This paper presents an analysis of the Common National Curriculum Base (BNCC), together with the New Upper Secondary Education Reform, from a historical perspective, with emphasis on its implications for the teaching of Physics. The methodology adopted is bibliographic in nature. The following topics are addressed: the history of the creation of the BNCC, its political context, and the social actors involved, with particular attention to the influence of the third sector in this process; the New Upper Secondary Education Reform, contextualized within Brazil’s historical tendency to treat upper secondary education (secondary education) in a dual manner — that is, either as preparatory for higher education or as vocational training; a brief historical overview of science education in Brazil, from the Jesuits to the 1996 National Education Guidelines and Framework Law (LDB); and an analysis of the BNCC and the New Upper Secondary Education Reform from the perspective that both represent a setback for Brazilian education, especially for science education, with an emphasis on the teaching of Physics. We argue that both constitute a setback because they are a centralized curricular project that accentuates inequalities and impoverishes general basic education by fragmenting it into pathways that dilute and distort the subjects of the Natural Sciences area, with particular attention to Physics. As a result of the research, we created an ebook bearing the same title as the dissertation, in which the content is presented in a question-and-answer format, targeting undergraduate students in Natural Sciences teacher-training programs and teachers in these fields. 

This research investigates the impact of a pedagogical workshop grounded in Mathematical Modeling and mediated by digital technologies on the learning of fundamental concepts of Differential and Integral Calculus in the context of pre-service mathematics teacher education. The study is theoretically anchored in the articulation between Vergnaud’s Theory of Conceptual Fields, Skovsmose’s Critical Mathematics Education, and the assumptions of Mathematical Modeling as a teaching and learning strategy. A qualitative, exploratory, and interpretive approach was adopted in order to understand the processes of meaning-making, the mobilization of cognitive schemes, and the conceptual shifts manifested by participants throughout the formative experience. The investigation was conducted with undergraduate students enrolled in the Mathematics Teacher Education program at the Federal Rural University of Rio de Janeiro, attending the Calculus I course, through the implementation of the workshop “Unveiling Calculus”, structured into three moments: (I) conceptual reconstruction of limits and derivatives; (II) exploration of the concept of integrals as area under the curve and as accumulation functions; and (III) integrated applications of derivatives and integrals in contextualized and investigative situations. Interactive applications developed using GeoGebra played a central mediating role, fostering the articulation among graphical, symbolic, and numerical representations. Data were generated through reflective portfolios, classroom interaction recordings, digital application records, collective discussions, written self-assessments, and the researcher’s field notes, and were analyzed according to principles of interpretive analysis and content analysis. The study is expected to contribute to the understanding of how investigative and critical approaches supported by digital technologies can promote meaningful learning of Calculus and the development of critical mathematical literacy in the education of future mathematics teachers.

This dissertation investigates how the ideas of Jean-Baptiste Lamarck can be reinterpreted in the teaching of biological evolution, proposing an updated pedagogical approach in light of advances in epigenetics. Historically marginalized in favor of Darwinism, especially in textbooks, Lamarckism is often portrayed in a caricatured way, which limits a critical and historical approach to evolutionary processes. The dissertation is theoretically grounded in studies on evolution, the history of biology, and epigenetics, especially Lamarck, Darwin, Mayr, Bizzo, Jablonka and Lamb, Francis, and Noguera-Solano et al., as well as in research on the teaching of evolution, particularly Almeida and Falcão and Krizek. Its objective is to develop and analyze a pedagogical activity workbook aimed at high school students, with the purpose of contributing to an approach that integrates new scientific and methodological perspectives into the teaching of biological evolution. Based on a qualitative approach, this research involves high school students and female teachers who teach Science and Biology in middle school and high school, respectively. The students participated in the first stage of data collection, conducted in two schools in Rio de Janeiro, through the application of a questionnaire aimed at mapping their conceptions about the evolution of living beings. The teachers participated in the second stage, through a focus group, for the analysis and validation of the activity workbook — the educational product of this study — which includes suggestions for pedagogical practices addressing evolution in light of advances in epigenetics. The results of the questionnaire analyses indicate that, although the Darwinian perspective predominates, many students demonstrate intuitions compatible with Lamarckian ideas, in addition to a significant lack of knowledge about epigenetics. These findings reveal a favorable context for the inclusion of a more complex approach to the topic in the school curriculum. At the same time, when articulated with the literature, they support and inspire the development of the educational product, which values the concepts of Lamarck, Darwin, and epigenetics, aiming to promote more critical, updated, and dialogical learning about the diversity of life.

This investigation is part of a research project focused on mathematics teaching and learning within dynamic geometry environments. Through an exploratory study, the interactions of prospective mathematics teachers are illustrated as they engage in tasks involving the isometries of rational function graphs on the GeoGebra platform. A review of existing research reveals a wealth of studies on technology in education but highlights a scarcity of work linking rational functions to isometric transformations. The theoretical framework emphasizes the importance of using virtual environments for mathematics teaching and learning and of designing tasks suited to these environments. Chapter three focuses on presenting the GeoGebra platform and the activities proposed during fieldwork, as well as analyzing the introductory activity with a focus on participants' responses within GeoGebra Classroom. The final chapter provides a detailed analysis of the activity sequence, which prioritized the exploration of sliders, function transformations, the construction view, and the linking of geometric and algebraic representations. Data collection relied on activity responses recorded on the platform and manually transferred to Excel spreadsheets, supplemented by screenshots whenever analysis of the construction view was required. Chapter five presents the educational product: a workbook containing the activities developed during the research. The contribution of this work lies in addressing isometries in conjunction with the study of rational function graphs through an interactive approach within dynamic geometry environments.

This study addresses the issue of mathematics instruction being disconnected from students' realities, focusing on the central role of the textbook, which often presents artificial contextualizations. This concern arose from the author's teaching and academic experience within the Tutorial Education Program (PET) and through discussions on Critical Mathematics Education (CME). The research aims to investigate how contextualizations related to trigonometry content are developed and presented in selected high school textbooks, viewed through the lens of Critical Mathematics Education. To this end, the study analyzes the influence of university entrance exams and the ENEM (National High School Exam) on teaching materials, examines contextualized trigonometry scenarios in selected textbooks from different periods, and develops an intervention proposal for teachers. The methodology employs a qualitative approach, characterized as bibliographic and documentary research based on Fonseca (2002). The primary theoretical framework is Critical Mathematics Education (CME), drawing on the work of scholars Skovsmose and Freire. The analysis seeks to identify how textbooks present the relationship between mathematical objects and reality, aligning with the view that mathematics is a social practice involving political, cultural, and ideological aspects. In accordance with Marconi and Lakatos (2017), the research utilizes deductive and dialectical methods. Preliminary results from the historical analysis indicate that mathematics teaching materials have progressively incorporated contextualization and interdisciplinarity over five decades, a trend largely driven by the creation and reformulation of the ENEM. The research highlights that the BNCC (National Common Curricular Base) omits prerequisite content for trigonometry—content that is nonetheless required by the ENEM—creating a gap that textbooks must fill. Consequently, the study proposes an educational product based on a teacher training workshop designed to foster a critical perspective on trigonometry textbooks and transform traditional problems into investigative scenarios. The product aims to encourage teaching practices that value argumentation, reflection, and the discussion of real-world contexts, moving beyond an approach centered solely on the mechanical application of formulas.

