https://repositorio.ufba.br/handle/ri/30485 2026-05-14T10:29:43Z 2026-05-14T10:29:43Z Seixas, Filipe de Castro https://repositorio.ufba.br/handle/ri/44451 2026-05-05T11:36:43Z 2026-01-20T00:00:00Z

Título: O otimismo da vontade: em busca de um modelo de ensino para uma formação humana com a natureza Autor(es): Seixas, Filipe de Castro Primeiro Orientador: El-Hani, Charbel Nino Abstract: It is discussed, in this work, the theoretical elements that support a Nature away from the exclusive idea of production of goods. It is an ecological, social and political reflection of Nature, understanding that there are reasons to change the way we relate to it. How to seek a overcoming of this human distance from Nature? A path for this is found in the objective of the work to build and evaluate a theoretical and participatory teaching model that leads to full-time human formation through practices in agroforestry systems (SAFs). In this qualitative research, the content analysis was applied in a corpus of interviews and questionnaires with different social actors, seeking, therefore, the construction and evaluation of this model. From this corpus, there was interest in certain fragments, units, classified as thematic units, forming the indicators of the research. These units of analysis took place in the form of an units of records, with a thematic characteristic. The creation of categories a priori collective action, reason for being, political dimension and agroforestry system was only possible thanks to the theoretical mobilization carried out, aiding the interpretation of data, together with the category a posteriori education with Nature. The content analysis process resulted in the representation of the teaching model with nature (MECA) and its founding elements. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Tese

2026-01-20T00:00:00Z Souza, Ericarla de Jesus https://repositorio.ufba.br/handle/ri/44332 2026-04-06T20:25:18Z 2026-01-30T00:00:00Z

Título: Ensino, aprendizagem e neurociência: investigando as relações da Memória de Trabalho e da Carga Cognitiva com a aprendizagem sobre eletricidade a partir de uma abordagem baseada em Metodologias Ativas Autor(es): Souza, Ericarla de Jesus Primeiro Orientador: Amantes, Amanda Abstract: This study investigates the relationship between working memory, cognitive load, and learning in scientific tasks addressing the topic of electricity. A total of 88 students from higher education institutions in Northeastern Brazil participated, with 60 taking part in individual working memory tests. The research employed a didactic sequence based on Active Methodologies, implemented over six lessons, with data collected on performance, working memory profile, and perceptions of intrinsic, extraneous, and germane cognitive load. The analysis involved association tests between variables such performance difference (as an indicator of learning), cognitive load measured by the PAAS scale, and performance profile assessed through a Digit Span task. Statistical analyses included ANOVA, Spearman’s correlation, and Linear Mixed Models, given the longitudinal nature of the study. The results indicated that working memory profile was not significantly associated with either performance or cognitive load, suggesting that temporary information retention capacity is not a determining factor for scientific learning in this context. In contrast, performance showed significant associations with all three dimensions of cognitive load, demonstrating that mental effort varies according to changes in cognitive repertoire resulting from learning, as well as differences in task complexity. Another finding revealed a trend of decreasing extraneous cognitive load as students progressed, while intrinsic and germane load increased, indicating a dynamic relationship between acquired knowledge and the perception of cognitive effort. These findings underscore the importance of pedagogical planning that takes cognitive architecture and Cognitive Load Theory principles into account, as well as the use of Active Methodologies to modulate perceived effort and foster effective learning. Evidence also suggests that learning may be associated with other variables not analyzed in this study, such as executive functions like inhibitory control and cognitive flexibility, since working memory appears unrelated to the learning process. Editora / Evento / Instituição: UNIVERSIDADE FEDERAL DA BAHIA Tipo: Tese

2026-01-30T00:00:00Z Oliveira, Mário Cézar Amorim de https://repositorio.ufba.br/handle/ri/44331 2026-04-06T20:02:26Z 2025-03-17T00:00:00Z

