TCC - Licenciatura em Química (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/472
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Item Abordagem Ciência-Tecnologia-Sociedade (CTS) na temática "Revolução industrial e a máquina a vapor: reflexos nas mudanças sociais": uma análise das compreensões de estudantes(2023-04-04) Holanda Junior, Fernando Antônio Guimarães de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/8956832183050253In this study, we analyze students' understanding of the relationships between scientific and technological development and their social implications (STS relationships) and of scientific concepts related to the study of gases and the operation of the steam engine. From this perspective, we planned and implemented a pedagogical intervention with a Science-Technology-Society (STS) approach, based on the theme “Industrial revolution and the steam engine: reflections on social changes”, for the study of gases emphasizing the relationships between the variables pressure, volume and temperature. We characterized the research as qualitative, of the pedagogical intervention type, with the participation of an average of 37 students from the 1st year of high school, aged around 15 years, from a reference school in high school in the state network of Pernambuco located in city of Recife, and we conducted four methodological stages, namely: planning of the pedagogical intervention; implementation of the pedagogical intervention; data collect; and data analysis. For data analysis, we considered as a priori categories: students' understandings about the relationships between industrial revolution, steam engine and society; students' understandings about STS relations in the context of the theme “Industrial revolution and the steam engine: reflections on social changes”; and students' understanding of chemical concepts related to the study of gases with emphasis on the relationships between pressure, volume and temperature variables and the operation of the steam engine. From the findings of this research, we can say that the students expressed understandings that they considered both negative and positive consequences of the industrial revolution for society. As for the relationships between scientific and technological development and its social implications, the students, together, presented three ways of understanding: scientific and technological innovations always have an impact on social wellbeing; such innovations do not have repercussions on social well-being, and scientific and technological innovations bring benefits and harm to social well-being. However, few understood, from a scientific point of view, the relationships between the variables pressure, volume and temperature and the functioning of the steam engine based on these relationships.Item A abordagem Ciência-Tecnologia-Sociedade (CTS) no ensino de Química na perspectiva freiriana: uma proposta de oficina temática a partir dos crimes ambientais de Mariana e Brumadinho(2021-12-15) Moura, Maria Eduarda Tavares de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/2424831962164468Education is still, sometimes, developed by teaching and learning processes that de-mand from the student a passive attitude towards the acquired knowledge. In the con-text of overcoming this characteristic, the liberating education, defended by Paulo Freire, stands out, which places education as a practice for freedom, seeking political awareness. From Freire's perspective, this monographic work proposed an articulation with the Science-Technology-Society approach, considering that it has as its purpose the formation for citizenship and decision-making in the face of social problems related to scientific and technological activities One of the methodological possibilities for pro-moting this articulation is through Thematic Workshops. Thematic workshops can con-tribute to the learning of contextualized school content through the resolution of prob-lems about a certain theme. As for the theme worked in the thematic workshop, envi-ronmental crimes occurred in Mariana and Brumadinho were chosen. In this context, this research aimed to propose a thematic workshop with a Science-Technology-Soci-ety approach, from the Freirean perspective, involving environmental crimes that oc-curred in Mariana and Brumadinho for the teaching of Chemistry in high school. The proposal on screen was elaborated considering Delizoicov's three pedagogical mo-ments: initial problematization, knowledge organization and application of knowledge, approaching chemical contents such as: Substances, Mixtures, Mixture Separation Processes, Heavy Metals, Periodic Table, Concentration and Structure of the Matter. From the description of the thematic workshop with a Science-Technology-Society ap-proach, which presupposes a dialogic process between student and teacher, with the teacher being a mediator in the construction of knowledge and scientific knowledge built from the students' previous conceptions, in In agreement with the Freirean per-spective of education, it can be said that the theoretical and methodological path de-signed has potential for what is expected in the teaching of Chemistry, such as, for example, the development of a political awareness on the part of students.Item Abordagem ciência-tecnologia-sociedade (CTS) no ensino de Química: uma pesquisa bibliográfica nos Anais de Encontros Nacionais de Ensino de Química (ENEQ)(2024-09-19) Lima, Camila Xavier Taumaturgo de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/9325446277008940The