This dissertation aims to dialog with teachers and future teachers in discussions about the possibilities of innovation in teaching trigonometry concepts using digital technologies. The research maps studies on the use of technologies in teaching Trigonometry and develops and implements an environment in a subject in the Mathematics Undergraduate Program at the Federal Rural University of Rio de Janeiro. In addition to Desmos, devices such as tablets and smartphones were used in the implementation, which allowed other interactions, constructions, and visualizations to carry out the activities. This dissertation is in multipaper format and, to contemplate the specific objectives of the research, presents in its first article a meta-synthesis, in which the use of digital technologies in teaching Trigonometry was observed, but gaps in the integration of technologies in prospective teacher training were observed, including the use of Desmos. The second article identifies and verifies contributions of the environment based on the capture and analysis of critical events. The educational product is detailed in the third article, which presents a proposal for an environment focused on the initial training of mathematics teachers. The first part of the product explains the resources of the Desmos Classroom platform and, in the second, presents the tasks used in the implementation described in the second article.

There is an increasing need for students to find a friendly, dynamic environment in their respective classrooms

 that takes their demands into account. To answer these questions, the ludic methodology based on games

 appears as a viable possibility. However, just using the ludic methodology is not enough, since it usually does not

 involve the phase of assessing the class's knowledge. Therefore, even if the class eventually shows good

 participation in the classroom, when faced with a traditional assessment, students may feel pressured, and 

this leads to errors in preparing answers that would not occur in less pressure situations. A continuous assessment 

methodology can be added to the classroom dynamics to alleviate such problems. Therefore, this work aims 

not only to propose the use of a didactic game in teaching the subject of projectile motion, but also a new way 

of teacher can evaluate students without requiring a test or test. The Playfab online platform is an alternative 

that allows teachers to manage data obtained automatically while students play games. With the combination of

 these two methodologies, playful (through the game) and continuous assessment (through the Playfab 

platform), the teacher achieves immersive teaching, equipped with a new way of measuring how information

 is structured in the student's mind and how this is absorbing the knowledge presented in the classroom.

.

FREITAS, Ramon da Silva. Formação de Professores e Ensino de  Frações na Transição entre as Etapas do Ensino. 2024. 50p Dissertação (Mestrado Profissional em Educação em Ciências e Matemática). Instituto de Agronomia, Instituto de Educação, Universidade Federal Rural do Rio de Janeiro, Seropédica, RJ, 2024.

Research Line: Teaching Practices, Curriculum and Contemporary Demands – Research Project: Integrative Project 2: Insubordinate Practices, Contemporaneities and Inclusion in Science and Mathematics Education.

This dissertation investigates teacher training and the teaching of fractions during the transition between the early and final years of elementary school, highlighting the challenges faced by students and educators. The study reveals gaps in both initial and ongoing teacher training, which impact teaching quality and student learning. Through a systematic review and analysis of pedagogical practices, the research identifies the need for innovative strategies—such as the use of manipulatives, games, and technology—to make fraction instruction more meaningful. The work also proposes the development of an e-book as an educational product, aiming to foster dialogue between generalist and specialist teachers on teaching fractions. The conclusion emphasizes that investments in professional development and active methodologies are essential to improve the transition between school stages and reduce students' difficulties in fractions.

Considering the multiple challenges faced by teachers in their pedagogical practice, especially in light of the transformations arising from scientific and technological advances, it is essential to rethink teaching methodologies with a view to overcoming traditional practices based on the mere transmission of theoretical content devoid of meaning. In this context, this study is based on two main axes of discussion: science teaching and initial teacher training, and the relationship between pedagogical practices and the use of didactic models, theoretical concepts such as meaningful learning, socioconstructivism and teaching through inquiry, with the aim of analyzing the contributions of a course on models and modeling of biological structures, using biscuit dough, for the initial training of teachers in the early years of Elementary School. The
qualitative research was conducted with 25 undergraduate students of the Pedagogy course at the Federal Rural University of Rio de Janeiro (UFRRJ), Nova Iguaçu campus, and included the application of questionnaires before and after the course, which involved microscopic observation followed by the construction of models of the observed objects in clay, complemented by discussions. The data analysis highlighted the relevance of the use of threedimensional models in the appropriation of microscopic concepts, as well as the importance of the articulation between school content and the daily context of students, promoting the transition from abstraction to concreteness. The results indicate the urgent need for significant
transformations in pedagogical practices in science teaching, in order to make them more aligned with the educational demands of the 21st century, thus promoting more contextualized, meaningful and engaging learning.

This research focuses on an approach to studying triangles with the context of isometries through the GeoGebra environment. The project's general objective is to develop a medium-term activity in which students, future mathematics teachers, can delve deeper into the teaching of geometry – specifically isometries and triangles – through the appropriation of digital technologies. We hope to study, in accordance with productions in the area, the forms usually established in the classroom regarding Education in Geometry, particularly in the context of the study of triangles and isometries with the support of digital technologies. From then on, we wish to reflect, together with students and future teachers, on activities that involve digital technologies in teaching triangles and isometries through GeoGebra. Based on these reflections, we will organize an extension course based on the theme of teaching triangles and isometries based on the use of digital technologies through GeoGebra.

