energy. It is possible to observe that some of the skills scored for this area are directly related to Chemistry contents that are embedded within the objects of knowledge of this science and are directly linked to properties and uses of materials, making it possible to score vestiges of Chemical Knowledge that can be presented from the Early Years of elementary school.

Science Teaching allows the perception of phenomena and their implications in human life, and in its surroundings, such perceptions are developed from the investigative property, generating argumentative capacity in the subjects and constant search for answers, because Science is alive and is done of the constant need for knowledge. Put in the curriculum since Kindergarten, it creates possibilities for the child to understand the phenomena that are present in everyday life, giving real and not magical explanations, building bases for abstract thinking, based on interaction and orality/argumentation. In this sense, this research aims to develop a methodological proposal for the construction of experiences with the theme Water in Early Childhood Education, taking into account the perspective of Scientific Literacy, the learning objectives of the BNCC, as well as the guiding axes and the rights of learning within the Young Children Age Group, in an Early Childhood Education class composed of 16 children, in the Sertão of Alagoas. Thus, it was necessary to weave a small theoretical dialogue about Early Childhood Education historically and analyze official documents in a historical line in order to perceive Science Teaching in Early Childhood Education in this timeline in official documents, to theorize about scientific literacy and/in Education Kindergarten and apply a didactic sequence to help with experiences on the topic of Water in Early Childhood Education, in order to analyze how/whether young children build Scientific Literacy indicators. The present research is based on a qualitative basis, using research-application as a technique and as collection instruments, photos, videos, audios and logbook. As theoretical contributions, some official documents were used, some that occupy the historical level, such as the Curricular Reference for Early Childhood Education (RCNEI), and those in force, such as the National Guidelines for Early Childhood Education (DCNEI), the Law of Education Guidelines and Bases (LDB) and the National Common Curricular Base (BNCC), among others. As a basis for thinking about Science Teaching, we have Chassot (2002) Carvalho (2002, 2009, 2012, 2015, 2017), Sasseron (2008), Pizarro (2014), among others who collaborated to understand how science knowledge is built with the Small Child/student, taking water as a theme and doing justice to methodological elements that support collaborative investigative experiences for the development of curiosity, discoveries and argumentation and consequently Scientific Literacy or some indicators of its construction in Early Childhood Education, such as the of argumentative dealings and reading and writing in Science, since they can be developed in ways that are different from conventional ones, based on verbal interactions, image readings and explanatory drawings.

Throughout our history, different social groups have produced/produce knowledge and experiences that are the result of their daily experiences, as people loaded with meanings that bring techniques, organization processes and even counting, measurements and geometric shapes that make sense to the space in which they live. Thus, with the concern to promote possibilities of teaching and learning mathematics, in the need for valuing and rediscovering knowledge, this research was developed in order to understand the mathematics that is subtended by the cultural group of the remaining quilombola community of Múquem, in União dos Palmares-AL and to associate knowledge with formal mathematics that is taught at school. From an interdisciplinary perspective, the contributions of Comics (HQs) are used in the mathematics learning process, as a communicative, creative, motivating and interesting resource. Thus, mediated by a moment of social distancing in the pandemic situation, the teaching and learning process took place in the virtual classroom environment through remote learning. The research was qualitative, based on a case study methodology, both in the quilombola community and in the virtual classroom. The subjects participating in the research were two artisans from the quilombola community of Múquem and students from the 7th year of Elementary School II from a state public school. To obtain data in the community, interviews, filming and photographic records of the process of handling the artisans' clay pieces were used. In the online classroom, two diagnostic activities (initial and final), a questionnaire, four HQs created and prepared by the researcher were used, along with in-depth activities on the subject areas of mathematics, through the pixton software, in addition to an evaluation by rubric. , with the objective of evaluating the study process carried out by the students during the research. The thematic areas used to structure the comics were: numbers, algebra, geometry, quantities and measures. For data analysis we used four categories of analyzes based on cultural mathematical knowledge, student's prior knowledge, implementation of comics, learning and performance. Therefore, the results pointed to the benefit of using comic books in the classroom as a resource that presents the potential, involvement, curiosity and creativity of mathematical elaboration and use in the classroom, valuing the experiences of a people potentially loaded with knowledge that they need to be understood in their diversity. In addition to encouraging reading, motivation and understanding of mathematics content as a critical subject, the comics allowed bringing interest and meaning to the domains of practical knowledge of the life of the quilombola community with cultural recognition.

This research addresses the role of scientific biographies as an instrument to discuss Nature of Science, enabling acknowledgement and recognition of scientists and, most importantly, giving it a more humanistic perspective. Particularly in this research, diversity issues – gender and race – are also aimed at establishing the development of a female biography. A historiography was developed based on primary and secondary sources about the life and work of Alice Ball. The objective was to understand her life trajectory and identify her role in the science of Chemistry in the beginning of the 20th century, with the goal of developing scientific educational materials to discuss aspects of the nature of Science, including gender and race matters. From this source, which is the educational component of this dissertation, a survey with professors was carried out in order to understand contributions in reading the biography taking into consideration internal and external aspects to the construction of science, having as reference Alice Ball’s case. The results showed that reading enhances reflections on the condition of women and blacks in the production of knowledge. The identification of factors that interfere in the production of knowledge, although highlighted in the text, need further problematization. In this way, it is inferred about the role of the pedagogical mediation of reading, even though scientific dissemination texts, such as the biography produced, seek a wide audience.