research reported in this monographic work aimed to analyze the productions on the CTS approach in the teaching of Chemistry within the scope of the proceedings of the National Meeting of Chemistry Teaching (ENEQ) in the period from 2012 to 2022. The research was characterized as bibliographical research and followed three stages: 1) search for works available in the annals of ENEQ from 2012 to 2022, using keywords such as science, technology and society separately and together; 2) application of inclusion criteria – complete works with keywords in the titles. In this process, 75 works were mapped for analysis; and 3) reading the summaries of the works mapped for analysis. For the analysis of the works, the following analytical categories were considered: Acronyms CTS and CTSA; Thematic Focus; Levels/Teaching Modalities; and Types of Research. The results indicated that the majority of works, in the analyzed period, use the acronym CTS, had the thematic focus Content and Method, High School and Youth and Adult Education (EJA) were the teaching levels/modalities present in most of the studies. works and Applied Research was the most developed in the works analyzed. These results, as expected in a bibliographical research, point out aspects that could constitute objects ofItem Abordagem cordial de conceitos químicos: razão e emoção para construção de um ensino de Química mais humanizado(2022-06-01) Santana, Islley Kauana Marques de; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196In the 21st century, Teaching and Learning methodologies used in Science classes are still predominantly traditional, with students being placed as passive subjects and not reflective about the process. With the intention of overcoming these characteristics of uncritical teaching, content and disseminator of prejudices, we defend a school model that seeks to value Education in Human Rights. However, for that, it is necessary to have the formation, initial and continuous, of teachers of Science who are concerned with the formation of people beyond the scientific contents, seeking to stimulate critical reflection and the discomfort with social injustices. One of the possibilities we see for this is the elaboration of Didactic Strategies based on Cordial Content, that is, science content pedagogized from Human Rights Education that seek to merge reason and emotion. In view of the above, the present text seeks to work with the relationship between Chemistry Teaching and Human Rights Education, within the scope of initial and continuing education, considering the elaboration of didactic strategies based on cordial contents. For this, we set the objective of analyzing the understanding of Chemistry teachers, in initial and continuing education, about the work with the relationship between the teaching of scientific content and Education in Human Rights. Initially, we developed and applied a training mini-course for students of the Programa de Residência Pedagógica of the Degree in Chemistry and, at another time, for students of the Programa de Pós-Graduação em Ensino das Ciências (PPGEC), both from the Universidade Federal Rural de Pernambuco, approaching the cordial contents and ways of working with them in the classroom, with emphasis on didactic sequences, STS-art didactic sequences and pedagogical workshops. The participants produced proposals at the end of each action, which were analyzed using an instrument containing the following criteria: 1) Structure and Organization; 2) Theme, Context and Content; 3) Methodology. For each criterion, we classified the proposals as Sufficient, Little Sufficient and More than Sufficient. It was possible to observe, during the process of analyzing the proposals, that the students had a good involvement with the cordial contents. However, we understand that we still have a long way to go when it comes to training teachers and teachers who approach Human Rights Education and Science Teaching.Item Abordagem da história da Química nas teorias ácido base nos livros didáticos do PNLD 2018(2023-09-20) Ferreira, Gabrielly Simões; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/2558554946002483The concepts of acids and bases are of great interest in chemistry, however, the approach to this topic is being seen in a distorted way without considering the context of its development, which ends up causing generalizations in its understanding, which causes a misunderstanding of these concepts. by the students. One of the main generalizations is the approach found in textbooks, which do not take into account the historical context in which these concepts were inserted, thus, the importance of evaluating the history of science in Chemistry textbooks is worth considering as a way of aiding teaching. of these concepts. Acids and bases have been known since antiquity and, over time, scholars tried to define them, a consequence of which were the great scientific contributions to the sciences, such as those of Boyle, Joseph Black, Lavoisier, and many other names, until reaching the most current definitions for acids and bases. Therefore, the objective of this work is to evaluate the inclusion of the history of Science in the content of acids and bases in the PNLD 2018 Chemistry textbooks. The methodology for evaluating the works consisted of three categories: Quantity of historical content, approach and quality of historical information. In addition to analyzing four criteria: anecdotal stories; linearity, absence of the broader historical context and consensuality. Among the books evaluated, some do not present historical content, and those that do, for the most part, are presented in a minimal and unsatisfactory way. In only one of the works does the historical content satisfy, in relation to the inclusion of the history of chemistry in the teaching of acid/base concepts, in addition to the distorted views on science appearing frequently in the LDQ of the PNLD 2018. The PNLD points to the history of Science as a fundamental characteristic that must be included in textbooks, however, this does not occur satisfactorily and, despite there being broader definitions regarding the topic, Arrhenius' definitions are the most used or the only one covered in PNLD chemistry textbooks. 