The research addresses the contribution of affectivity and the development of interdisciplinary projects for 6th-grade students, focusing on the transition between lower and upper grades, as well as on learning difficulties exacerbated by the pandemic and functional illiteracy. The study investigated how active methodologies and storytelling can create a more welcoming and effective educational environment, fostering meaningful learning. To achieve this objective, the research focused on the influence of affectivity in mathematics teaching, with emphasis on the implementation of active methodologies and storytelling. This approach aimed to mitigate the challenges faced by students during the transition from lower to upper elementary grades and the functional illiteracy aggravated by the post-pandemic context. In this context, the study sought to develop an educational product that would strengthen teachers’ practical interaction and student engagement. The methodology adopted was qualitative in nature, using data triangulation involving document analysis, participant observation, and the collective validation of the educational product in the Research Group in Ethnosciences and Ethnomathematics (GEtCiMat). The study was inspired by two 6th-grade classes in a municipal school in Guapimirim-RJ, where data collection was carried out through descriptions of the interdisciplinary projects developed and the experiences lived by the author as a lead teacher. The educational product built from this practice has a formative and reflective character, serving as a flexible support guide for teaching practice. It brings together suggestions for interdisciplinary projects, proposals for activities, and spaces for self-assessment, based on affectivity, sensitive listening, and the appreciation of teachers’ concrete experiences, validated through discussions with a research group. The choice of the theme “affectivity in education” arose from the author’s personal experiences, having witnessed the positive impact of affectionate teachers throughout her academic trajectory. Based on these experiences, the author believes that affectivity in the classroom, combined with interdisciplinary projects, is fundamental for student engagement and, consequently, for learning, creating a welcoming and humanized environment. However, mathematics education in the 6th grade faces significant challenges, aggravated by the pandemic. School closures hindered literacy and increased reading and writing difficulties, while students, in transition to adolescence, face emotional issues and disinterest in classes. The theoretical framework explores the relationship between affectivity and learning, highlighting the importance of affection in cognition. Thus, it is grounded in the National Common Curricular Base (BNCC), the Statute of the Child and Adolescent (ECA), and in authors such as Silva (2022), Cesar Coll (1988), and Mattos (2021), who discuss the relevance of affectivity in the educational context. The text also addresses functional illiteracy and its implications, referencing INAF and UNICEF, and analyzes active methodologies and storytelling as strategies to engage students. It also draws on the theories of Wallon (1995), Piaget (1977), and Vygotsky (1998). Finally, the research showed that affectivity, combined with interdisciplinary projects, active methodologies, and storytelling, can improve student engagement and, consequently, mathematics learning among 6th-grade students. Furthermore, it highlights the importance of considering emotional and social aspects in the teaching-learning process, especially in challenging contexts such as those experienced.

The main objective of this work is to offer theoretical and practical support that contributes to encouraging the participation of girls and women in careers in the areas of Science, Technology, Engineering, and Mathematics (STEM), with an emphasis on Nuclear Physics, a strategic area both for understanding the fundamentals of Physics and for scientific and technological advancement. Despite advances in access to formal education, women are still underrepresented in this field. This disparity is rooted in historical factors, such as unequal access to scientific knowledge and the systematic erasure of female scientists throughout history, in addition to their invisibility in school environments and teaching materials. Currently, women face social and cultural barriers that hinder both entry and retention in certain areas and leadership positions; as their careers progress, a progressive decrease in female presence in the most relevant positions is observed. In order to quantify this representation, a documentary analysis of publications from the journal Physical Review C was carried out, considering the gender of the first, second, and last authors—positions of prominence in scientific authorship—in the years 2018, 2020, 2021, and 2024. The methodology used was based on Laurence Bardin's content analysis, in light of feminist criticism. As a contribution to minimizing this underrepresentation, an educational product was developed consisting of a board game entitled "RadiumAtivas," which uses the trajectory of some female scientists who have excelled in the field of Nuclear Physics to teach the concepts and fundamentals of the area, as well as gender issues, in order to bring critical thinking into the classroom. The objective of the educational product is to stimulate the interest of high school students, a crucial stage in defining professional choices, positively reinforcing female representation in science through the visibility and recognition of these scientists’ contributions.

In the current discussion on promoting a Scientific Culture, disseminated to the whole society through processes of public communication of Science, virtual museums/cybermuseums of Science stand out, since these spaces bring people closer to technological advances, awaken and deepen knowledge in the midst of virtual reality. In this sense, we sought to investigate the virtual museums/cybermuseums of Science as spaces of non-formal education for the formation of Scientific Culture. Through an exploratory study with emphasis on qualitative analysis, bibliographic survey, evaluation of virtual sites, interviews with the coordinators of the virtual museum sites, it was identified, at first, that most of the virtual museum sites present only basic information. This data reveals that the use of this virtual medium has not yet been used to its full potential. From this first analysis and based on criteria such as interactivity, types of materials and navigation functions, four virtual museums were selected for further analysis. It was observed that the interactivity, digital accessibility and the quality of the technical navigation resources of the four sites analyzed provide an inclusive education based on a language that is more accessible to the reader. These aspects make it easier to understand the content available. However, it was also found that the virtual museums analyzed present numerous possibilities to relate and contextualize these contents through teachers in the classroom, contributing to the teaching and learning process. In this sense, the discursive textual analysis of the interviews with the coordinators of the virtual museums identified possibilities of exploring different sources of scientific knowledge, in different realities, providing learning experiences, from the interaction with the multimedia elements that constitute them. Thus, the educational process via cyberspace is favored by technology, where face-to-face knowledge is transported to digital knowledge and, in this case, virtual museums can contribute to the new technological reality. In addition, it was found that the process of scientific communication carried out in virtual museums promotes a new way of constructing and producing scientific content and, therefore, a new form of appropriation of Science, promoting the formation of Scientific Culture. Finally, as a result of the research, the proposal of an interactive and inclusive digital content as an educational product (requirement of the professional master's degree) was elaborated, directed to Basic Education teachers, and made available on the institution's electronic portal - Espaço Ciência Viva. It is expected that the interactive digital content (proposed in this research) will provide the promotion of science teaching through new digital technologies, promoting non-formal education in virtual science museums.

Science teaching in a Science, Technology, Society and Environment approach - CTSA – proposes a Scientific Education that seeks to emphasize the increasingly intrinsic and complex relationships that are created and developed in our civilization. The main focus of discussions on educational innovation in science curricula in Brazil is to analyze the social implications of scientific and technological development. In this work we defend a proposal that addresses the relationship between the CTSA approach and the role of experience and knowledge of experience present in the narratives of fishermen and fisherwomen from a fishing community in the Municipality of Magé/RJ. The narratives of fishermen and fisherwomen were problematized in the school space in a high school Youth and Adult Education class in the city of Rio de Janeiro where new narratives were created. The students' narratives were integrated into the present study with the objective of studying the potential of the narratives of a fishing community in the Municipality of Magé/RJ and of high school students in the Municipality of Rio de Janeiro/RJ for a teaching project based on the approach Science, Technology, Society and Environment. In this work we seek to identify how narratives can constitute a resource for scientific education that dialogues with other knowledge and develop teaching material in the form of a Didactic Sequence bringing the reports of fishermen and fisherwomen and presentation/discussion of concepts relevant to a scientific education, with emphasis on knowledge of chemistry in a CTSA approach. The research was qualitative in nature and empirical oral/narrative, textual sources (whether official or not) and visual resources were developed Access to the narratives of fishermen and fisherwomen took place through the interview technique during an activity developed in the Project “Águas da Guanabara: Experiences for citizenship and sustainable development” with funding from FAPERJ through Notice: E_03/2021 - TCT Program - Support for Development of the Agricultural and Agroindustry Sector of RJ – 2021. Regarding textual sources, I used scientific publications, articles published in media outlets and official chemistry textbooks. The students' narratives were obtained through the texts produced in their tasks and the debate generated after watching the film “Stars Beyond Time. The speeches produced mainly refer to environmental problems faced by different communities and the relationship between scientific-technological development and society. The construction and exploration of knowledge and experiences linked to different narrative universes, whether close or distant from the students' reality, enabled dialogue between different content/knowledge and a better reading of the world. These narrative universes are present both in the history of science, through fiction and non-fiction books and films, and in the stories told by different narrators, such as workers from a fishing community, chemistry teachers, students from a riverside community. , among other different universes. The exploration of narratives as experiences and knowledge of humanity helps to overcome the “harmful contentism” that is still found in chemistry teaching. We consider that narratives constitute material with great potential for dialogue between the various contents, through language.