SUMMARY
This research aims to investigate the contributions of the elaboration and resolution of mathematical problems in the development of mathematical logical reasoning through the inverted classroom with elementary school students. The elaboration and resolution of problems was applied as a methodology based on the studies of Onuchic; Allevato (2011), among others; to consolidate aspects of bacich hybrid education; Grandson; Trevisani (2015) used as models the inverted classroom based on the theoretical aspects proposed by Bergman; Sams (2018). This research has a qualitative character based on the Creswell studies (2010), with an intervention research approach described by Teixeira; Neto (2017) that was developed in a private school in Maceió/AL, with twenty students of the 6th year of elementary school Final Years. For data collection, individual and non-participant observation was used, combined with other research techniques, such as the application of questionnaires with evaluative character, group discussion, recording of audio and video of the activities so that the participants' speeches were transpose during the steps performed in the room and the expressions observed during the process. For data analysis, Bardin (1977) was used with the determination of analysis categories. The main results showed that The DS provided the development of the logical mathematical reasoning of the participants, encouraging them to actively participate in the construction of knowledge by developing autonomy, creativity and organization of mathematical thinking. It is expected to contribute to the strengthening of significant practice in the classroom by mathematics teachers, with activities that encourage students to use creativity and mathematical logical reasoning. 

This study focused on the development of a technical-technological product in the format of a didactic sequence. This one had as its driving question the following question: what proposals for teaching science and teaching mathematics can be developed from the scientific-technological inventions of black women? From a general point of view, with this research we aimed to investigate scientific-technological inventions developed by black women, focusing on their pedagogical potential for teaching science and for teaching mathematics in the early years of elementary school. Specifically, we outline the following objectives: a) explore the possibilities and limits of the development and application of anti-racist science teaching proposals; b) mapping scientific-technological inventions produced by black women; c) develop proposals for teaching science and teaching mathematics for classes in the early years of elementary school, centered on scientific-technological inventions produced by black women. To update these objectives, we carried out a theoretical-bibliographic study about how the State, within the capitalist society, organizes itself to promote the epistemicide of decolonial knowledge in the school curriculum; we explore evidence of the scientific-technological legacy of colonized peoples who were victims of epistemic pillage and epistemicide; and, with a view to pointing out anti-racist, anti-sexist and anti-epistemic didactic-pedagogical alternatives, we developed a didactic sequence that, due to the objective conditions imposed by the COVID-19 Pandemic, it was not possible to apply in loco, but that favors us to think of another society in dialogue with black feminism, especially from the prism of the intersectionality of gender, race and class. Thus, we present the didactic sequence produced as a technical-technological product whose didactic-epistemological power aims at the construction of an anti-racist, anti-sexist and anti-epistemicide pedagogical thought. These are ideas that, once adjusted to the reality of each school and/or university context, can contribute to the formation of a more egalitarian society.

This work was developed from an exploratory qualitative research that sought to analyze, the reading and representations produced by undergraduate chemistry students, the influences of a string text with a scientific theme for the understanding of the concept of solvation. The research was carried out with 19 undergraduate students in Chemistry from UFAL Campus Arapiraca in some classes of the discipline “Reading, Textual Production and Chemistry Teaching”. The booklet entitled “A Look at Unseen Chemistry” was produced by the author of this research based on the theme of solvation and founded the production of the data analyzed and presented throughout this work. The proposal was for students to read the text individually and then answer two questions about it, as well as, after reading, create an image representation (or sequence of images) related to the text read. After analyzing the empirical data, it was possible to identify representations that gave rise to emerging categories and subcategories. To analyze the results obtained, approaches were used based on their own representations foundations, as well as some inferences could be made based on the levels of chemistry that were evidenced in the productions of the undergraduates so that the influences of a string text with a scientific theme could be identified. for understanding the concept of solvation. As a result, it was identified that cordel texts have the potential to promote students’ thinking in diferente ways. From reading, for example, it was noticed reactions such as curiosity, imagination and affective relationships with the text. On the other hand, the representations produced evoked different forms of chemical thinking, sometimes based on the concrete dimension, but also linked to the theoretical-representational dimension, as well as extrapolating to aesthetic representations of knowledge. These results suggest the potential of cordel as a didactic support both for teaching chemistry and for cultural perspectives.