2018.Item Abordagem da questão sociocientífica poluição por plásticos no ensino de química: uma análise de contribuições e limitações para a alfabetização científica e tecnológica de estudantes(2020-11-05) Silva, Janaína Santana da; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/6443588588161854In this monographic work, we aim to analyze the contributions and limitations of a pedagogical intervention with approach of the Socioscientific Issue (SSI) Pollution by plastics for the Scientific and Technological Literacy (STL) of students. In this perspective, we developed a research of the pedagogical intervention type, we followed a qualitative approach of the data, and we counted with the participation of twenty-two students of the 3rd grade of the high school of a public school of the state network of Pernambuco. We followed three methodological steps: 1) planning the pedagogical intervention; 2) development of pedagogical intervention; and 3) data analysis. The data collection instruments were the asks related to the case entitled “The greatest environmental challenge of the 21st century”, and six guiding questions. Based on the analyzes carried out, we can highlight contributions and limitations of the pedagogical intervention with of SSI Pollution by plastics approach to the students STL. Among the contributions, we highlight the guiding questions and the activities developed in the pedagogical intervention, since we identified in the students responses the levels of practical STL and civic STL. Among the limitations, we point out the time dedicated to addressing the case, since it was not enough for the development of discussions capable of mobilizing the other socioscientific aspects that were associated with the issue in question, since we do not perceive significant advances in the students responses to the questions of the case, at the beginning and at the end of the intervention, and the fact that the case, the guiding questions and the activities developed do not involve aspects that could promote the level of cultural STL.Item Uma abordagem da robótica sustentável para o ensino de química(2018-08-29) Albuquerque, Edson Severiano de; Leão, Marcelo Brito Carneiro; Souza, Rodrigo Baldow de; http://lattes.cnpq.br/7464451242948613; http://lattes.cnpq.br/2437159839645198; http://lattes.cnpq.br/7276831284746984This essay analized a pedagogical pratice with a sustainable robotics in chemis-try teaching, observing how this work could contribute with teaching and learning of topics discussed in the following activity. Some meetings up were realized with 9th grade elementary school student from a private school in order to discuss some chemistry topics related to enviromment education. An eletronical waste collection was done in the neighborhood and these things were used by the students in the de-velopment of three prototypes. After these artifacts building, a questionnaire was aplied to the students and their results were categorized and organized in charts, and later analized. This activity made the students undestand better the problems of dis-posal eletronical waste, promoting, in addition, some solutions, and could enable a praticing where the students learned the real chemistry that many times has been studying only in theory.Item Abordagem sobre solução química e livros didáticos de Química do Ensino Médio aprovados no PNLD/2018: uma análise a partir do ensino e aprendizagem baseados nas resoluções de problemas(2018-02-22) Costa, Heloiza Helena da Silva; Batinga, Verônica Tavares Santos; Sales, Amanda Maria Vieira Mendes; http://lattes.cnpq.br/7097156673431056; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/3964151656906564This work aims to characterize the statements of the questions on Chemical Solutions in Didactic Books of Chemistry of Secondary School approved in the PNLD / 2018, according to Freire and Silva (2013), according to the characteristics of Teaching and Learning based on Problem Solving (EABRP); Batinga (2010); Pozo and Crespo (1998) and Lopes (1994). For this, we adopted the following methodological procedure: 1) Bibliographic survey, 2) Selection of research data, 3) Analysis of Questions and 4) Transformation of some Exercises in Problems. The present study is close to a qualitative exploratory level research, and as to the procedure, it consists of a documentary research. For the analysis of the didactic unit on Chemical Solutions, some questions / criteria were elaborated to examine the texts, illustrations and statements of the questions presented in 6 Chemistry textbooks. Then, the statements characterized as exercises according to Lopes (1994) were transformed into potential school-type problems (Pozo and Crespo, 1998, Freire and Silva, 2013). The results showed that: the identification of questions about Chemical