This dissertation organized in multipaper format proposes the adoption of the Mind Maps resource for the Plane Geometry approach in the 1st Year of High School in the post-pandemic context. A bibliographic research methodology was adopted through the Systematic Review (Mendes 2020), where the popularization of conceptual maps compared to mental maps was found due to the characteristics that hinder their use in this area of knowledge, the predominance of qualitative research and mental maps being adopted for knowledge assessment. The empirical part was through action research (Thiollent, 2002), adopting David Ausubel's theory of meaningful learning (1963), which culminated in a proposal for an educational product in the format of an Activity Notebook to approach the object of knowledge Similarity of triangles. As a result of product validation, it became possible to demonstrate that Mind Maps were significant in organizing mathematical concepts in a way that enhanced students' understanding, creativity and engagement, making Mathematics teaching more meaningful.

The student who forms part of Youth and Adult Education is one who, for various reasons, has had his or her right to education denied and has suffered from sociocultural exclusion. This student, outside of school, continued his life, established social relationships, developed skills and occupied the job market for his survival, thus acquiring many experiences in these aspects. However, when he returns to the classroom, his experiences are often silenced. In this sense, this work proposes to examine how the theoretical foundations of Ethnomathematics can establish connections with School Mathematics in Youth and Adult Education, with the purpose of enriching and improving the process of teaching and learning Mathematics, making it more meaningful. in this modality. It also proposes, as an educational product, the development and application of an extension/continuing training course for mathematics teachers who work or wish to work in the EJA modality and mathematics teachers in training. It also encourages reflections and approaches in Mathematics classes that highlight and value the prior knowledge of EJA students, so that, at the end of this training, there are suggestions for approaches in the classroom that are based on valuing the knowledge of student-workers of Youth and Adult Education. Data from these applications were analyzed and discussed in this research.

This research addresses a pedagogical proposal for Mathematics classes in the final grades of Elementary School that discusses the learning of aspects of rational numbers, particularly in the transformation of fractions into decimals using a calculator, from the perspective of an investigative approach through open questions with the aim of promoting reflection on the discoveries. We began with an analysis of books from the 4th to 5th grades to identify how the authors approach the concept of rational numbers in its multiple facets. After a bibliographical research, we seek to develop and suggest tasks, through a sequence of questions that help students learn decimal numbers from the analysis of regularities in the transformation of fractions with denominators six into decimal numbers. The objective is to ensure significant learning of mathematics and promote reflective awareness for students in the final grades of Elementary School. This research is justified by the need to think of possibilities for teaching mathematics specifically to students in the 6th grade of Elementary School that would contribute to their better learning. Using qualitative methodology and participant observation, as a teacher at the school (teacher-researcher), data analysis was carried out through the teacher's records during the application of the students' tasks in the activity. It was noted in the research that the analysis of the 5th and 6th grade textbooks presented an approach very close to the content and, when developing the activities using the calculator, the students were able to identify patterns existing in the results. We also detected that the students had difficulty understanding and identifying the remainder and the quotient, that is, elements of the division algorithm.

Racism is a problem of a social nature that is structured in our society, as we can see on violence statistics regarding black people. School, as a social institution, must be a critical and inclusive environment. Following this stream of thought, the present piece utilizes the law 10.639/03 about the inclusion and the obligation of “Afro-Brazilian History and Culture” theme in school environment and seeks to bring Ethnomathematics as a methodological tool, through a sequency of activity with the African game Shisima in school, aiming as its objective, a more critical mathematics that intends to value african history and culture. Using a descriptive qualitative methodology, this research chases a deeper understanding about actions on school environment. Due to a situation experienced by the author, in which a teacher had never heard about Ethnomathematics, the following work presents the transcription of a documentary video made by the researcher himself containing a discussion about racism in school. The african game Shisima will be used as a methodological tool in order to propose an inclusive, democratic and antiracist education.

This research approach a pedagogical proposal for mathematics classes in high school that dialogue with social inequality in Brazil and the programs social programs of income transfer from the perspective of Critical Mathematics Education (EMC). After a bibliographic and documentary research, it seeks to develop and suggest activities, through a Didactic Sequence, that assist teachers with the teaching of Functions and Statistics in a contextualized way, with social inequality in Brazil as its theme. The goal is to ensure meaningful, critical and reflective learning for students. This research is justified from the need to think possibilities for the teaching of mathematics that would contribute to citizen formation in a critical and responsible way in the construction of a more just, democratic and egalitarian society. Thus, the following question arises: what is the relevance of Critical Mathematics Education in Basic Education, taking into account its forms of application from the perspective of the social inequality? With regard to methodology, analyzes were carried out based on the triangulation method, which will work with the dimensions: (1) Document analysis; (2) Participant observation as a school teacher (teacher-researcher) and (3) Students' speeches and records during the application of the Didactic Sequence. The Didactic Sequence in question was applied in a 1st grade class, in the context of New High School, in a private school located in the West Zone of Rio de Janeiro. It was noticed in the research when developing reflective activities in the classroom that, despite the Social Transfer Programs being of paramount importance for Brazilian society, they have suffered harsh criticism over the years, mainly from the public that does not receive the aid or from the public that does not know any beneficiaries due to the lack of knowledge about the objectives and conditionalities of the Programs.