The present work aims to analyze how mobile and ubiquitous technologies can contribute to the teaching of School Financial Education (SFE), from the perspective of mobile learning (m-learning), in order to enhance the development of pedagogical practices in Mathematics classes. . In this sense, we seek an answer to the following question: how can mobile and ubiquitous technologies contribute to the teaching of SFE, from the perspective of m-learning, to enhance the development of pedagogical practices in Mathematics classes? in addition, the specific objectives of the survey reflect the following guidelines: the use of mobile and ubiquitous technologies in SFE teaching to discuss the possibilities of integrating mobile and ubiquitous technologies. Their relevance to the teaching of the subject to understand how students (re)mean their systematized knowledge about SFE and its implications among the activities developed propose an application that aims to stimulate knowledge in the area to mobilize knowledge arounds the theme. The research was developed based on a qualitative pedagogical intervention with the application of semi-structured activities based on the related demand by the students. In short, the activities on the e-futuro platform were built from the students' speeches. It occurred four times with the following activities: Quiz - The History of Money, Trail of the Value of Things, Word Search (making the best use of money) and Enjoying Knowledge. During data collection, the following instruments were used: semi-structured interview, recording of interactions through photographs and use of the logbook. The 18 participants of this case study are part of the school group and of the 5th year of Elementary School I, of the morning shift, of a municipal school in Rio Largo-AL. The research concluded that the students were able to reflect on the EFE situations and envision its applicability in everyday life. In additionally, they were able to understand the unique aspects of consumerism and arouse interest in the act of saving and creating plans. From the applied methodology, the handling of the APP allowed new learning opportunities on the subject through the manipulation and participation of the subjects in the different stages of the games created in the virtual environment, in addition to the pedagogical intervention by carrying out the challenges and listening to the speeches from the participation’s students.

This study emerged from the following epistemological curiosity: “What are the potentialities of the awelé game, from the mancala family, for the development of anti-racist mathematics teaching practices, in the context of the early years of elementary school?” Its general objective was to investigate theoretical-methodological possibilities for the exploration of the awelé game in the context of pedagogical practices focused on anti-racist mathematics teaching aimed at children of the 2nd year of Elementary School. Specifically, it aimed to: understand the relationships between racism, epistemicide and colonialism in a capitalist society and their repercussions on pedagogical practices developed in the early years of Elementary School; explore the awelé game with a view to developing a Didactic Sequence that mobilizes mathematical knowledge and focuses on the anti-racist struggle; and to evaluate the limits and potential of the awelé game for the development of teaching proposals focused on combating the epistemicide of ancestral mathematical knowledge. From the methodological point of view, it is a qualitative research carried out in three stages: Theoretical-bibliographic study; Exploratory Research and Participatory Research. At first, a theoretical-bibliographic study was carried out on the concepts of racism and epistemicide and, in the form of a case report, pedagogical practices with an anti-racist theme developed in the same public school in Arapiraca-AL were presented. Subsequently, an Exploratory Research was carried out on the potential of the awelé game for the teaching of mathematical concepts, in an anti-racist perspective. This movement favored the development of a proposal for a Didactic Sequence aimed at the 2nd year of Elementary School. This Didactic Sequence was structured in four stages: a) 1st Stage: Origins, Logic and Rules of the Awelé Game; b) 2nd Stage: Building a board for the awelé game; c) 3rd Stage: Understanding Rules, Strategies and Playing the awelé game with pairs; d) 4th Stage: Reflections on mathematical problems based on the rules and strategies of the awelé game. Continuing, a Participating Research was developed with a class of 21 students who took the discipline "Knowledge and Methodologies of Mathematics Teaching 2", in the first academic semester of 2021, in the Pedagogy Course of the Federal University of Alagoas, Campus Arapiraca. Through the Participant Research, the Didactic Sequence proposal was applied to this class, with the necessary adaptations depending on the COVID-19 Pandemic context and the implementation of Emergency Remote Teaching. In order to capture these students' conceptions about the proposed Didactic Sequence, a semi-structured press conference was held with the 14 students who were present. The interview was recorded on Google Meet, transcribed and the material was interpreted in light of the Content Analysis approach. As a result of these analyses, the following emerging categories were produced: a) The old becomes new; b) The contemporary relationship between subsistence agriculture and the awelé game; c) Different ways, different rules, different playing strategies; d) Capitalist and anti-capitalist values in awelé games; e) The experience of playing the awelé game with the family; f) The experience with the digital awelé game; g) Mobilization of mathematical concepts with the awelé game; h) Would I, as a pedagogue, use the awelé game in my math classes? Finally, as an Educational Product, through this investigation, it was possible to develop and improve a Didactic Sequence that focuses on the exploration of the awelé game with a view to teaching mathematical concepts, in an anti-racist perspective.