Solutions and their analysis indicated that these presented characteristics of exercises, according to Pozo and Crespo (1998) and Lopes (1994): emphasize teaching learning through memorization and repetition of algorithms, without take into account context. After identifying and analyzing these issues, it was sought to transform them into potential problems, that is, by making issues in open statements, removing the guidelines that would facilitate immediate resolution, giving scope for diverse strategies and resolutions, and inserting a context that approximates the statement of the reality of the students (POZO and CRESPO, 1998). Finally, this research led to the insertion of the EABRP to address the content of chemical solutions in high school textbooks, contextualizing different situations, adding themes related to students' daily life, with the purpose of making them able to recognize the chemical content inserted in diverse situations, in order to stimulate the students' cognitive activities during their process of knowledge construction and taking care of the orientations of the NCPs that foresee the formation of critical and active citizens in the resolution of daily problems from scientific knowledge.Item Adsorção dos íons metálicos Cu2+ e Mn2+ em sistema bicomponente utilizando carvão ativado preparado a partir de sabugo de milho como adsorvente(2022-05-20) Campos, Natália Ferreira; Moraes, Alex Souza; Duarte, Marta Maria Menezes Bezerra; http://lattes.cnpq.br/2069994676017059; http://lattes.cnpq.br/0440163845324480; http://lattes.cnpq.br/7441229690485153Heavy metals are used in several areas, especially in the pulp and paper industry, since their effluents contain high levels of copper and manganese, which can cause harmful effects on living systems due to their toxic nature, non-biodegradable and accumulate in organisms. This problem has led several research groups to seek treatment alternatives. Adsorption using activated carbon prepared from agro-industrial residues has been presented as an alternative for the treatment of effluents containing heavy metals. In view of the above, this work proposes the use of activated carbon prepared from corn cob as an adsorbent for the removal of Cu2+ and Mn2+ metallic ions in mono and bicomponent systems. Corn cob activated carbon was chemically activated with H3PO4. The characterization of corn cob and activated carbon was carried out by Fourier transform infrared spectroscopy, Boehm titration and determination of the pH of the zero charge point. The influence of the initial pH of the solution on the adsorptive process was studied in order to determine the pH used in further studies. Based on the results obtained, kinetic and adsorption equilibrium studies were carried out for the mono and bicomponent systems. The characterization indicated that the activation promoted an increase of carboxylic groups on the surface of the adsorbent, reduction of the pHZCP value from 4.7 in the corn cob to 3.0 in the activated carbon, increasing the pH range of the solution in which the surface of the coal becomes negatively charged, which favored the adsorption of Cu2+ and Mn2+ ions. In the study of the effect of the initial pH of the solution in a single-component system, pH 4 and 6 showed better results for Cu2+ and Mn2+ ions, respectively, whereas in the bicomponent system it was pH 4. The model that best represented the experimental data of the kinetic evolution was the pseudo-second order for monocomponent systems and for Cu2+ in the bicomponent system, while for Mn2+ it was the pseudo-first order model. In the adsorption equilibrium, it was found that the model that best fitted the experimental data was Sips for Cu2+ and Langmuir for Mn2+ in a monocomponent system. The experimental adsorptive capacity was 0.39 mmol•g-1 for Cu2+ and 0.22 mmol•g-1 for Mn2+. Regarding the bicomponent system, the antagonistic effect of the presence of Cu2+ for the adsorption of Mn2+ was verified, and the model that best described the process was the extended Langmuir process, as it indicated the highest affinity of Cu2+ with activated carbon. The results of this work demonstrate the technical potential of activated carbon prepared from corn cob for the adsorption of Cu2+ and Mn2+ ions in mono and bicomponent systems.Item Analisando como o ensino de química está articulado à educação ambiental sob a perspectiva da Base Nacional Comum Curricular – BNCC(2019-07-11) Barbosa Junior, Juscelino Reis; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/7546622170249353This study is based on the proposition of Common Base for National Curriculum, BNCC (Base Nacional Comum Curricular) as a normative document that defines an essential learning that all students should develop throughout basic education. In this way, the objective of this work was to analyze the forms of articulation between the teaching of Chemistry, in the context of Sciences (Primary and Secondary Schools) and Natural Sciences (High School), and Environmental Education, which are proposed in the new National Curriculum, in Brazil. The objective arose in order to answer two questions that guided this work: How can environmental education be developed from the teaching of Chemistry? And how science teaching can contribute to the participation of the human being in the natural environment? To reach this objective and to give answer to the questions that guided this study, we proceeded readings and discussion about the elaboration process of the BNCC, the emergence of environmental education and the