This research discusses the importance of including deaf students in higher education, specifically in math classes, highlighting the perspective of those involved. It presents a history of the theme where it brings the definition of some articles, laws, declarations and other documents that address the theme. By believing that the inclusion of deaf students in higher education is a recent issue and that deserves attention with regard to education, arguments will be sought to collaborate with this inclusion. The methodology has the purpose of a qualitative research, using as instruments the semi-structured interview (MINAYO, 2011; TRIVIÑOS, 1987; MANZINI, 1990/1991) with teachers, interpreters and deaf students from UFRRJ with the support of the Accessibility and Inclusion Nucleus of the UFRRJ (NAI/UFRRJ). Data analysis is supported by the responses conceived by the interviewees, seeking to articulate with the bibliographical research carried out. Such research will be carried out, at first, in electronic format, virtually, through the tool provided by Google (Google Meet). The choice for this tool was made considering the various technologies available to reach those involved at a low cost in a short period of time, and mainly due to the existing social isolation motivated by the COVID-19 pandemic. The objective of this research is to seek relevant information about the inclusion of deaf students in higher education and also to contribute to the advancement of teaching in the area of mathematics, taking as an argument its importance for life in society and, in addition, to build the educational product of this research. the website “Space Education Inclusive Mathematics”. Upon completing the research, it is expected to realize some contributions to the inclusion of deaf students in higher education in mathematics classes and the profitable use of the educational product developed.

This research seeks to contribute to improvements in geometry learning and to reflect on the singularities of touching the screen in learning concepts and properties of quadrilaterals. It is a pedagogical intervention in the practice itself, developed through tasks with different purposes (identification, conceptualization and classification of quadrilaterals). The design of the tasks had as one of the structuring axes the use of GeoGebra on smartphones. The field work was divided into six meetings and was implemented in 2022 in a private school in the municipality of Seropédica with students of the sixth year of Elementary School. were produced through written records, screenshots and files created by the students, and the researcher's field diaries. The results indicate that the tasks done with the help of the students' own smartphones and the class dynamics contributed to the construction of concepts properties, for example: the idea of congruence established by the students, the particularities and intersections of the properties of quadrilaterals, ideas of perpendicularity. As a product, we propose a sequence of activities with possible answers and didactic guidelines for teachers.

The concept of vacuum interferes with the understanding of various technologies present in contemporary society. However, high school students, despite being familiar with the use of these digital information and communication technologies (DICT), are laymen about their characteristics and how they work. The textbook is one of the most accessible vehicles for disseminating scientific knowledge to the student, especially during the remote teaching period. So, it is worth asking how the concept of vacuum is being presented in textbooks used in Brazilian Basic Education. Therefore, in this research we seek to identify the concept of vacuum presented in Physics textbooks for High School, approved under the National Textbook Program in our country. We are also looking for a product capable of producing significant learning about this concept. The teaching-learning method of traditional education discourages students and induces mechanical learning (Ausubel, 1963; 1968). To contribute to overcoming this remaining problem in Physics Teaching, we propose the Just-in-Time Teaching method (JiTT), which is an active teaching method. From the bibliographic research on the state of the art of the concept of vacuum, a teaching plan on the vacuum will be prepared to be applied in the third year of high school. The teaching plan on vacuum is composed of 6 topics distributed in 6 lessons of 50 minutes each. This JiTT methodology, proposed here, can also be used by other teachers for the elaboration of didactic sequences for other subjects of Physics and even extended to other disciplines.

Abstract

The teaching of Natural Sciences is usually carried out through two disciplines: Science and Biology and, in this organization, there are few opportunities for the teaching and learning of this field to establish dialogues with other disciplines and areas of knowledge. The present study addresses this issue by relating Portuguese Language and Science in a transdisciplinary way, so that the particularities of both areas directly collaborate in the construction of concepts and knowledge in the teaching of Biology. As a general objective, this study aims to investigate the use of a game as a pedagogical tool in the Biology teaching and learning process, using language, more specifically the Portuguese language, in the appropriation of biological terms and concepts in High School. The game, entitled "BioCards", was experienced by students from three private schools, located in the West Zone of the city of Rio de Janeiro, and by students from a social pre-college preparatory course, located in the same region. After the experience with the game, the research participants answered a semi-structured questionnaire and the answers were analyzed according to interpretive-comprehensive studies in order to identify, interpret, and discuss the discursive productions related to the meanings attributed by them to the game experience. The study is characterized as a qualitative research and is based on the theories of different authors who address relevant discussions on the topic of science teaching (KRASILCHIK, 2000), playfulness (KISHIMOTO, 2000; HUIZINGA, 2007), and on the teaching-learning processes and aspects (COLL, 1994; FREIRE, 1996, 1997, 1980). Through data analysis, we identified that the game can be a tool to resize the learning process of Natural Sciences, making the Biology content, taught in classroom, more enjoyable and meaningful to students.

The present paper aims to investigate the use of a game as a pedagogical tool in the teaching and learning process of Biology, using language, Portuguese specifically, in the appropriation of biological terms and concepts in high school. The game entitled "BioCartas" (BioCards) will be experienced by students of a private school located in the West Zone in the city of Rio de Janeiro and by students of a social pre-college preparatory course located in the same region, in order to analyze, interpret and discuss  the discursive productions related to the senses/meanings attributed by them to the game experience. Therefore, this study is based on theories of different authors who address relevant discussions about science teaching (Krasilchik, 2000), ludicity (Kishimoto, 2000; Huizinga, 2007) as well as the teaching-learning aspects and processes (Coll, 1994; Freire, 1996, 1997, 1980). The activity (game application) will be made in person, both at the school and at the pre-college course, and the discourses/data collected through a virtual form on Google Forms platform, filled out individually by each of the participating students. As preliminary perceptions, it is argued that the game can be a tool to intensify the learning process, making Biology contents, previously taught in the classroom, more pleasant and meaningful for students.

The study of rational numbers in the school period of Basic Education is a recurrent subject in research 

because it is a theme that still lacks understanding and assimilation in relation to the concept of fractions. 

This research intends to carry out a pedagogical approach on the construction of the concept of fraction 

through the construction of two kits using folding as an origami technique and, when necessary, resorting 

to geometric design mechanisms with teaching instruments. The methodology used in the research refers 

to the bibliographical survey, construction and execution of investigative/exploratory activities, named 

Design Based Research (DBR) that seeks through interactions and sharing a structured didactic sequence 

in the construction of kits in square and circle geometric figures that were developed with the students to

 understand the part/whole relationship. The activities were carried out with Mathematics graduates from a public 

University in Baixada Fluminense in the state of Rio de Janeiro. For data collection, a field diary was used, 

the meetings recorded in audios, photos, and the answers of the cards with the activities on fractions using 

the kits. argue and solve the proposed circumstances about the concept of fraction. With the elaboration of an 

educational product, on the YouTube platform for posting video lessons that can help teachers and other 

professionals involved in the teaching area.

