http://repositorio.ufc.br/handle/riufc/61286 2026-04-14T17:36:09Z http://repositorio.ufc.br/handle/riufc/85726 Título: Uma engenharia didática de formação para professores de ciências sob a perspectiva da cultura maker no desenvolvimento de competências digitais Autor(es): Lima, Luiz Paulo Fernandes Abstract: The teaching of Natural Sciences in basic education, crucial for both scientific and civic development, faces the ongoing challenge of keeping pace with the demands of the digital era. In this context, the continuous professional development of teachers in the use of technology emerges as an urgent necessity. This study investigated the potential of Didactic Engineering for Teacher Training (Engenharia Didática de Formação – EDF) as a model for developing teachers’ digital competencies. Anchored in the Theory of Didactic Situations and guided by the principles of Maker Education, the research aimed to analyze the contributions of an EDF – based training program to the development of digital competencies among Natural Science teachers in the final years of elementary education in Fortaleza, Ceará, Brazil. The investigation followed the methodological principles of Didactic Engineering, emphasizing its second-generation approach. Data collection involved a group of 30 teachers from the Municipal Department of Education who participated in a training process conducted in the FabLearn laboratories of the Center for Excellence in Educational Policies at the Federal University of Ceará. The hybrid program, consisting of five in-person meetings interspersed with on-line activities, implemented Formative Didactic Situations focused on Maker Culture, Computational Modeling, Digital Fabrication, and Virtual Simulation, using a wide range of software and tools available in the FabLearn environments. Data analysis, based on the triangulation of quantitative and qualitative methods, considered three main dimensions: (1) the evolution of teaching competencies in light of the National Common Curricular Base (BNCC) and the National Common Base for Teacher Education (BNC – Formação Continuada); (2) participants’ perceptions, collected through the SEEQ questionnaire; and (3) the analysis of Maker didactic sequences designed by the teachers participating in the research. The comparison between a priori and a posteriori analysis validated the effectiveness of the proposal and provided essential insights for achieving the research objectives. The findings indicate that Didactic Engineering for Teacher Training, by integrating the Theory of Didactic Situations and Maker Education, constitutes a consistent methodology for the continuous professional development of Natural Science teachers. This integration fostered progress in the appropriation of digital technologies, encouraged more creative and collaborative pedagogical practices, and promoted science teaching aligned with the demands of digital culture and the competencies established by the BNCC. Although challenges remain, particularly regarding the consolidation of Digital Citizenship and the improvement of schools’ structural conditions, the results demonstrate the transformative potential of EDF as an innovative and socially relevant training model, strengthening scientific and technological education in Brazil and fostering the essential competencies for teaching in the 21st century. Tipo: Tese 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85114 Título: Modelagem matemática maker: uma estratégia didática para o ensino de matemática nos anos iniciais do ensino fundamental Autor(es): Reis, Josiane Silva dos Abstract: In the pursuit of understanding the processes of Mathematics teaching, research in the field of Mathematics Education has highlighted investigations that analyze pedagogical actions aimed at contextualizing content and valuing investigative reasoning, bringing students closer to the exploratory nature of this science. Within this context, Mathematical Modeling and Maker Culture emerge as approaches capable of linking school mathematics to concrete situations, encouraging students’ participation in the formulation and solution of problems. In the early years of Elementary Education, Mathematical Modeling proves to be particularly relevant by promoting the construction of meaning from everyday situations, while Maker Culture has been gaining ground by advocating practices based on experimentation, creativity, and investigation. In this sense, the present study focuses on the practice of teachers working in the early years, guided by the following research question: How can the articulation between Mathematical Modeling and Maker Culture, from a constructionist perspective, be configured as a didactic strategy that fosters the teaching of mathematics in the early years of Elementary Education? Thus, the central objective of this thesis is to conceptualize Mathematical Modeling Maker as a didactic strategy for teaching mathematics in the early years, grounded in constructionist theory. Accordingly, this thesis seeks to conceptualize Mathematical Modeling Maker as a didactic