formation of a subject sensitive to the environmental problems. This was useful to build a framework for the investigation which can be characterized as a documental-exploratory study. Next, we analyzed the general competences proposed in the BNCC, as well as the current LDB (constitutional law driving educational system in Brazil), after several recent modifications, and LPNEA - law that regulates environmental education, in Brazil. Among some points, we emphasize the skills proposed for the teaching of science, in elementary school, developed based on the objects of knowledge that involve Chemistry in a concrete and direct way, competencies for science education in secondary schools and, for science studies in High Schools, we considered how the proposed competencies are or not aligned with the perspectives for the environmental education. Finally, it is postulated in this work that the environmental education is linked to Chemistry teaching in a subtle way and the new National Curriculum appears to be presented as a potential tool for formation of young people searching for to supply demands from labor market, offering them a very limited scientific and technological knowledge.Item Análise comparativa do potencial inseticida dos óleos essenciais das folhas e frutos de Melaleuca leucadendra sobre a traça das crucíferas (Plutella xylostella)(2019-06-28) Santos, Rodrigo Bastos dos; Camara, Cláudio Augusto Gomes da; http://lattes.cnpq.br/5615678215435460; http://lattes.cnpq.br/3667225401473912The objective of this work is to investigate the insecticidal potential of the essential oils of the different parts of Melaleuca leucadendra, on the cruciferous moth, Plutella xylostella, contributing to the studies aimed at botanical insecticides. To this end, we analyzed comparatively the insecticidal activity of the leaf and fruit oils of M. leucadendra on P. xylostella by means of the larvicide toxicity bioassays and embryocid toxicity, also comparing its results with the insecticide Azamax® Commercial. The OEs obtained for leaves and fruits of M. leucadendra, presented yield of 0.28% ± 0.05 and 0.18% ± 0.03 respectively, being all in acceptable standards for plants producing essential oils. As the majority constituent of these oils, sesquiterpene (E)-nerolidol in concentrations above 90% was characterized in both parts. The results obtained through the larvicide toxicity Bioassay showed a lethal mean concentration of 0.15 mg/mL and 0.17 mg/mL for the oils of the fruits and leaves of M. leucadendra, respectively, but not statistically different. For the experiments carried out on the embryonic phase of P. xylostella, again there was no statistical difference, showing LC50 of 0.23 mg/mL and 0.28 mg/mL for leaf and fruit oils, respectively. Both essential oils, as well as the majority constituent, presented higher toxicity on the cruciferous moth than the commercial insecticide Azamax® (LC50 = 2,75 mg/mL and LC50 = 2,57 mg/mL on the larvae and eggs, respectively), showing promising in the control of the Plutella xylostella.Item Análise da abordagem histórica das transformações da matéria no livro de ciências utilizado em turmas de 9º ano na cidade de Araçoiaba – PE em 2023(2023-09-12) Melo, Camila da Silva; Silva, João Roberto Ratis Tenório da; http://lattes.cnpq.br/2659442558566241Considering the great importance that science textbooks have in the teaching-learning process of science content in basic education, studies and research focused on this material have increased significantly. Considering that science education is not only pedagogical, but also contributes to the formation of critical individuals capable of acting directly in society. An interesting alternative found for this proposal is the teaching of science through the history of science. Thus, this research sought to analyze the historical and epistemic approach of the content of Material Transformations in the 9th grade textbook selected by the public school system of the city of Aracoiaba - PE. The research is qualitative with documentary perspective and the analysis criteria were based on the criteria determined by the National Textbook Program 2020. The content was identified in the book, followed by the analysis and discussion of the criteria proposed in the methodology. Made the analysis it was possible to observe that the book does not meet the criteria established in this research, because it does not make a contextualized approach as the history of chemistry, besides not involving social, political, environmental or technological aspects in the presentation of the content.Item Análise da composição química do óleo essencial de espécies de Plectranthus cultivadas sob condições de estresse e avaliação Do seu potencial acaricida sobre o Tetranychus urticae(2024-07-31) Silva, Beatriz Steffanie Gomes da; Moraes, Marcílio Martins de; http://lattes.cnpq.br/6957579091162269; http://lattes.cnpq.br/4696332206790980Plants are living organisms capable of producing secondary metabolites as a defense and development mechanism. What stimulates the activation of secondary metabolism are changes in the natural conditions necessary for the survival of the plant, called biotic or abiotic stresses. Essential oils (EOs) are complex mixtures of constituents originating from the secondary metabolism of plants, and have different biological properties, from medicinal purposes to pest control. Thus, the objective of this study was to investigate the variation in the chemical composition of EOs from two species of the genus Plectranthus (P. barbatus and P. ornatus) under controlled stress conditions and the antioxidant and acaricidal potential against Tetranychus urticae (spotted spider mite). The species were separated into groups and subjected to different stress conditions: manual predation (PM), methyl salicylate (SM), methyl jasmonate (MJ), saline (S), water scarcity (E), ultraviolet radiation (UV), and the group without any stress (control). The EOs were obtained by hydrodistillation and the chemical composition was determined by gas chromatography coupled to mass spectrum (GC-MS). The data were subjected to multivariate analyses (PCA, heatmap and molecular network). The acaricidal activity was evaluated comparatively through the LC90 of the positive control Azamax and the antioxidant activity by the ABTS.