High school students tend to have difficulty understanding inertial motion (PACCA, 1991; MONTEIRO, 2014; SANTOS, 2016; FILHO, 2018). This difficulty has also been the focus of research in the History of Physics (POLITO, 2016; PORTO, 2015). At the same time, the changes brought about by the new Digital Information and Communication Technologies (TDIC) show the relevance that Learning Objects (LO) have assumed in the teaching-learning process, as interactivity instruments, respecting the determinations and guidelines of documents such as the Law of Guidelines and Bases of Education, the National Curriculum Guidelines for Secondary Education (DCNEM); and Law 12,249, of June 11, 2010, which established the One Computer per Student Program (PROUCA) as part of a national policy on educational technology by MEC. This research aims to identify a computer simulation (CS), a type of LO, suitable for learning the physical concept of inertia, from the perspective of David Ausubel's theory of meaningful learning (2003), with contributions from Novak (1984) and Moreira (2015); and the theory of critical pedagogy, through the contributions of Freire (2019). For the construction of the theoretical framework, we sought to understand the insertion process of TDIC in education, the pedagogical and technical characteristics of a computer simulation, and the skills related to physical knowledge that students should develop throughout High School, in addition to understanding the evolution of the concept of inertial motion throughout the history of Physics. This is a qualitative research, divided into four stages, namely: bibliographic survey; establishment of evaluation criteria for computational simulations; analysis and selection of computer simulations, where their adequacy to the perspective of meaningful learning of the concept of Inertia was verified. Finally, a Didactic Guide was elaborated with the objective of helping teachers to include the work with computational simulations in their didactic plans for teaching the physical concept of Inertia in High School classes.

In this research, we sought to continue research started as a monograph in the undergraduate degree in mathematics, which aims to analyze the academic productions found on mathematics education of young people and deaf adults in Brazil produced in the period between 2000 and 2020, found through a mapping carried out by the main academic search sites, such as Google Scholar, CAPES repository, and journals of events on mathematics education, in order to assess whether the results found in these productions are compatible with what students and teachers of Education for the Deaf experience in the classroom. To compare these results, a video documentary was produced with excerpts from semi-structured interviews carried out with teachers who work in basic education with deaf students. The research is justified by the need to give visibility to EJA education for the deaf, in addition to being able to enable the study of special education for teachers already trained or in training on EJA and the teaching of mathematics for the deaf. In this way, the present research was structured in six chapters that redesign the scenario in question, where in the first chapter it brings approaches on Youth and Adult Education in issues of historical aspects and perspectives, in addition, it makes a relationship, passing through curricular issues, between Mathematics Education and EJA in a general context, in the second chapter aspects about deafness and the teaching of Mathematics for the deaf are approached, in addition, curious aspects about the Education of the deaf in Brazil are shown, which, although they have already been shown in other researches, are necessary nowadays for the validation and visibility of the history of Education for the Deaf in Brazil, in the third chapter it is possible to find the mapping done so that the first results were found and the questions of the interviews were elaborated for the assembly of the video documentary, in chapter four the research methodology was explained, in chapter five the results obtained through the interviews and mapping are presented, the sixth chapter shows the steps so that the video documentary could be carried out and the structures used. At the end of this file, it is possible to find all the interviews that were conducted and the main images that were taken from each video. It is expected, upon completion, to be able to contribute to discussions in internship classes of the Mathematics degree course at the Federal Rural University of Rio de Janeiro focused on this important issue. Finally, it was possible to perceive that the reality currently found in classrooms where there are deaf young people and adults is reported in research composed by authors who seek to improve deaf education, where teachers who face difficulties in relation to deafness seek continuing education because they did not have access to or enough information about the deaf community at their graduations.

The Atlantic Forest biome is recognized for its rich biodiversity, but its fauna is still little known among Brazilian

 society and is being significantly threatened, with several species at risk of extinction. The development 

of recreational activities in schools can facilitate and encourage learning about biodiversity and act as 

an effective tool in environmental education practices. This work describes the development of a game

 about the fauna of the Atlantic Forest, more specifically with the classes of mammals, birds, amphibians 

and reptiles, including the concepts, its rules and a report of its application in a college of the Teacher 

Training course. Entitled “Animals from the Atlantic Forest” it was created with the purpose of being an 

aid in the Teaching of Environmental Education, providing a reflexive vision of its biodiversity, importance

 for living beings, the consequences of anthropic action, the consequences of anthropic action, the situation

 of each of the species in this Atlantic Forest biome and the animals that make up this biome, focusing

 mainly on the entire extension of the Atlantic Forest.

The game can be easily applied by teachers from different areas during the period of a class and

by supporters of the Atlantic Forest theme and does not require technological tools, enabling its use under different school and recreational circumstances. In this way, it offers the opportunity to work on concepts,

bring information about the fauna, and contribute to teaching in a challenging, critical and stimulating way.

In the face of the information age that we live in, plus reflections on teaching practices, it can be observed that the way of consuming information has changed, as well as the need for preparation and insertion of technologies in the school environment, prioritizing developing in the new student the attitude reflective and critical about the world in which it is inserted. The present work aims to identify the potential of student production of Animation videos with the Stop Motion technique related to the theme of Cell Division, more precisely the process of Mitosis and Meiosis, in a Science, Technology and Society (STS) approach, observing students' perception of socio- scientific topics and their applications in everyday life. The research was carried out in the format of pedagogical workshops, at the Escola Estadual de Ensino Fundamental Pedro Canário Ribeiro, located in Pedro Canário/ES, with students from the 8th grade (8ºM01) of elementary school II. The methodological approach is qualitative and descriptive in nature, classified as a field study. Data collection took place through oral records, drawings with descriptive information, field diary and animations produced by the students. The records were transcribed with a reflective and critical approach, and subsequently analyzed using the content analysis technique. The organization followed the method of categories in charts and tables, where the information was grouped according to similar subjects or lines of thought, for analysis along with the theoretical support. The didactic-methodological strategy developed and applied, along with the theoretical framework of this research, served as the basis for the creation of a didactic-pedagogical material. This material includes the proposal of a didactic sequence approaching the theme Cell Division: Mitosis and Meiosis, under the STS approach, as well as the Freirian principles. In addition, the material includes a booklet intended for students, containing guidelines for the production of Stop Motion animations. The educational product will be aimed at basic education teachers and will be made available free of charge in the main databases across the country.

