http://repositorio.ufc.br/handle/riufc/62625 Sat, 04 Apr 2026 13:37:24 GMT 2026-04-04T13:37:24Z http://repositorio.ufc.br/handle/riufc/85423 Título: Educação ambiental crítica: superando narrativas simplificadas sobre o lixo marinho Autor(es): Cals, Leticia Marques Matias Abstract: Marine debris has often been discussed through narratives that place direct responsibility on coastal and riverside communities, disregarding structural factors related to production systems, waste management, and public policies. In this context, this study aimed to analyze the perceptions of residents of a riverside community regarding marine debris before and after an Environmental Education intervention, seeking to understand how these perceptions change through a critical and contextualized approach. This is a qualitative, exploratory study that used semi-structured interviews with different community members, including shellfish gatherers, fishers, shopkeepers, students, and long-term residents. The results indicate that, prior to the intervention, there was a predominant discourse of self-blame, focused on individual behavior and the lack of care by the community itself. After the educational intervention, participants demonstrated a broader understanding of the issue, recognizing the role of ocean currents, rivers, companies, industrial fishing activities, and the lack of effective public policies in the generation of marine debris. The study concludes that Environmental Education developed from a critical perspective plays a key role in promoting a fairer understanding of environmental problems, breaking with moralizing narratives and highlighting situations of environmental injustice experienced by traditional communities. Tipo: TCC Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/85423 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85053 Título: A residência pedagógica como percurso formativo em licenciatura: vivências e perspectivas docentes em uma escola de ensino médio Autor(es): Alves, Samuel Ramon Nogueira Abstract: The initial training of biology teachers has been widely discussed in light of the challenges faced by basic education and the need to articulate theory and practice throughout the training process. In this context, public policies such as the Institutional Program for Teaching Initiation Scholarships (PIBID) and the Pedagogical Residency Program (PRP) play an important role in bringing teacher trainees closer to everyday school life. Thus, the present study aimed to analyze the Pedagogical Residency as a training path in the Biological Sciences degree program, based on the narratives of the resident's experiences developed in a high school. From a methodological point of view, we used the approach proposed by Lima, Geraldi, and Geraldi (2015) through the experience with narratives, called lived narratives. In addition, a bibliographic analysis and a survey of the legal provisions associated with teacher training were carried out. The results showed a priori initial insecurity when entering the project, accompanied by the expectation of changing and transforming the reality of the target audience. During the course, a maturing process became evident in light of the experiences within the project. Finally, it is noteworthy how the trajectory in the Pedagogical Residency provided the student with a space to reflect on their practice. Tipo: TCC Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/85053 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85047 Título: Percepção docente de ciências da natureza sobre o uso de recursos digitais em escolas públicas de Fortaleza Autor(es): Azevedo, Sara Machado Abstract: Brazilian education has undergone significant transformations as a result of contemporary social, political, and technological changes, with particular emphasis on the increasing incorporation of digital technologies into the school context, intensified after the Covid-19 pandemic. Despite regulatory advances and the pedagogical potential associated with these resources, challenges related to school infrastructure, teacher training, and the effective integration of Digital Information and Communication Technologies (DICT) into pedagogical practices, highlighting the teaching of Natural Sciences. In this context, this study aimed to analyze, from teachers’ perspectives, the use of digital resources in the school environment, identifying their impacts on the learning process, the main difficulties faced, and the institutional support available in public schools. This research is characterized as a descriptive study with a qualitative and quantitative approach, adapted from the study by Silva and Silva (2023). Data were collected through a mixed questionnaire applied online via Google Forms, consisting of 36 open and closed-ended questions organized into two sections: teacher professional development and institutional technological infrastructure. Fifteen teachers from public schools in Fortaleza participated in the study. Quantitative data were analyzed using means and percentages, while qualitative data were examined through Content Analysis. The results indicate that teachers recognize the positive impact of digital technologies on the teaching and learning process, highlighting increased student engagement and participation. However, difficulties related to continuing education, limited planning time, school logistics, and restricted access to technological resources were identified. Computers and projectors were the most frequently used resources, whereas more advanced technologies were less available. It is concluded that, although DICT have significant pedagogical potential, their effective integration into everyday school practices depends on investments in infrastructure, teacher training, and strengthened institutional support. Tipo: TCC Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/85047 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/84978 Título: "Desvendando o DNA da aprendizagem em escolas públicas pela óptica de um recém professor e um ex-aluno do PIBID.’’ Autor(es): Ferreira, Marcos Luan Cardoso Abstract: Genetics teaching in secondary education represents one of the main challenges in science education, particularly in the context of public schools, due to the high level of conceptual abstraction, curricular fragmentation, and structural limitations faced by teachers. A qualitative, exploratory, and interpretative approach was adopted, using interviews with eight secondary school Biology teachers as the main data collection instrument. The analysis revealed the predominance of pedagogical practices focused on memorization, an excessive emphasis on Mendelian genetics, and preparation for external examinations, to the detriment of investigative, contextualized, and critical approaches. Difficulties related to students’ lack of prior knowledge, limited instructional time, and scarcity of teaching resources were also highlighted, contributing to the fragmentation of biological knowledge. The findings indicate the need to rethink genetics teaching from an integrative, dialogical, and contextualized perspective, valuing pedagogical practices that foster critical scientific literacy and the development of socially aware individuals in the face of contemporary scientific and technological advances. Tipo: TCC Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/84978 2025-01-01T00:00:00Z