+ and DPPH methods. For both species, the chemical composition identified in the control groups showed a predominance of constituents derived from sesquiterpenes, with (E)- caryophyllene as the major constituent. However, in the stressed groups, monoterpenes were present in higher percentages, significantly reducing the percentage of the major compound of the control. This variation was confirmed by all multivariate analyses used. The EOs of both species showed low acaricidal activity against the two-spotted spider mite, with mortality rates equal to 12.00% (P. barbatus) and 22.72% (P. ornatus). P. barbatus showed better antioxidant activity for ABTS.+ (62.74 μg/ml) while P. ornatus showed better for DPPH. (163.5 μg/ml). However, compared to the positive controls Trolox (4.13 μg/ml) and ascorbic acid (1.62 μg/ml), respectively, the activities presented by both species were relatively low. Therefore, it was possible to verify that the EOs of these species present antioxidant and acaricidal activities, although low, and that different stress conditions alter the chemical composition of the plant.Item Análise da construção de sentidos e significados sobre a reação de oxirredução pelos estudantes a partir de uma sequência didática sobre bafômetro(2019-12-19) Martins, Jorge da Silva; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/5508094144911539The main objective of the present monograph was to analyze the process of meaning construction and attribution of senses about the oxireduction reaction, experienced by students when they are engaged in structured activities in a teaching and learning sequence with the breathalyzer thematic. The methodological path was constituted by: planning and structuring a teaching and learning sequence (TLS), from the perspective of Méheut (2005) and the conceptual profile theory proposed by Mortimer (1995) to investigate the process of meaning construction, application and analysis of the steps experienced throughout the sequence. Amidst the steps of the sequence, two questionnaires were applied to a 3rd grade high school class, one for the survey of previous conceptions of oxireduction reactions and the other associated with an experimental activity of “breathalyzer simulation”. From the answers obtained, we observed that, in general, the students did not present well-constructed meanings about the definition of an oxireduction reaction and this is justified by the meanings they attribute to the concept, not having a closer relationship with the scientifically accepted meaning. Thus, through the conceptualization process, analyzed through the learning paths traced by the students, we realize how each individual understands the concepts from the senses and meanings that they attribute in their particularities. And that often in the process of appropriation of a scientific concept, it is common to make use of it without really mastering its significance, using only fluid senses that vary depending on the context.Item Análise da participação das mulheres nas Ciências Exatas: um incentivo necessário(2021-02-26) Santana, Fernanda Kelly de; Lins, Micherllaynne Alves Ferreira; http://lattes.cnpq.br/1692078320318220; http://lattes.cnpq.br/9819403074795750Historically the female presence in universities was marked by deficits and difficulties, women did not have access to education, and were only taught to take care of the home and family, the dream of being independent and contributing to society was distant. With much struggle, these first conquered spaces in primary and secondary education and only after long years that they entered higher education. The present study aimed to analyze the formation and participation of women in the context of the exact sciences, highlighting their difficulties and perspectives. It is a retrospective, descriptive and documentary study, carried out through a database of UFRPE (Federal Rural University of Pernambuco) and related studies done through a narrative review of the literature. The study showed the difficulties faced by women during their training and performance, especially with regard to the exact sciences, while also emphasizing the low female participation in these areas. As a result, it was found that the faculty of the analyzed institution is predominantly male, whereas the incoming student body is predominantly male in all the courses analyzed, as for the cut in the exact areas this difference is even greater, on the other hand, for all the analyzed courses, more women manage to complete the graduation. As expected, according to the latest DGP census, from a young age men marjoritly occupy leadership positions, while women remain the majority as non-leaders in research groups. For students who produce research, fortunately