Covid 19 is a viral infection that has spread synchronously throughout various parts of the world and determined significant sociocultural and economic change that has also restructured the formal teaching and learning processes. The paralyzing of face-to-face school activities and the adoption of the remote work system were part of a set of social distancing measures aimed at containing the pandemic. In this scenario, we highlight the broad use of digital information and communication technologies (TDICs) via social networks, educational applications and digital platforms. In addition, health issues have become popular, in the face of denialist ideas and dissemination of fake news, determinants for decision-making and general awareness. The narrative of the pandemic came to occupy the center of attention and brought about new ways of teaching and learning about health in the digital environment. The intention of this research is to investigate how science and biology teachers of the state public network of the municipality of Barra Mansa are articulating their pedagogical teaching-learning practices to Digital Information and Communication Technologies (TDIC) with a focus on health education during the pandemic period. Thus, the present study adopts a qualitative methodological approach through exploratory research of documentary data (decrees, laws, ordinances, resolutions issued by the Secretaria de Estado da Educação - SEEDUC-RJ) and analysis of teachers' narratives. Based on the analysis of official documents and narrative interviews around the pedagogical praxis linked to health education in the face of the use of digital information and communication technologies TDICs, we found that the socioeconomic inequalities of the subjects represent conditions that were not foreseen, but that ended up compromising the effectiveness of non-face-to-face pedagogical activities mediated by digital technologies. In this sense, we identified that the difficulty of access to technology and the lack of technological fluency come as immediate challenges to be faced in a context of broad need and potential for the use of digital resources. We also noticed that, linked to a conceptual obstacle, the pedagogical intentionality prevails for SE actions in the school as merely individual and behaviorist.

Science teaching has been undergoing intense changes, resulting in the need to to develop new moments, spaces and

 strategies for the promotion of learning, understanding that teaching only through lectures or manipulation of 

laboratory equipment. The objective of the present research is to create opportunities for the use of a pedagogical 

approach to teaching by inquiry through the implementation of a club of Sciences for Elementary School II Students 

at Escola Estadual Prof. Hildebrand Martins Sodero from the municipality of Silveiras/SP. The research has a qualitative

 approach of the case study type, whose data will be collected through the observation of interactions in classroom,

 interviews and analysis of oral and written productions made by students. 30 students enrolled in Elementary School

 of the aforementioned school. The theoretical-methodological approach is anchored in research teaching, 

instrumentalized in the planning and development of a Teaching Sequence Investigative (SEI) with subsequent 

analysis of the different impressions, experiences and student behaviors during activities and identification of possible

 indicators of scientific literacy. The study will have the SEI as a product, exploring knowledge of the common 

sense from a scientific perspective, streamlined in a didactic guide formatted in two workshops, totaling 28 hours 

of activities distributed among orientation, conceptualization, dynamics, exploration and systematization of the

 theme. It is hoped that this work will contribute for the implementation of more significant methodological

 strategies in the teaching process and learning and that is a source of consultation and reflection for teachers and

 scholars of the science teaching.

Since, in recent decades, man has established a recursist relationship with nature, aiming only to sustain the capitalist productivist pattern, the planet has been showing changes that not only imply the exhaustion of its resources, but also affect the being's quality of life. human, threatening the future. In view of this, there is a worldwide concern to establish practices that contribute to the construction of social and environmental sustainability, and it is necessary to develop and apply educational methodologies that promote environmental awareness in the population. Corroborating this need, the population itself credits education with solving environmental problems, which was found in a survey carried out by the Ministry of the Environment entitled What Brazilians think about ecology, which states “the belief that education is the great way out is consensually and enthusiastically defended by all” (CRESPO and LEITÃO 1993, p.172). Based on the premise of the importance of the teaching-learning process focused on greater student participation, the objective of this research work was to carry out a systematic review of the national literature on environmental perception in schools and to verify how these studies are collaborating for the planning and development of environmental education practices in the school environment. The procedure adopted to conduct the study was a systematic literature review, where scientific articles were collected in the Capes Periodicals database, as a result of the 125 studies analyzed, only 27 met the established inclusion criteria, noting that the articles from environmental perception studies with a target audience of non-schoolers represent 78% of the analyzed sample. The results show that the works of environmental perception carried out at the school, mostly, were theoretical studies, only carrying out the survey of the students' environmental perceptions, only 6 works guide the development of practices in environmental education. The works were classified according to the political-pedagogical macro-trends of environmental education in Brazil following the classification of Layrargues and Lima (2014), resulting in the majority Conservationist.

The objective of this study was to investigate the conceptions of teachers and graduates in mathematics about the teaching of algebra in the final years of the EJA modality, about their initial training, to work in the EJA and understand their diversity and specificity, for this we use an online form, seven teachers participated in this research, we used qualitative research, we also conducted a theoretical study focused on the historical aspects of youth and adult education and for the definitions and legal aspects related to this modality, this study is important to understand the EJA and value its path and role before society, that is, its social and political importance. These studies indicate that the teachers participating in the research have many conceptions about the EJA, about the students of the EJA and the school daily life in this modality, some conceptions about the teaching of the EJA will also be analyzed according to the authors chosen as reference for this research, the tendency of critical mathematics to teach algebra in the EJA will also be mentioned in this work. The teachers participating in this research believe that in addition to teaching mathematics should also motivate their students, developing the self-esteem and autonomy of their students, thus reducing school dropout, they believe that the evaluation of behavior is important in the development of the student, even though adult students are aware that they should behave. These studies indicate that the participating teachers conceive the EJA as an opportunity for supply, as a second chance to finish their studies. About algebra and algebra teaching, words like generalization, equations, will be quoted by them in the form. Conceptions that algebra is an advance of arithmetic, consequently a generalization of arithmetic. Even though it is a restricted research, this study of the conceptions of the participants mathematics teachers and undergraduates, can contribute to improvement and quality in the teaching of algebra in the EJA modality.

This research has as its theme narratives of literacy teachers from popular classes in times of pandemic, and as subject the teaching practices and scientific literacy in the pandemic context from the narratives of literacy teachers from popular classes. It addresses the educational difficulties and possibilities, specifically in the pedagogical practices of literacy in the mother tongue and scientific literacy in the current pandemic scenario caused by the spread of the new coronavirus. The main objective of the work is to understand how a certain group of literacy teachers from public schools in the city of Angra dos Reis attributes meanings to the pedagogical practices of literacy in their mother tongue and scientific literacy in the current pandemic context. The research reflects on the issues of literacy and literacy teachers in times of pandemic, the importance of scientific literacy, especially, against the background of the pandemic and its consequences in society. This is a research with a qualitative approach. The methodology used consists of a theoretical survey on issues related to the theme and its dialogue with the conceptions of a group of literacy teachers from popular classes, portrayed through their narratives. As a theoretical reference, this work intends to interlocute with the studies and research of Magda Soares, Emilia Ferreiro, Paulo Freire, Attico Chassot, Boaventura de Sousa Santos, Walter Benjamin, among others. These choices are because these authors and these authors work with the subjects: literacy of popular classes; teaching practices; scientific literacy; pandemic pedagogy and narratives.

