http://repositorio.ufc.br/handle/riufc/1416 2026-06-20T06:39:38Z http://repositorio.ufc.br/handle/riufc/86850 Título: A divulgação científica e a feira das profissões: uso e aplicação dessas ferramentas pedagógicas no ensino fundamental Autor(es): Teófilo, José Wellington Leite Abstract: Vocational education in Brazil began during the Imperial period, with initiatives aimed at training young people in situations of social vulnerability. Over time, these institutions underwent successive changes, culminating in 2008 with the implementation of upper secondary education integrated with vocational education by the Brazilian Federal Government and the Government of the State of Ceará, through the Federal Institute of Education, Science, and Technology of Ceará (IFCE) and the State Schools of Vocational Education (EEEPs). The “Careers Fair” is an event that supports vocational guidance and scientific outreach within schools, assisting upper secondary students in choosing a higher education degree, while also addressing technical programs. In light of this, the following questions arise: What is the relevance of the “Careers Fair” to vocational guidance for students in the final years of lower secondary education? And how can the production and implementation of such events be encouraged within these institutions? Accordingly, the general objective of this study is to understand how the “Careers Fair” can support and motivate students, teachers, and administrators in the Municipal Education Network of Fortaleza, with the aim of incorporating it as a vocational guidance tool in the final years of lower secondary education. This research is characterized as an exploratory case study with a qualitative approach, designed to meet the stated objectives. Participants included 35 students, three teachers, and one coordinator from a part-time municipal school located in Fortaleza, Ceará. The research techniques were based on adaptations of Célestin Freinet’s methodologies, namely the “Field Trip” and “Free Text,” tailored to lower secondary education and organized into the following stages: (i) a survey of integrated upper secondary programs offered in Fortaleza, identifying 35 course options across 24 institutions; (ii) administration of a diagnostic questionnaire to students; (iii) a “Field Trip” with participants to the Careers Fair at the Federal University of Ceará (UFC), the IFCE, and one EEEP; (iv) implementation of “Free Text” activities with students; (v) semi-structured interviews with the coordinator and teachers; (vi) data analysis; and (vii) development of an Educational Product in the form of a guide entitled Scientific Outreach and the Careers Fair: Use and Application of These Pedagogical Tools in Lower Secondary Education. The results showed that 91% of students had never visited a Careers Fair; 35% were unaware of technical education options, despite reporting concerns about the labor market; among students who were aware of technical programs, Administration, Information Technology, and Nursing were the most frequently mentioned; 22.5% of students reported not yet knowing which career they wish Tipo: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86797 Título: A literatura de cordel como ferramenta lúdica na educação ambiental: potencialidades para a formação de professores dos anos iniciais Autor(es): Sousa, Katiana de Abstract: This dissertation analyzes Brazilian academic production on the relationships among cordel literature, Environmental Education, and Elementary School, with the aim of understanding how this articulation has been addressed in the educational field. The study is based on the understanding that cordel literature, as an expression of Brazilian popular culture, especially from the Northeast, may constitute a relevant pedagogical resource for addressing socio-environmental themes in the school context. The main objective was to analyze, through a Systematic Literature Review, national academic publications that address the relationships among cordel literature, Environmental Education, and Elementary School. More specifically, the study sought to identify scientific productions on this articulation, systematize their thematic, methodological, and pedagogical approaches, analyze the contributions and gaps evidenced in the selected literature, and develop, as an educational product, a four-lesson didactic sequence aimed at the early years of Elementary School. Methodologically, the research is qualitative in nature and was conducted through a Systematic Literature Review, involving the survey, selection, organization, and analysis of academic studies retrieved from scientific research databases. The results show that cordel literature has been recognized as a powerful pedagogical resource for fostering reading, orality, text production, interdisciplinarity, and the contextualized approach to environmental themes. The study also revealed that, although there are relevant contributions in the field, important gaps remain regarding the systematization of proposals specifically aimed at Environmental Education in the early years of Elementary School and teacher education for the pedagogical use of cordel literature. It is concluded that cordel literature