The school plays a fundamental role in the development of critical thinking, so that students acquire specific knowledge of science and also manage to relate this content to aspects of an economic, social, political and environmental nature. According to official documents, the main function of teaching chemistry is to prepare students so that they can make decisions in problematic situations, contributing to their development as human beings and citizens. Therefore, the study of thermochemistry concepts favors the development of skills so that students understand the use and production in different phenomena and can interpret them, as well as evaluate and judge the risks and benefits of using different forms of energy, linking knowledge with other areas of knowledge, thus promoting interdisciplinarity. The contextualization in the teaching of chemistry can enable a better understanding between specific knowledge, problems related to the daily lives of students and society. The CTSA approach, in educational practices, provides the development of skills in students that make it possible to understand the role of man in nature, thus inserting the student in the social context, contributing to their formation as a critical and responsible citizen. The use of Digital Information and Communication Technologies (TDIC) brings the possibility of making educational techniques more flexible, making school environments increasingly rich, which, from a solid base, allows the insertion of new pedagogical practices. The use and influence of technologies are a daily reality in many situations, most students are already used to the diversity of devices, such as computers, tablets, smartphones, as well as a variety of applications connected to the internet network. They are growing with the influence of these technological equipments. The applied didactic sequence will allow the study and evaluation from a procedural perspective, including the planning, application and evaluation phases. The SD was applied to 20 students from the 2nd year of high school at Colégio Expoente e Cursos, located in the Feitosa neighborhood, in Maceió - AL. The objective of this work was to evaluate the students' significant learning, through a teaching sequence (DS), which used audiovisual resources as a study tool for the teaching-learning of chemistry related to the thermochemistry content. In this way, it brought the CTSA focus in the approach of the activities practiced during the SD, with the purpose of bringing the classroom practice (traditional education) closer to the reality of students in the second year of high school at a private school. For the evaluation of learning, the idea of Conceptual Maps (CM) was used as an evaluation mechanism. The result of this work showed a positive evaluation regarding the proposal of the didactic sequence, using audiovisual resources: it was observed, through the validation instrument, that most students, in their conceptual maps, presented more conceptual propositions at the end of the research. Therefore, it can be considered that DS contributed significantly to the teaching-learning process, as it aroused students' motivation and interest in thermochemistry content. The educational product generated from the collection of the application of the tests was the elaboration of a didactic sequence, containing the tests and the orientations directed to the teachers on how to work with the proposal.

Science education has undergone several changes throughout history. With society in
constant change, teaching and school require monitoring in their methodologies and
strategies. Teachers are invited to constantly update themselves in order to meet the
demands of this changing society. With the advancement of the new SARS-CoV-2
coronavirus, society was put on alert and measures of social distancing were adopted,
demanding once again that schools in general, develop means to adapt to the new
existing reality, so that they do not if there is a decrease in the bond between the school,
students and families. In this context, measures were taken and remote teaching is being
placed as an alternative to make pedagogical practice viable. The present work arises

from the questioning about how the remote work of science teachers from the public

school network of an elementary school – Final Years is being, in this period of social
distance, arising from the pandemic of the new Sars-Cov-2 coronavirus. It is expected to
understand, which perspectives the teaching class has about this teaching format
adopted urgently, the challenges and consequences for the process of teaching and
learning in the discipline of science. For this explanation we turn to Saviani (2011) to
talk about the purpose of Teaching according to Historical-Critical Pedagogy and to
other authors such as Krasilchik (2000) and Fernandes et.al (2020) to discuss science
teaching. Our research locus was science teachers from an Elementary School - Final
Years and documents that guide the teaching model adopted by the municipality during
the period of stoppage of classroom classes caused by social isolation during the Covid-
19 pandemic. The analysis consists of a qualitative research, based on Creswell (2007),
with an exploratory approach reinforced by Piovesan and Temporini (1995). The results
obtained showed a lack of educational preparation as a whole, considering access,
training and acquisition of technological and digital means for schools, teachers and
students, which compromised learning for a quality science education, aiming at the real
objective of education.

This work aims to analyze the contributions of an Investigative Teaching Sequence about fungi subject, to improve the construction of the students' Scientific Literacy of the 4th year of Elementary School, using the production of Comics. The research composed the production of Comics in Comics (HQs) fullfilled by students in a public school in Roteiro -AL city, the work was accomplished in February 2020, just before the closure of tua schools because coronavirus pandemic with great social, educational and economic repercussions for the country. To direct the research, we chose the following question: How can an Investigative Teaching Sequence on fungi contribute to the promotion of Scientific Literacy of 4th grade students? The methodology used is qualitative with the contributions of Patton (1980) and Glazier (1992). The data collection instrument consisted on the Investigative Teaching Sequence (SEI) related to the theme: Investigating the theme of fungi in the 4th grade of elementary school. As a corpus of analysis, we used Comic Books as one of the activities produced in the development of Scientific Research. The data were analyzed based on two categories: The dialectical relationship between the children's everyday concepts and the scientific concepts taught and Vygostky's Proximal Development Zones (ZDP) that were established in the classroom. We also built an SEI as an Educational Product entitled: Studying Fungi in the 4th Grade of Elementary School. The results of Scientific Investigations show us to realize that the students were able to expand their knowledge about fungi based on the scientific practices required in Science Education. Thus, we believe that the use of didactic strategies based on investigative practices are viable and promising resource for the promotion of Scientific Literacy in Sciences.

This work aims to investigate the possible contributions of the exploration of a Webquest from the teaching of spatial geometry. The work was developed in three moments: in the bibliographic analysis, in the construction of a Webquest as an educational product and in the discussions about the activities developed in the Webquest. The proposed research was of an exploratory qualitative nature, as it allows dialogues based on flexibility and improvement of ideas that guide the research. The research problem focused on: what are the didactic potentialities of the Webquest methodology for the teaching of spatial geometry from a critical teaching context ?. The specific objectives of the research are: I) To understand the possible contributions of the exploration of a Webquest; II) Analyze the use of a Webquest to approach the teaching of spatial geometry; III) Evaluate the contributions of a Webquest to a critical teaching of spatial geometry. Thus, we sought to present a proposal for Webquest methodology to be developed by educators, aiming at teaching processes for students and students. In addition to building dialogues that involve the concepts of critical teaching, specifically that of spatial geometry through digital culture, it may allow an understanding of the world from the events that encompass social, cultural, historical and political contexts of the reality of students and students. As a result, the exploration and construction of a Webquest is reported as a didactic educational product to be used by society.