strategy, grounded in constructionist theory, understanding it as the result of the articulation between Mathematical Modeling and Maker Culture. Methodologically, this study adopts a qualitative approach of a basic, exploratory, and explanatory nature, organized into three stages: (1) a systematic literature review; (2) a case study conducted through a formative extension course for teachers in the early years; and (3) the development and systematization of the final text of the thesis. The course, entitled “Mathematical Modeling and Teaching Practice in the Early Years,” involved the participation of twenty-one teachers from the public school system of Fortaleza, Ceará. The corpus of analysis consisted of discussion forums, activity guides, a field diary, and observation forms, which were examined in light of Content Analysis. This procedure made it possible to identify regularities, meanings, and senses attributed by the teachers to the practices developed, allowing for the categorization of perceptions, challenges, and emerging potentialities in the articulation between Mathematical Modeling and Maker Culture. The results indicate a theoretical-methodological convergence between Mathematical Modeling and Maker Culture, making it possible to conceptualize Mathematical Modeling Maker as a strategy in which the artifacts produced by students materialize as solutions to the problems Tipo: Tese 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85020 Título: A biotecnologia na formação inicial de professores de biologia e de química: uma proposta do conceito de alfabetização biotecnológica Autor(es): Lima, Jairo Ribeiro de Abstract: Biotechnology education aims at developing, in both individual and society, the fundamental aspects of scientific and technological culture, essential for understanding debates that have embodied and defined the scope and limits of biotechnological applications. Therefore, it is essential to prepare teachers who are able to take part in scientific knowledge with technological innovations and socio-environmental issues. So, this doctoral research investigated Biotechnology contribution along the beginning of Biology and Chemistry professors’ training, enhancing Science, Technology and Society perspective, as well as understanding the concept of biotechnological literacy. This research was carried out using mixed methods and theoretical-methodological assumptions of the multiple case studies. Data collection occurred by bibliographic research, document analysis, and questionnaires application. The techniques applied for data analysis and processing were content analysis and descriptive statistical analysis, using Jamovi software. Students, professors, and coordinators from the undergraduate programs in Biological Sciences and Chemistry from the Federal University of Ceará and the Federal University of Campina Grande took part in this research. The doctoral dissertation text was structured in a multi-paper format, whose obtained results were organized in six papers that are aligned with specific objectives of this study. In the first and second papers, the scenario of national and international research was investigated regarding Biotechnology integration along Biology and Chemistry professors’ training, respectively. The third paper aimed at identifying the presence of Biotechnology in the curricula of undergraduate courses of Biological Sciences and Chemistry, and their relations with Education Science, Technology, and Society. In the fourth paper, students’ conceptions from undergraduate courses in Biological Sciences and Chemistry were analyzed regarding Biotechnology from a Science, Technology and Society (STS) perspective. The fifth paper highlighted the contributions of Biotechnology from a STS (Science, Technology, and Society) perspective to Biology and Chemistry teaching, in conjunction with professors’ and coordinators’ conceptions of undergraduate courses in Biological Sciences and Chemistry. In the sixth paper, the concept of Biotechnological Literacy was proposed based on theoretical frameworks from the STS area that discuss about Scientific and Technological Literacy. Thus, it was possible to ascertain that: (i) the relation between Biotechnology and professors’ training of Biology and Chemistry has been little studied in national and international research, which highlights the originality of this doctoral dissertation; (ii) the curricular matrices analysis of Bachelor's degree courses in Biological Sciences and Chemistry have shown the absence of mandatory curricular components that address the background, concepts and applications of Biotechnology, especially from a STS perspective; (iii) most undergraduate students in Biological Sciences and Chemistry do not consider themselves qualified to teach biotechnological content; (iv) course coordinators consider that biotechnological themes contribute positively to the Biology and Chemistry professors’ training; however, they pointed out challenges for their effective integration in the courses. For professors, Biotechnology contributes to Biology