https://rd.uffs.edu.br/handle/prefix/4581 Thu, 20 Aug 2026 15:50:21 GMT 2026-08-20T15:50:21Z https://rd.uffs.edu.br/handle/prefix/9408 Título: O novo ensino médio: possibilidades e limitações da área de ciências da natureza em escolas do campo Autor(es): Ferreira, Alex Primeiro Orientador: München, Sinara Abstract/Resumen: This dissertation aims to understand the teaching practice in Natural Sciences and their Technologies (NST) in public Rural Education Schools (RES) in Rio Grande do Sul amidst the changes brought by the New High School (NHS), analyzing the implementation of the NHS in RES to identify the possibilities and limitations of this process. The research, structured in a multipaper format, investigates how curriculum changes impact teaching practice, school organization, and continuing education, considering the specificities of Rural Education (RE). The first chapter, the introduction, presents the research structure. The second chapter presents an overview of Brazilian research in the Digital Library of Theses and Dissertations (BDTD) on NST teaching in High School in RES, revealing a scarcity of studies, especially in Biology, and the importance of contextualized pedagogical practices that value local knowledge. The third chapter explores teachers' perceptions of the NHS and its implementation. The analysis of the interviews reveals that, although teachers recognize the potential of the NHS to promote more flexible teaching connected to the students' reality, they also point out challenges such as the lack of specific training, the inadequacy of Learning Pathways (LP) for the rural context, work overload, and difficulty in articulating scientific knowledge with local knowledge. The analysis of teachers' perceptions also points to the need for more consistent and contextualized support for rural schools, so that the NHS can be implemented effectively and transformatively. The fourth chapter deepens the analysis of teachers' pedagogical practices. The research reveals that teachers seek interactive and contextualized teaching strategies, integrating scientific knowledge with local knowledge through projects, practical activities, and the use of the school garden. However, the implementation of LPs faces challenges such as the lack of adequate teaching materials and the disconnection of some LPs from the rural reality, requiring continuous adaptation efforts from teachers and careful attention to the specific needs of each community, demanding significant effort in creating their own resources. The fifth chapter focuses on teachers' continuing education, seeking to understand how professional development opportunities have contributed to the improvement of their pedagogical practices and their performance in the NHS context. The research reveals that, although continuing education is recognized as essential, the opportunities offered do not always meet the specific needs of RES teachers, who demand more practical, contextualized training aligned with the rural reality, and which also enable a more horizontal exchange of information to assist and support teaching practices. The sixth chapter, the conclusion, synthesizes the research findings, which indicate that the implementation of the NHS in RES presents both challenges and opportunities, with a13 pressing need for improvement in policies aimed at rural schools. For the new teaching model to reach its full potential, it is fundamental that educational policies consider the specificities of the rural context, valuing local knowledge, promoting teachers' continuing education, ensuring school autonomy, and recognizing the importance of public policies that strengthen RE. Thus, the final considerations presented in chapter six include findings that contribute to the debate on the NHS, NST teaching, and RE, offering a basis for the formulation of fairer and more effective educational policies that promote the valuing of cultural identity and the social transformation of rural communities. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9408 2026-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9279 Título: Textos de divulgação científica na formação de professores de Ciências como modo de potencializar a compreensão da leitura Autor(es): Jonathan Grützmann, Fin Primeiro Orientador: Wenzel, Judite Scherer Abstract/Resumen: This study aimed to understand the reading practices of Science teachers participating in a Reading Group of Popular Science Texts (TDC), from the perspective of historical-cultural theory. The research, linked to Line 2 – Teacher Education and Pedagogical Practices of the Graduate Program in Science Teaching at the Federal University of the Southern Frontier – Cerro Largo Campus/RS, involved a literature review and the observation of the reading group meetings. Data analysis was guided by a phenomenological approach, based on the principles of Discursive Textual Analysis (DTA). The first specific objective was to identify, through a review of the Digital Library of Theses and Dissertations (BDTD), possible relationships among the historical-cultural framework, reading, Science Teaching, and Teacher Education. Six studies were analyzed, from which the final category emerged: reading as an interactive practice that enhances scientific knowledge and human development. Reading was highlighted as essential to learning, particularly by promoting the development of Higher Psychological Functions (HPF), as well as interaction, mediation, and the meaning-making function of language. The second objective aimed to analyze the reading understandings of Science teachers participating in the TDC Reading Group. To this end, meetings were observed and analyzed through recordings and transcriptions. The analysis, based on DTA, revealed reading in Science education as a strategy that enhances student development. Participants understand reading as a tool that contributes to argumentation, critical thinking, and the development of HPF. Moreover, the importance of teachers planning intentional and meaningful reading strategies for classroom use was emphasized. Finally, a teaching proposal was developed based on the group’s discussions and the foundations of historical-cultural theory. The proposal was structured into five Chemistry lessons, using a chapter from the book Newton’s Chicken as a mediating tool. The pedagogical strategies were based on principles of the historical-cultural theory, such as: contextualization; mediation; appropriation; argumentation; and socialization. The proposal aimed to foster interaction among students, critical reflection on science communication, and the development of HPF, highlighting the importance of interactive reading of TDC in teaching and learning processes. Thus, the research supports the assertion that participants in the TDC Reading Group view reading as an integral part of Science teaching practices, considering the established interactions, appropriation, and conceptual meaning-making through language. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9279 2026-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9275 Título: As políticas de inclusão e o currículo escolar: normalidade e anormalidade no ensino de ciências da natureza Autor(es): Welter, Jerusa Valquíria Primeiro Orientador: Rigo, Neusete Machado Abstract/Resumen: The dissertation presented here is linked to the Research Line “Educational Policies and Curriculum” of the Graduate Program in Science Education at the Federal University of the Southern Frontier (UFFS). The research problem stems from a reflection on the notions of normality and abnormality present in school curricula, understanding that these are guided by standards of normality, which assume that students' bodies share the same conditions. In this context, there is a biopolitics that guides curricula to take care of life through attention to health, nutrition, hygiene, and sexuality, affecting Science Education in the organization of its objectives and content. In the Science curriculum, the pursuit of “healthy” and “normal” bodies is constant. Thus, this study is guided by the following research question: how does Science Education address the notions of normality and abnormality in its curriculum? How does it approach bodies that do not conform to normative standards? The general objective of this dissertation is to investigate how the notions of normality and abnormality, present in the narratives of special education and inclusive education, operate in Science Education, influencing the construction of its curriculum. To achieve the general objective, the following specific objectives were defined: to analyze the presence of discussions on the notion of (a)normality in research in the field of Science Education; to analyze how the notions of normality and abnormality are presented in special education policies, guiding the conduct of “normal” and “abnormal” bodies in the school context; and to analyze how the notions of normality and abnormality are part of a biopolitics that affects the Science Education curriculum. The theoretical framework that supports these notions is grounded in Foucauldian studies, especially in the theorization of the concepts of “norm” and “biopolitics.” The methodology adopted in this research follows a qualitative approach and relies on bibliographic and documentary research. The data analysis uses the concepts of “norm” and “biopolitics” to identify their operation in the selected research and documents that form the analytical corpus: BNCC (2017), PCN (1997), CNE/CEB Resolution No. 17/2001, and CNE/CEB Opinion No. 2/2001. This study began by examining discussions in the field of Science Education regarding the notions of normality and abnormality in research on school inclusion. Through bibliographic research, it was found that most of these studies focus on content adaptations, teaching practices, methodologies, and didactic materials—important themes for teaching and learning—but there is a lack of reflection on subjectivities and the construction of dialogical spaces that invite the school community to question its own “truths.” Subsequently, a documentary analysis of special education policies (1994–2008) was conducted, as they include concepts that define how subjects are guided by standards of normality, functioning as a biopolitics that directs both normality and abnormality—also impacting school curricula. In this direction, the research focused on the BNCC (2017) and the PCN (1997), especially in the field of Science Education in elementary school, to analyze how these notions permeate these curricular documents. The analyses led to the conclusion that the Science curriculum, as presented in the BNCC and the PCN, points to a biopolitics aimed at students’ bodies, guiding their lives toward normality. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/9275 2026-01-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/8954 Título: O trabalho docente e a inclusão de um aluno autista em aulas de ciências Autor(es): Moura, Tanise da Silva Primeiro Orientador: Bonotto, Danusa de Lara Abstract/Resumen: This research aims at discussing the topics of autism and the teaching work and is linked to the research line Teacher’s Training and Pedagogical Practices of the Graduate Program in Science Education (PPGEC) at the Federal University of Fronteira Sul – Cerro Largo Campus – RS. The objective of the article is to understand the work of the researcher teacher considering the inclusion of a student with Autism Spectrum Disorder (ASD). This is a qualitative research study from the perspective of Action Research (IFA), consisting of a self-reflective spiral mediated by a practice of Science Modeling (MC) in the form of a case study. Action Research goes through the cycles of problem, observation, reflection, planning, and action. The first cycle of IFA is triggered by the work context of the researcher teacher, who has a student diagnosed with ASD in her classroom and uses methodological strategies to contribute to that student's learning and development. In this initial movement, the review study helped the researcher understand the characteristics of students with ASD, as well as the difficulties and challenges of their inclusion in the regular classroom, revealing the methodological strategies used by teachers. The second cycle of the self-reflective spiral consists of action planning and is based on the assumptions of MC, passing through the stages of Perception and Apprehension, Comprehension and Explicitation, Meaning and Expression. The planning was implemented in the classroom with a 6th-grade elementary school class. To do that, the data for this research were compiled from the training diaries and recorded video lessons. The analytical process of the training diaries is based on the procedures of Discursive Textual Analysis (DTA), from which it is possible to discuss: 1) the intermediation of the researcher teacher; 2) the specificities of the student with ASD; and 3) the relationship among other students and the construction of an inclusive environment. These subcategories represent the final category, called ‘teacher's work in classroom diversity’. The metatext is metaphorically constructed by the “wind chime,” which represents inclusion as a wind that blows through the classroom, bringing with it diversity, challenges, and new teaching opportunities. Based on the results discussed, it is important to point out the need for the school context to create mechanisms so that inclusion can occur and that undergraduate courses provide training for inclusive teachers. Instituição: Universidade Federal da Fronteira Sul Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT https://rd.uffs.edu.br/handle/prefix/8954 2025-01-01T00:00:00Z