This work is the result of the research carried out from a teacher / researcher concern, in face of the reality of Science Teaching in the Early Years of Elementary Education. Personal experience perceives it taught in a traditional and meaningless way due to lack of mastery on the part of teachers. Therefore, the objective was to investigate how Conceptual Maps can contribute to the improvement of Science Teaching and Learning in the Early Years. For this purpose, we base our research on Vygotsky's studies, on Joseph Novak's Concept Maps, the Theory of Meaningful Verbal Learning (TAVS), advocated by David Ausubel and Science Teaching from the perspective of Critical Historical Pedagogy. The work is classified as action research with participant observation, having as participating subjects 15 teachers from the 1st to the 5th year of a Public School in the Municipal Teaching Network of Teotônio Vilela - AL. Through a teacher training action, a pedagogical alternative was provided that contributes to the performance based on Meaningful Learning in the area of Natural Sciences. Thus, the question that guided the search was: Can Conceptual Maps contribute as a didactic-pedagogical tool in teacher education? For the collection and generation of data we use logbook records, focus group organization, application and analysis of questionnaires and offer of a workshop. We understand that the concept maps significantly influenced the learning of the Science contents presented by the teachers, in each of the five moments intentionally organized for collections and data generation in the classes of the participating classes. Being a tool that offers perspectives for significant advances in classroom practices, this tool serves as a subsidy for the advancement of investigations of teaching and learning processes. As an Educational Product, we developed a Pedagogical Strategies Notebook for Concept Maps in the Early Years of Elementary School.

Biochemistry is an area of study that involves knowledge of Biology and Chemistry, focusing on the “Chemistry of Living Beings”. This area of knowledge addresses topics that are not easy to represent, which creates difficulties for students to understand, and is also neglected by teachers. Another difficulty detected in schools today is the reduced use of collaborative activities during classes, which sometimes leaves students isolated, limiting their learning. In addition to the previously mentioned difficulties, it is observed that the advances in Digital Technologies that are already inserted in today's society, and, therefore, schools are constantly challenged to introduce these technologies in classes in order to improve the teaching and learning process, the quality of the classes, as well as aligning them with the students' reality regarding the use of Digital Technologies. Considering the difficulties of learning Biochemistry and the proper and efficient insertion of Digital Technologies in schools, another major challenge arises: the assessment of learning in the online context. Thus, this research had as a guiding question the verification of evidence of significant learning in the collaborative activities of high school students using concept maps and online discussion forums. Conceptual maps are graphic schemes that assist in the representation of knowledge present in the individual's cognitive structure, facilitating their externalization. Discussion forums, on the other hand, allow collaborative activities between subjects, promoting dialogue in order to generate additional knowledge. This work consisted of: Planning activities, online classes (about the “Proteins” concept, construction of concept maps and use of discussion forums in Virtual Environment, instructions for using applications for construction of concept maps), construction of maps conceptual (individual and collaborative) hands-on and with the software Cmaptools, Lucidchart and Power Point and use of discussion forums in Virtual Learning Environment / Moodle and use of evaluation rubrics. Evaluation rubrics adapted from Biagiotti (2005), Cruz and Nunes (2009) and Martins and Alves (2016) were used to evaluate the discussion forums and Evaluation rubrics adapted from Biagiotti (2005) and Novak and Cañas (2010) to evaluate concept maps. This research aimed to build a proposal for procedural assessment of the learning of the “Proteins” concept, for High School, based on the combined use of concept maps and online discussion forums on the Moodle platform. Due to the Covid-19 pandemic, this research was developed entirely online, with 8 students from the 3rd year of high school, from a private school. The results point to the efficiency of collaborative activities in the learning process and the efficiency of the proposed procedural assessment model. At the end of the research, a Didactic Guide was prepared, in e-book format, as an Educational Product.

Our work aims to create, apply and evaluate a didactic sequence aimed at learning the graphical representation and interpretation of statistical data through Powerpoint for third grade high school students. We present the contributions to a didactic sequence as an instrument of pedagogical planning that may imply in the problematization and development of the mathematical knowledge having as educational product a manual
for the creation of statistical graphics based on PowerPoint. The research was using a qualitative with students of the third year highschool from a state school called Professor Theonilo Gama, situated in Maceió. We Will start talking a little about the historical context of statistics then we Will talk about the Statistics education focusing
on literacy,reasoning and statistical thinking based on Cazorla, Gal, Garfield, Raumsey,among others. After that we Will talk about statistics at school and the use of digital educational resources in the development of active methodologies.In the end, we Will propose a manual as a suggestion, to make graphics using PowerPoint software
and we Will show that statistics is much more than a simple reading of graphics or tables – it starts with all the process of teaching statistics and literacy until interference.