has significant potential to enrich more critical, contextualized, and culturally situated pedagogical practices, especially when articulated with Environmental Education. As an outcome of the research, a four-lesson didactic sequence is proposed as an educational product, intended to support teaching practices in the early years of schooling. Keywords: Cordel Litera Tipo: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86796 Título: Jogos para a aprendizagem matemática nos anos iniciais: uma proposta à luz da metodologia de ensino sequência Fedathi Autor(es): Oliveira, Maria Auremirtes da Silva Abstract: This study addresses challenges in logical-mathematical knowledge, the mismatch between children's cognitive development and current curricular demands, and the lack of understanding regarding how students develop mathematical skills. These factors directly interfere with the mathematics teaching-learning process. This research aims to reflect on the disconnection between school knowledge and the child's reality, and the potential of mathematical games to overcome the predominance of mechanical activities over playful practices. The objective is to understand how the experience of the Fedathi Sequence, when integrated with games, optimizes the construction of mathematical knowledge. This qualitative research uses a bibliographic design. The analysis of bibliographic data, combined with the Fedathi Sequence methodology—through its stages of Taking a Stand, Maturation, Solution, and Proof—revealed that the use of games in mathematics classes fosters student protagonism and redefines the teacher's role as a strategic mediator, aligning with the guidelines of the Brazilian National Common Curricular Base (BNCC). Thus, they confirm the significant pedagogical potential of games as catalysts for intrinsic engagement, the development of logical-mathematical reasoning, experimentation, and strategy elaboration, in addition to contributing to the reduction of anxiety and fear of mathematics. It is also observed that games can be organically integrated into each experience of the methodology, enriching the teaching-learning process by transforming playful challenges into "Taking a Stand," pleasurable experimentation into "Maturation" (as a practical experience), and "Solution" as a reflection on strategies, consolidated in "Proof." This articulation promotes a "Living Mathematics," making concepts more concrete and understandable for children and developing essential cognitive and socioemotional skills. As an Educational Product, an e-book of didactic games aligned with the Fedathi Sequence is highlighted, presented as a practical resource for teachers. Although the study noted the need for more teacher training, it is hoped that this work will contribute to the improvement of pedagogical practice, as the use of games in mathematics classes has demonstrated the viability of integrating playfulness with mathematical rigor to form more critical, autonomous, and confident students in their mathematical abilities. Furthermore, the significant contribution of the Fedathi Sequence methodology as a booster of the mathematics teaching-learning process is emphasized. Tipo: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86570 Título: Aprendizagem significativa e o uso do jogo “Quimemória” no ensino de sistemas químicos no 9º ano do ensino fundamental: um estudo descritivo Autor(es): Bandeira, Josiane Alves Abstract: Current educators must employ diverse approaches to ensure an effective teaching and learning process, recognizing students as active participants in knowledge construction. In this context, educational games emerge as an engaging methodological alternative, facilitating concept development and promoting student engagement. The pedagogical use of games can contribute not only to a better understanding of scientific content but also to psychocognitive development, the inclusion of students with disabilities, and the practice of cooperation in the classroom. The implementation of educational games should be carefully planned and guided by clear pedagogical objectives in order to maximize their benefits, particularly in Chemistry education. By integrating theoretical content with playful activities, games enable students to relate learning to their daily lives, thereby enhancing motivation and knowledge assimilation. The present study was applied in nature and investigated the impact of the “Quimemória” game on the teaching of chemical systems, based on the theoretical and methodological perspective of Meaningful Learning Theory. This research evaluated the use of the “Quimemória” card game in teaching chemical systems to ninth-grade middle school students and developed a pedagogical guide featuring a didactic sequence focused on chemical systems from the perspective of Meaningful Learning Theory. The methodology included participant observation, which revealed significant improvement in students’ grades as well as greater engagement among those who used the game. The findings indicate that a playful approach promotes student protagonism, facilitates the retention of complex concepts, and makes learning more meaningful and interactive. Tipo: Dissertação 2026-01-01T00:00:00Z