Título: Rumo a uma Natureza da Biologia: estado da questão na pesquisa brasileira sobre aspectos da natureza da ciência (NdC) e sua abordagem no ensino de Biologia. Autor(es): Oliveira, Mário Cézar Amorim de Primeiro Orientador: El Hani, Charbel Niño Abstract: In our doctoral thesis, we aimed to understand the state of the art (SoA) of Brazilian academic production on the Nature of Science (NOS) in Biology Education, analyzing 103 documents (45 dissertations, 15 theses, and 43 articles) published between 1982 and 2021, with an irregular distribution over this period, which allowed the identification of three historical periods: (1) Initiation/Exploration (1980s-1990s), marked by pioneering studies such as Fracalanza (1982); (2) Expansion (2000s), influenced by the Consensus View (CV) of authors like Lederman (1992), focusing on diagnosing naive conceptions of students and teachers; and (3) Consolidation (post-2011), characterized by quantitative growth (61.7% of dissertations/theses and 81.4% of articles) and qualitative improvement, with 83.7% of articles published in high-impact journals (Qualis A1-A4). The results showed that 37.8% of the studies focused on Curricula and Material Resources (CMR), revealing simplistic representations of science in teaching materials but without advancing to proposals that integrate specific aspects of Biology. 25.2% focused on Student Ideas (SI), uncovering conceptions such as neutrality and linearity of knowledge, with good pedagogical interventions in Higher and Secondary Education classes but neglecting the early years of Elementary Education. Methodologically, 91.3% of the works were empirical, with a predominance of descriptive analyses (53.4%), while theoretical essays (5.8%) and experience reports (2.9%) were scarce, indicating a lack of reflections on the uniqueness of Biology. The analysis identified the hegemony of the Consensus View (CV) (75.2%), which, although useful for diagnostics, proved limited in exploring the specificities of Biology, such as methodological plurality or historical contextualization. Curriculum models such as the Family Resemblance Approach (FRA/RFN) (2.9%) and the Comprehensive View (8.6%) are underrepresented in our corpus. Thus, we consider that, although Brazilian research has advanced in critical diagnostics, it lacks proposals that articulate NOS to the epistemological specificities of Biology. To overcome these gaps, we point to the need to: 1. integrate philosophical debates in Biology with aspects of NOS in the pursuit of establishing a Nature of Biology; 2. invest in curriculum models that encompass not only consensual aspects of NOS but also those that indicate the singularities of the sciences; and 3. expand the attention of the Biology education research community to levels and modalities of education that are still neglected, ensuring that science education dialogues with the challenges of a socioenvironmentally crisis-ridden world in the context of diverse educational realities. Editora / Evento / Instituição: UNIVERSIDADE FEDERAL DA BAHIA Tipo: Tese

2025-03-17T00:00:00Z Santos, Victor Ferreira Dias https://repositorio.ufba.br/handle/ri/44092 2026-02-25T18:35:44Z 2025-11-17T00:00:00Z

Título: Raízes do currículo : princípios histórico-críticos para a seleção dos conteúdos de química Autor(es): Santos, Victor Ferreira Dias Primeiro Orientador: Messeder Neto, Hélio da Silva Abstract: Research on curriculum has an ongoing path marked by numerous propositions, debates, and disputes surrounding educational and social projects aimed at shaping future generations of human beings and their conceptions on the natural and social world. In this context, this study aimed to develop historical-critical principles for the process of selecting curricular contents. This goal was based on the premise that the object defining the nature and specificity of the curriculum lies in the question of what to teach. Grounded in the theory of knowledge founded on historical-dialectical materialism, this theoretical study was developed through the following procedures: an exposition of the historical development of curriculum theory from the early twentieth century to the present; a discussion of the main foundations and categories of the historical-critical theory of curriculum; an investigation of the historical elements of the development of chemistry; and an analysis of the logical structure of chemistry in its epistemological aspects. From this investigative path, we structured six categories—three grounded in the historical dimension and three in the logical dimension of chemistry. As the main results, we formulated historical-critical principles intended to assist the process of selecting curricular contents in chemistry education, namely: Scientific controversies in historical development; Development of technique; Development of the mode of production: natural–artificial chemistry and the drive toward industrialization; The substance as the constituent of chemistry’s core, mediated by structural formulas and the categorization of classes of chemical compounds; The conscious transition among the molar, molecular, and electrical levels regarding chemistry contents and their conceptual approach; and The properties of matter and the transformations of materials at the molar, molecular, and electrical levels of chemical knowledge, and their dimensions of composition/structure, energy, and time as central parameters for understanding the manipulation of nature. The principles developed in this research are conceived from a dialectical perspective—that is, they do not present a hierarchy but rather establish causal nexuses between parts and the whole, relating to one another in a totalizing manner. Accordingly, it is expected that these principles may contribute to the production of didactic materials, the design of school curricula across different educational levels, and a more conscious and intentional selection of contents by teachers and researchers in the field of chemistry curriculum. To demonstrate an initial approximation to the proposed principles, the substance and the element oxygen were used as examples for applying the elements developed in this doctoral thesis. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Tese

2025-11-17T00:00:00Z