This research is the result of the approaches between Science Teaching and Pedagogia Histórico-Crítica perceived by the author as a Master's student at the Federal University of Alagoas. Its main objective is to analyze the possibilities and limits of the contribution of Historical-Critical Pedagogy to the continued formation of teachers of Early Childhood Education, with a view to teaching science in pre-school. It is a qualitative study with an action-research approach, using structured and semi-structured interviews as data collection tools. The analysis of content is based on Lüdke and André (1986), with the intention of, when treating the data obtained, answering the central question of the present study: A continuous and distance learning, would be able to contribute to the necessary training/improvement of teachers in order to manifest the intention of deepening the knowledge about PHC, perhaps basing its pedagogical performance in Early Childhood Education on this theory? The theoretical framework is based on the formulations of historical-critical pedagogy and historical-cultural psychology, especially in the following productions: Carvalho (2014); Duarte (2015); Gama (2015; 2020); Lazaretti (2016); Marsiglia (2009; 2011); Martins e Duarte (2010); Pasqualini (2006; 2011; 2016); Saviani (2003; 2019); and Vigotski (2018). To achieve the proposed objective we will carry out the following methodological procedures: 1) diagnostic evaluation on the eventual previous knowledge of the teachers in relation to the research theme; 2) accomplishment of a minicourse of continuous formation on the research theme; 3) procedural evaluation that will happen during the extension course and with the use of a final questionnaire, and 4) analysis of the obtained results. It is expected that the continuous formation, based on the historical-critical Pedagogy, will provide practices of overcoming empiricism and made possible by voluntary and conscious pedagogical practices, making possible a process of construction of the valorization of the human being, being built from mediation with dialogicity.

Environmental Education has the function of forming critical citizens, changing their behaviors
and perceptions in relation to the environment. One way, which makes the development of
Environmental Education easier in the classroom, is the use of didactic workshops. The question
that this study sought to investigate was: how do the workshops on Environmental Education
collaborate for the critical training of students? The objective of the research was to stimulate the
development of environmental awareness among students from two classes of the 6th year of
Elementary Education on Environmental Education using interdisciplinary workshops. The
research carried out was of the qualitative type, developed in a public school in the state of
Alagoas. The dissertation project was submitted to and approved by the Research Ethics
Committee. Data collection took place through the application of a diagnostic test and one of
acquired knowledge, for the recognition of the students' previous knowledge and constructed after
the application of the workshops. The data obtained were analyzed by frequency of responses and
by categorization. The results showed that the students have previous knowledge about
Environmental Education and the workshops helped in the construction and improvement of
knowledge, but still have difficulty in talking and understanding about the subject, emphasizing
the importance of working with Environmental Education at school. The Educational Product is
also presented, entitled “Interdisciplinary workshops for environmental awareness”, which aims
to provide support for Science / Biology teachers to work on the Environment theme through
interdisciplinary workshops.

This dissertation deals with the use of WhatsApp as a learning possibility in the teaching of mathematics with high school students of the Youth and Adult Education (EJA) modality, aiming to seek the possibility of promoting new ways to facilitate the teaching and learning process.

In this context, we exercised the construction of the concept of matrices, in alternate environments, the first being in the classroom, in which we tried to work the contents developed according to the planning carried out together with the mathematics teachers of the educational institution and secondly, the virtual environment on WhatsApp, where we promote dialogues, interaction and student interactivity in order to obtain meaningful learning.

The dissertation structure is composed of three guiding chapters, the first chapter being entitled Presentation and the others being articles for publications, as follows: 2) MatEJAZap tool as a strategy for teaching Mathematics; 3) The use of WhatsAppfor teaching matrices: a case study in Youth and Adult Education.

The first chapter deals with my trajectory as a teacher of basic education in the first years of teaching and an account of my evolution as a person and my paths to become a research teacher. In this chapter I also present the organization of the dissertation (Multipaper), in which there is a study of its structure in general, which is composed of a sequence of chapters being a collection of publishable articles and these can be a collaboration with several authors and that even the act of defense, articles ready for submission or already submitted or accepted for publication. Also in this chapter I present the problematization and objectives of the research, which in this sense comes to investigate the contribution and use of the WhatsApp application in the teaching and learning process with the use of the MatEJAZap tool in Youth and Adult Education (EJA) in the study of Matrices.

The second chapter, which will be the first article, entitled MatEJAZap Tool as a strategy in the teaching of Mathematics, which demonstrates the use of the WhatsApp application with the MatEJAZap tool as a strategy for teaching mathematics as a possibility to promote the teaching and learning of students in the which interactions that may occur can contribute in order to favor future pedagogical actions with the use of WhatsApp. For this research, we opted for a mixed qualitative-quantitative research-action methodology, which arose from the need to overcome the gap between theory and practice.

The third chapter, which will be the second article, entitled the use of WhatsApp to teach Matrices: a case study in the education of young people and adults in which it uses WhatsApp to work the content of Matrices in the area of knowledge of Mathematics through the conditions that the MatEJAZap tool enables in the teaching and learning of students, through a concept that makes the teacher-researcher have greater interaction and interactivity, thus developing a more focused mathematics for the teaching modality of Youth and Adult Education .

It had a methodological path that encompassed the qualitative approach using the case study for this purpose and that we also present a self-assessment carried out by students that is inserted within the MatEJAZap tool.