and Chemistry teaching in three essential aspects: integrating theoretical and practical knowledge, understanding and preserving biodiversity, and promoting scientific literacy; (v) the absence of Biotechnological Literacy concept in Brazilian scientific research; (vi) the concept of Biotechnological Literacy is proposed based on three main pillars: epistemological dimension, social dimension and environmental dimension of biotechnological applications. Therefore, the main contributions of this dissertation are focused on centralizing the debate that highlights the importance of Biotechnology comprehensive integration into the beginning of professors’ training in Biology and Chemistry, as well as the incorporation of Biotechnological Literacy concept into the Brazilian specialized literature. The obtained data in this research have indicated the confirmation of the initial hypothesis that training in Biotechnology in undergraduate courses in Biological Sciences and Chemistry tends to be reduced and fragmented. In addition, it did not critically emphasize the socio-environmental implications of biotechnologies. Therefore, we reinforce the argument that professors’ training in Biotechnology, grounded in Science, Technology and Society perspective, has the potential to foster Biotechnological Literacy insofar as it can contribute to the development of a critical view of Biotechnology in relation to social and environmental impacts of biotechnological products and processes. Tipo: Tese 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/84806 Título: O Sistema Permanente de Avaliação da Educação Básica do Ceará: uma análise sob a ótica do ciclo de políticas Autor(es): Silva, Amsranon Guilherme Felicio Gomes da Abstract: The debate on public educational policies regarding assessment is necessary, complex, and multifaceted, as it involves a set of influences, interests, and pressures that establish complex, dynamic, and interdependent processes. The Permanent System for the Evaluation of Basic Education in Ceará (SPAECE) is a state public policy for assessment, intertwined with issues of power, discourse, and strategies, which consolidates itself as a privileged object of study for understanding the logics of regulation and performativity that permeate education in Ceará. The starting question is: how did the development of SPAECE, as a public policy for assessment in the state of Ceará, occur, considering its conception, legitimation, its implications in practice, its results, effects, and unfolding in favor of the development of education in Ceará? The hypothesis is that SPAECE (the Ceará State Assessment System) was conceived under multiple influences that accompanied it throughout its trajectory, legitimizing itself through legal and discursive devices that reflect a technical-managerial rationality, bringing within its scope conceptions that impact school practices, highlighting problems in student proficiency and, in teaching practice, converting assessment into an instrument of regulation and accountability. The objective is to analyze SPAECE as a public policy of assessment throughout its trajectory, using the Policy Cycle approach as an analytical framework to understand the structuring of this public policy, its legitimacy, and its effects on school culture, as perceived by teachers in the public school system of the state of Ceará. The research is basic in nature, qualitative in approach, and exploratory and descriptive in character, articulating bibliographic, documentary, and field research procedures. It was developed in four stages: theoretical review, documentary analysis, empirical data collection, and interpretive analysis. The research was conducted as an extension course offered on the AVA/G-TERCOA platform, and the participants were 44 teachers from the Ceará state public school system who took part in the course, entitled “Public Policies of Evaluation: Effects and Implications,” with a workload of 80 hours, held from April to July 2024. Data collection techniques and instruments included analysis of legislation, questionnaires, and discussion forums, based on Content Analysis, in the following phases: pre-analysis; material analysis; treatment of results, inference, and interpretation. The results point to effects of intensified accountability and curricular reorganization guided by evaluation, as well as a double movement of recontextualization. They also reveal the transition from a diagnostic instrument to a mechanism of regulation and control, in addition to multiple teacher interpretations that highlight tensions between what is prescribed and what is practiced. It is concluded that SPAECE operates through sophisticated mechanisms of power and performativity that, under the lens of neutrality, reconfigure school practices and make inequalities visible, fostering logics of competition and the valorization of performance. In parallel, a critical reading guided by the Policy Cycle reveals weaknesses that highlight the need for studies committed to emancipation and social justice. Tipo: Tese 2025-01-01T00:00:00Z