women are the majority at different levels of training.Item Análise das compreensões de alunos após o desenvolvimento de uma intervenção didática com a temática biogás no ensino de compostos orgânicos(2019-12-18) Santos, Daysnan Nicolly Arcanjo dos; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/8660965015640257Contextualization in science education, and more specifically in chemistry education, has been considered as a way to enable students to find meanings for the content addressed in the classroom. In this perspective, one of the possibilities of contextualization is based on the Freirean Thematic Approach (ATF). Given several possible themes for teaching chemistry from the ATF, we highlight the theme of Biofuels, more specifically Biogas, due to its numerous environmental and economic benefits. Therefore, in this research we aimed to analyze students' understandings after the development of a didactic intervention with the theme Biogas in the teaching of organic compounds. The qualitative research was carried out in a reference school in the high school of the public school system in the north of Recife. Twenty-eight students from the third grade of high school participated, but only thirteen students participated in the study data collection, and was conducted from the following steps: 1) elaboration of the didactic intervention; 2) application of the didactic intervention; and 3) data analysis. Based on the analyzes performed, we can say that the students' understanding: 1) were positive regarding the experimental activity Biogas Production and pointed out relevant aspects that constitute the process of a biodigester, such as the use of organic matter for biogas production. ; 2) related to organic compounds involved in biogas production, such as methane production and combustion with carbon dioxide production; 3) involved relationships between biogas and socioeconomic aspects, such as the cost-benefit of biogas production for sustainability and economic issues, especially for rural areas. However, from the understanding of the identified students, it can be said that the didactic intervention does not seem to have guaranteed students' understanding of other aspects related to organic compounds, such as nomenclature of organic compounds involved in the functioning of the biodigester for biogas. In this direction, aiming at a new research agenda, we propose that the didactic intervention elaborated, developed and analyzed in this research be rethought in order to subsidize the students in the understanding of other chemical contents related to the organic compounds involved in the biogas theme.Item Análise das compreensões de estudantes no contexto de uma intervenção didática fundamentada na abordagem CTS a partir da temática adulteração/falsificação de medicamentos(2024-02-27) Santos, Willyane Camille Santana dos; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/9100179358219333In this research, the objective was to analyze students' understandings in the context of a didactic intervention based on the CTS Approach based on the theme of drug adulteration/counterfeiting. The research was qualitative and of the pedagogical intervention type, carried out in a public school, located in Recife - PE, with the participation of 19 students from the 2nd year of high school. The intervention took place in three meetings, the first two lasting two hours each and the last four hours, divided into two distinct moments. The methodological stages of the study included the planning of the didactic intervention, the application of the didactic intervention and the organization and analysis of the data obtained. The results indicate that: some students expressed limited prior conceptions regarding the adulteration/counterfeiting of medicines and their impacts on society, such as, for example, an understanding focused only on the alteration or modification of the medicine and the impacts promoted by the adulteration/counterfeiting of medicines in society; there was an evolution in students' understanding of different aspects, including the chemical concepts covered and the risks associated with the consumption of adulterated medicine; and in their understandings, students integrated scientific and social aspects of different orders: environmental, economic, legal and public health, except technological aspects.Item Análise das relações entre Ciência-Tecnologia-Sociedade (CTS) nas questões de química do Exame Nacional do Ensino Médio edição 2021(2022-05-31) Oliveira, Brenda Silva; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/8709791672347257The National High School Exam (Enem) is a national assessment created in 1998 with the objective of evaluating students' performance at the end of basic education. In 2009, it was reformulated and started to be used as an instrument for entering higher education with the aim of democratizing opportunities for access to higher education. The exam aims to assess the quality of basic education and encourage the restructuring of the school curriculum. In this research, the Enem is also conceived as an indicator of the presence of the science-technology-society (CTS) approach in high school. Therefore, the objective of this work is to analyze the CTS relationships established in the questions related to the chemical contents of the Natural Sciences notebook and its technologies of the Enem in the 2021 edition. we carried out a documentary research with a qualitative approach to the data, which considered quantitative data. For the