As a final product, it presents a guide to the entire process of building the MatEAZaptool and the possibilities for teaching and learning, bringing all documents and applications used throughout the process.

O presente estudo teve sua gênese a partir de uma inquietação da docente diante da realidade vivenciada dentro e fora da sala de aula, qual seja, o Ensino Superior, apesar das iniciativas do corpo pedagógico de ressignificação da prática docente, ainda é marcado, predominantemente, pelo protagonismo restrito à figura do professor, sendo os aprendizes, no caso em questão das Ciências da Saúde, percebidos como receptores de informações técnico-científicas sobre doenças e tratamentos. Porém a sociedade atual, cibercultural, sugere que o estudante seja alguém que busque construir seu conhecimento. Diante desse cenário, a pesquisa em questão tem por objetivo investigar as potencialidades e limitações de seminários virtuais assíncronos para o ensino de Histologia e para a construção de uma pesquisaformação do professor na Educação online. O trabalho classifica-se como sendo de natureza qualitativa, tendo como sujeitos os 38 alunos frequentes do 1º ano do curso de Enfermagem de uma Universidade de Alagoas. A coleta e análise dos dados se deu, respectivamente, pelas técnicas de Grupo Focal e Análise de Conteúdo. Tais procedimentos permitiram constatar que, apesar de algumas dificuldades enfrentadas, os seminários virtuais assíncronos instituíram nos discentes bons hábitos (estudo prévio antes da aula, métodos de organização e planejamento), consolidou teorias (planejamento e organização permitem concretização de objetivos), instigou desejos (ser professor, pesquisador) e promoveu o protagonismo deles, uma vez que houve o desenvolvimento de sua capacidade autônoma, estímulo a sua criatividade, incentivo a pesquisa, interação e colaboração em sala de aula e deu voz a eles. No que diz respeito a docente-pesquisadora, a contribuição mais significativa foi a mudança de paradigma pela qual se permitiu passar para aplicar uma estratégia didática inserida na cibercultura. Ou seja, antes da pesquisa, a educadora considerava as TDIC apenas como ferramentas tecnológicas digitais de apoio, porém, depois, especialmente pelos desafios que teve que transpor ao optar pela Educação online, enxergou a importância e se sentiu apta a integrá-las na sua prática docente. No que tange ao produto educacional, desenvolveu-se um artigo.

Neste estudo abordam-se as potencialidades da videoanálise através do Software Tracker a fim de ressaltar a importância das Tecnologias Digitais da Informação e Comunicação (TDIC) para o ensino de Física. Por isso, o estudo tem como principal objetivo investigar as potencialidades didáticas da utilização de videoanálise para o ensino do fenômeno de queda de objetos, na direção vertical sobre o efeito da gravidade, nas aulas de Física do Ensino Médio, por meio do Software Tracker. Para tanto, delinearam-se os seguintes objetivos específicos: explorar as potencialidades do Tracker; e analisar estratégias pedagógicas, utilizando a videoanálise, que possam aproximar os modos de fazer Ciências de análise dos fenômenos naturais. Partindo desse escopo, buscou-se responder ao seguinte problema de pesquisa: o que emerge de possibilidades de utilização do software Tracker no estudo de fenômenos físico, em particular da queda livre? Assim, para o desempenho da pesquisa alguns instrumentos foram necessários: inicialmente a observação (a fim de observar a interação entre os estudantes); ficha de coleta de dados experimentais; questionário e a pesquisa bibliográfica. Com o intuito de responder ao problema de pesquisa e alcançar os objetivos traçados, se desenvolveu uma proposta de ensino com quatro turmas do 1º ano de uma escola pública de Palmeira dos Índios no Estado de Alagoas. Nessas turmas se observou de forma direta as interações com o software Tracker e o desempenho deles, em atividades de sala de aula, utilizando a videoanálise para registrar situações envolvendo o conceito de queda livre. Os dados coletados foram tratados através de uma Análise Textual Discursiva (ATD) em três categorias emergentes da pesquisa: 1ª) Percepção dos estudantes em conceitos físicos; 2ª) As potencialidades do software Tracker; e 3ª) Dificuldades enfrentadas pelos alunos durante a intervenção didática. Observou-se, assim, as potencialidades oferecidas pelo Tracker em promover análise de movimentos de forma detalhada, coleta e análise de dados mais precisos, e utilização de conceitos essenciais em uma prática experimental como fita de calibração como padrão de referência, eixo de coordenadas, centro de massa, fatores que influenciam a incerteza dos dados, bem como o registro dos dados em gráficos e tabelas.

