http://repositorio.ufc.br/handle/riufc/1416 Mon, 15 Jun 2026 20:40:09 GMT 2026-06-15T20:40:09Z 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 Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86570 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86565 Título: Lapbook sobre calor e temperatura: contribuições para uma aprendizagem significativa no ensino de ciências Autor(es): Gomes, Adriana Carvalho da Silva Abstract: Science education, particularly with regard to the topics of heat and temperature in the final years of elementary school, has long been characterized by a linear transmission of knowledge, in which the teacher conducted lessons in a highly centralized manner, without interventions that fostered learning. This scenario often resulted in instruction that was not very engaging. In light of this reality, it becomes necessary to reframe teaching practices, making classes more dynamic and motivating. In this context, the adoption of diverse methodologies is essential for success in science education, as it encourages students and promotes more meaningful learning. The lapbook stands out as a playful and interactive instructional resource, capable of supporting students in the construction of knowledge. This study aimed to investigate the effectiveness of the lapbook as a teaching resource in science education, specifically concerning the concepts of heat and temperature, grounded in meaningful learning among 7th-grade students from a public municipal school in Fortaleza. Regarding the methodological approach, the study was qualitative in nature and was conducted through participant observation during the use of the lapbook in science classes. Data collection involved multiple instruments, including systematic observation recorded in a field journal, the administration and re-administration of multiple-choice questionnaires (pre- test and post-test), and structured interviews, enabling a comprehensive analysis of the teaching and learning process. The results revealed a significant increase in the number of correct responses to questions related to heat and temperature, indicating improvements in students’ conceptual understanding following the use of the lapbook. Thus, an enhancement in students’ academic performance was observed, highlighting the potential of this instructional resource to make the educational process more dynamic and meaningful. As an educational product, a teaching guide was developed, providing guidelines for the creation and use of lapbooks in the classroom, with the aim of assisting teachers in implementing this pedagogical strategy. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86565 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86477 Título: Fotofabulografia: integração de fábulas e fotografias no ensino de ciências nos anos finais do ensino fundamental em Jaguaribe, Ceará Autor(es): Silva, Walerson Lima Abstract: The study investigated the process of constructing photofabulographies in Science teaching in the 7th grade of lower secondary education, with emphasis on interdisciplinary pedagogical practices aimed at valuing the Caatinga Biome and producing a narrative logbook for the teacher-researcher. To this end, it adopted a qualitative approach grounded in narrative inquiry and articulated with systematic observation of teaching practice, content analysis, and a systematic literature review on the use of photography in educational contexts. The empirical path was carried out in a public school in the municipality of Jaguaribe, Ceará, Brazil, through five integrated pedagogical stages: an introductory lesson on the Caatinga, a photography workshop, a fable workshop, the production of photofabulographies, and a reflective closing activity. The analytical corpus consisted of logbook records, teacher observation forms, photographs produced by the students, narratives developed throughout the workshops, and reports generated in the final stage of sharing and reflection. As an applied outcome of the investigation, the educational product entitled Teacher’s Logbook: Photofabulographing the Caatinga was developed, linked to the present dissertation and constructed from the research findings, with the purpose of systematizing the methodological and formative pathway developed, thus making the proposal understandable, executable, and replicable in other school contexts. The results showed that the articulation between photography and fable fostered student engagement, expanded the observation of the territory, strengthened textual production, and promoted critical reflection on scientific and socio-environmental issues. The study also showed that photofabulography contributed to resignifying the Caatinga as a territory of life, memory, resistance, and learning, challenging stereotyped views of the biome that still persist in school contexts. At the level of teacher education, the narrative logbook proved to be a relevant formative device, as it enabled the systematization of experience, the interpretation of classroom processes, and the production of pedagogical knowledge about practice itself. It was concluded that photofabulography constitutes a promising, contextualized, and formatively powerful didactic strategy for Science teaching, as it integrates art, narrative, environmental education, and critical reading of the territory in the final years of basic education. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86477 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85406 Título: Pensamento algébrico na formação de professores nos anos iniciais: uma análise multissemiótica à luz da teoria da objetivação de Radford Autor(es): Carvalho, Márcio de Lacerda Abstract: This research investigates the development of algebraic thinking in teachers who teach Mathematics in the Early Years of Elementary School. Given the persistent difficulty of students in this area, the question is: how can the Theory of Objectification and the development of algebraic thinking of the teacher who teaches Mathematics in the Early Years of Elementary School be integrated to improve their pedagogical practice and learning in Algebra, during their continuing education? The study is anchored in the Early Algebra(EA) movement, which advocates the introduction of algebraic concepts from the first years of schooling, in line with the National Common Curricular Base (BNCC, Brazil, 2017). Luis Radford's Theory of Objectification (TO), with contributions from Vygotsky, Hegel, Marx, and Freire, serves as the central theoretical framework. The objective is to analyze how continuing education can influence the construction of teachers' algebraic thinking and improve pedagogical practice in teaching Algebra. The research adopts a qualitative, descriptive, and interpretive approach, using multisemiotic analysis as a method. Ten teachers participated in a 60-hour continuing education course offered by the G-TERCOA/CNPq/UFC Research Group. Data collection involved questionnaires, participant observation, audiovisual recordings, and analysis of participants' production. Data analysis will be based on multisemiotic analysis, considering different modalities of expression. The educational product will be a set of Teaching Sequences (SD) for teaching Algebra in the Early Years, based on TO and aligned with the BNCC. It is expected that the research will contribute to the professional development of teachers, the improvement of Algebra teaching, and student learning. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/85406 2025-01-01T00:00:00Z