analysis, assumptions of the Discursive Textual Analysis were considered. Based on the results of the analysis, it can be said that: most of the questions covered different themes, with a predominance of the theme of environmental pollution; most questions explored scientific and technological aspects; and Science-Technology, Science-Society, Technology-Society and Science-Technology-Society relationships were identified, with a predominance of the former. In this sense, considering that in the CTS approach the three dimensions are articulated, it is concluded that this type of approach seems to be still incipient in the teaching of Chemistry in Brazilian High Schools.Item Análise de artigos sobre a temática passabilidade: identificando contribuições para o ensino de Química segundo abordagem de QSC na perspectiva da educação em Direitos Humanos(2022-05-31) Lima, Izabelly Tavares de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/9465097213606651Human Rights are universal rights for each human being. In this monograph, the approach of socio-scientific issues (SSI) is assumed as a didactic strategy for conducting the teaching of Chemistry from the perspective of Education in Human Rights. From this perspective, one of the themes that can be addressed in the teaching of Chemistry is Passability. However, works involving this theme were not found in the main national journals for teaching Chemistry. Therefore, this research aims to analyze aspects about Passability, brought in works published in journals that are not in the area of Chemistry teaching, which can contribute to the teaching of chemistry according to the SSI approach from the perspective of Education in Human Rights. This is bibliographic research of the state of knowledge type, in which the works published in journals were mapped using the keyword passability on the Google Scholar platform, considering publications from 2017 to 2022. The mapped works were analyzed from the following characteristics: objectives of the work; target Audience; aspects addressed about passability; theoretical references on passability adopted; and some considerations presented in the work. Based on the analysis, it is concluded that Passability can be characterized as a SSI, given that it is a controversial issue, has a scientific basis, involves choice-making, has a local, national and global dimension, in addition to being current. Additionally, it was noticed that the sensitization processes, the promotion of respect for the rights of others, and the promotion of an inclusive education that does not encourage prejudice, discrimination, racism and violence, are structuring axes for Education in Human Rights, can be met from the theme Passability in Chemistry Teaching.Item Análise de compreensões de estudantes no contexto de uma intervenção didática fundamentada em pressupostos freirianos para o ensino de termoquímica(2023-09-11) Souza, Nívea Galdino de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/2969100250409863In the middle of the 21st century, there is an increasing search for a more inclusive, emancipatory and relevant education for students and their communities. It is with this perspective that the theoretical and methodological assumptions of the Freirean perspective were adopted in this study. Freire's views on education are inspiring, motivational and challenging. In this perspective, this study aims to analyze students' understandings in the context of a didactic intervention based on Freire's assumptions for the teaching of Thermochemistry, this objective being detailed in three specific objectives: to identify students' previous conceptions about thermochemical concepts and related issues with fires; analyze changes in students' understanding of thermochemical concepts and fire-related issues; and to evaluate the students' perceptions about the didactic intervention experienced by them. As for the methodological aspects, this study was qualitative, developed in a private school located in the municipality of Vitória de Santo Antão, with the participation of 37 students and was conducted through five methodological steps, namely: study of the assumptions of pedagogy freiriana (first stage); elaboration of the didactic intervention (second stage); application of didactic intervention (third stage); data organization (fourth step); data analysis (fifth stage). As for the students' previous conceptions about thermochemical concepts and about questions related to fires, the analyzes showed previous misconceptions, incomplete and/or coherent from the scientific point of view, such as, for example, understandings of chemical reaction as mixtures and understandings that consider that fires cannot occur spontaneously. Regarding the evolutions in students' understanding of thermochemical concepts and issues related to fires, the analyzes bring evidence, for example, of understandings of the occurrence of fires due to the reaction between oxygen and fuel to release energy in the form of heat and understandings of the concept of heat as energy in motion. That is, these results are evidence that students have evolved in their understanding of the occurrence of fires and the concept of heat. And regarding the students' evaluation of the didactic intervention based on Freire's assumptions developed with them, the evidence identified in the analyzes was related to the didactic intervention being nontiring, dynamic, fun, with the potential for things to make sense, for participation of students, to learn Chemistry from real situations.