Este trabalho perpassa por uma incursão teórica baseada na Pedagogia histórico crítica e na Psicologia histórico cultural. Nesse bojo de discussões teóricas consideramos que o trabalho intencional, planejado e sistematizado do professor permite que os estudantes se apropriem dos conhecimentos construídos pela humanidade historicamente, caracterizando o processo de humanização desses indivíduos. A partir dessa compreensão, centramos nossas discussões sobre o Ensino de Ciências e mais especificamente, o de Genética, ramo da Biologia envolvido no estudo da hereditariedade. Além de ser um campo de estudo com vários desdobramentos no âmbito educacional, ético, social, tecnológico e de saúde abarca uma rede de conceitos que envolve o saber matemático, capacidade de interpretação de textos, conhecimentos químicos e biológicos, por essa razão, o conteúdo de Genética é considerado problematizador. Com bases nessas considerações, este trabalho teve como objetivo principal, analisar os limites e as possibilidades do ensino dos conhecimentos básicos de Genética para estudantes do nono ano do Ensino Fundamental de uma escola pública. Nessa perspectiva, realizou-se uma intervenção pedagógica utilizando uma sequência didática com conhecimentos básicos de Genética. Nesse sentido, participaram da pesquisa trinta estudantes do nono ano do Ensino Fundamental de uma escola pública. O instrumento de coleta de dados consistiu na resolução de questionários (pré-teste e pós-teste) além da produção de textos dissertativos. Assim, buscou-se analisar os resultados sobre uma prática docente apoiada no conhecimento científico e na contribuição da transformação social para além do senso comum. A pesquisa permitiu-nos afirmar a importância do professor em contribuir não somente com a aprendizagem de conceitos científicos, mas também com o planejamento intencional de abordagens didático-pedagógicas que mobilizem nos estudantes suas funções psicológicas superiores e que se preocupa, portanto, com uma formação humana no seu sentido mais amplo.

This dissertation started with the analysis of the Chemistry textbook, Martha Reis PNLD 2018, since it is a book of great requisition in the schools of the state of Alagoas, after analyzing the content of chemical kinetics present in the book of the 2nd year, we found absence of some indicators that, according to Pizarro 2014, are extremely important to guarantee scientific literacy at this level of education. In view of this, a didactic sequence was elaborated, which consists of evaluating an active learning methodology, rotation by season, as a way to increase students' interest. in chemistry classes, in addition to demystifying the idea that chemistry is a boring and difficult discipline, which is usually reported by students, after traditional discipline classes, within this sequence we approach the concepts related to chemical kinetics in everyday practices from the students. Understanding that this methodological intervention proposal could contribute to the teaching and learning process of Chemistry, we defined as a general objective to analyze the results of the experience / intervention of a didactic sequence proposed based on the methodology of rotation by seasons, mediated by the use of digital tools, to promote active learning of the concepts associated with the teaching of chemical kinetics. For this we use technological resources that range from showing videos such as Draw Chemistry to its own elaboration. Our proposal for a didactic sequence was based on the teaching of catalysis: chemical kinetics, since it is a subject seen in the classes of the 2nd year of high school, it is a subject in the area of physical chemistry, an area in which students present the worst performances, a time that combines knowledge in mathematics, physics and chemistry. We use the Blended Learning method: Station-Rotation Model, as it is a method of easy planning and execution, which does not require high investments and is highly flexible and adaptable. The application of the sequence took place at a reference state school in the city of Maceió for deaf students, the Tavares Bastos State school, with the participation of 25 students, four of whom were hearing impaired or deaf. We found that during the rotation some concepts were improved and there was greater learning, since the activities were geared to the students' daily lives, making it easier to assimilate and correlate. We adopted assumptions of the qualitative approach, which were classified within the action research strategy, whose data were collected through questionnaires, classroom observation and activities carried out in the learning stations, thus we concluded that the methodological proposal of rotation by stations contributed for the process of building the learning of chemical kinetics concepts, as a complement of the teaching work in the conceptual approach, aiming at a modification of the teaching process of Chemistry in the promotion of a more active and collaborative learning.

The current challenge of Science Education is more complex than making specific content understood, but providing ways in which students develop from their actions. Not an easy task for the student, nor for the teacher. Due to concerns about the Teaching of Cell Biology, specific objectives are sought (i) to analyze the conceptions of students and graduates in Biological Sciences regarding the Teaching of Science by Research focused on the content of Plasma Membrane; (ii) to develop support material for the Basic Education Biology teacher to support Teaching by Research on the Plasma Membrane; and (iii) to identify the potential of an Investigative Teaching Sequence (SEI) on Plasma Membrane for the Teaching of Biology in High School. Therefore, the general objective on which the research is based is to contribute to the practice of Basic Education Biology teachers on the Teaching of Plasma Membranes from the Teaching of Science by Research. For this purpose, a qualitative approach is used, with bibliographic research and Content Analysis of responses from the participants of this research, which makes it possible to reaffirm some needs found among professionals and academics in the field of teaching Biology, including the absence of the use or cogitation of investigative teaching in the area of Cytology. From this, a Technological Technical Product is developed, submitted to critical analysis by the same researched group. The built SEI integrates the Technological Technical Product of the Professional Master's Degree, which despite being initially thought for the teacher (volume 1), also unfolds in a material for the students of the 1st grade of High School (volume 2). As for SEI's potential for teaching Transport content through the Plasma Membrane, conditions are raised for the development of Scientific Literacy and social belonging in the perception of the participants, which is consistent with a possible and applicable method, promising to motivate and promote obliterating assimilations. It is also assumed that it provides interaction between Basic Education, Higher Education and academic productions. This dissertation culminates in the dissemination of information about the current classroom and an investigative didactic approach.