The historical distancing of school subjects in Basic Education System, and a consequential spread of verticalization in teaching, have been producing a demand in the school environment for na expansion of interdisciplinary dialogue, aiming at a transdisciplinary approach. The objective of this study is that of analyzing the contribution to the teaching-learning process of activities that approach the scientific language and literary language organized in a notebook of activities entitled ‘Biology and Poetry in the same notebook’, from the perspective of teachers from various areas of knowledge in high school. This teaching material is based on the concept of discourse genres of Mikhail Bakhtin (2016), the study of the relationship between thought and language of Vygotsky (2020), the reflections on the meaning and meaning in learning of Cesar Coll (1994), the concepts of Silvio Zamboni (2006) on a parallel between art and science, Silvio Gallo (2008) and Edgard Morin (2001) on knowledge and inter/ transdisciplinarity. This research is organized from a theoretical and methodological perspective of qualitative nature considering the possibility of gathering dataobtained from the relationship established between the researcher, the research subjects (high school teachers) and the object of study. The notebook was presented to the six teachers, named here, 'collectors' and the questionnaire sent through Google Forms for the analysis of the product Biology and Poetry in the Same Notebook. This questionnaire included, in the first section, questions about the profile of the 'collectors' and, in the second section, about the methodological and theoretical nature of the proposed activities. Later, through the analysis of the obtained answers, the raised hypotheses about the importance of interand trans-disciplinarity in teaching-learning process was confirmed and reiterated the understanding of the problem, proposed initially: the contribution of the scientific language's approach to literary language, for a better understanding of scientific concepts.

Considering the current context that demands an adequate formation in Sciences and the emptying of this area of knowledge in the initial years of Elementary Education, this study aims to analyze the contributions of activities that address the theme Body for the process of construction of scientific knowledge of students from a 4th grade class. Year of Elementary School in a public school. For the organization of these activities and, later development in the classroom, I base myself on the perspective of Scientific Literacy proposed by Chassot (2003) and of significant learning dealt with by Coll (2002). The articulation of these two perspectives points to a more committed and inclusive science teaching when they are able to construct and assign meaning to what is being taught so that it can mobilize what has been learned in different contexts. For this, the approached theme - body - is problematized in order to break a teaching that breaks it up into parts and compares it to a machine. An approach is sought that allows the appropriation of the human body in its biological aspects and also in the social, cultural and affective order. From this theoretical perspective, the students' prior knowledge gains relevance. This is the starting point for defining activities. This qualitative study was carried out in a public school in the Municipality of Queimados, located in Baixada Fluminense-RJ. Having as subjects of study the students of the 4th year Alpha of Elementary School. The first two activities carried out, aimed at identifying how students perceived their bodies and the bodies of boys and girls. In the analysis of these two activities, we identified that, for students, the body manifests itself in different aspects such as fragmentation and stereotypes that are culturally rooted. In the third activity - the Kuduro Dance - carried out in several stages, we invested in the approach of a humanized body, aiming that students build knowledge and identity about their own bodies. The activities carried out and analyzed allowed the organization of a DVD that includes other activities that contribute to this broader approach to the body including the issue of identity construction. This diversity of activities seeks to break with this fragmentation of what prevents students from understanding that the human body is not the sum of pieces like a puzzle. It is about investing in a body approach in schools that is constituted in its entirety. Hence the importance of a proposal that addresses the body in broader perspectives.

The local transformations carried out altering the cultural identity of the Ilha da Madeira neighborhood, in the municipality of Itaguaí / RJ, and the school in the region does not develop educational activities and / or projects that rescue and value the knowledge placed locally on artisanal fishing. This research has as general objective to analyze some practices of the local artisanal fishing as well as the view of the actors of the municipal school located in the Island of Madeira in Itaguaí / RJ with respect to the actions of preservation of cultural identities. It is a research with ethnographic characteristics, in which it will be analyzed based on the triangulation method, which will work with the dimensions: (i) document analysis, (ii) semi-structured verification and (iii) non-participant observation. After the ethnography and analysis of the collected data, a proposal for a video documentary will be created to be used by teachers of the local school as an educational product, whose objective is to present the problem of the place and point out projects for mathematics classes, as well as for the other curricular components, so that the local cultural activities of the Island of Madeira, especially activities aimed at artisanal fishing, are valued in the school studied, with the aim of preserving and rescuing their local identity and establishing relationships with school mathematics by giving it more social meaning. It was noticed in the research that with the arrival of the industries the cultural identity of fishing in the place has changed, and in turn the school has not dialogued / discussed about this problem, as well as the school's mathematics teaching does not develop activities that value the artisanal fishing activity, as well as not using local ethnomathematics to preserve the cultural identity of fishing and dialogue with school mathematics. We also observed that activities aimed at valuing artisanal fishing activity at school, based on the investigation of the practices carried out by the students' ancestors, can preserve the cultural identity threatened with extinction and, even more, give more social meaning to school mathematical knowledge.

In this work, we seek to elaborate a proposal for the use of History and 

Philosophy of Science (HFC) in High School teaching, aiming to help

 build among students a conception about the nature of science as well as

 its relations with the other elements of the social dynamics, by understanding

 it as a human construction, strongly influenced by the socio-cultural factors

 of each era. To this end, we seek to draw a panorama of the perception of

 basic education physics teachers on the subject, as well as to analyze

 how the textbooks of this discipline have contributed in this scenario. 

We observed that there is a positive perception of teachers in relation to 

this historical approach, but that most textbooks analyzed do not bring 

historical content in a fully satisfactory way. Therefore, we have 

developed a teacher support material for use in high school, addressing

 the history of thermal machines and the development of the laws of 

Thermodynamics as an instrument for the insertion in the classroom

 of discussions about how scientific development occurs, not only

 including episodes of success, but also mistakes and controversies.

This research aims to develop, apply and analyze a didactic sequence on Polynomial Function and Function of the 1st Degree, using the social network Facebook and the GeoGebra smartphone application as pedagogical strategies for the interactive enrichment of the proposed activities. The subjects of the research were students of a 9th grade class of a Elementary School in a public school located in the neighborhood of Marechal Hermes, north zone of Rio de Janeiro. The analyzes of the productions carried out by the students, together with the transcripts of audios captured during classroom activities, the researcher's field diary, activity response sheets and interactions on the social network Facebook point out that the development of activities in groups as a proposal that can be beneficial for the students 'socio-cognitive development, as they give rise to conjectures and students' knowledge, enabling the appropriation of mathematical concepts during the learning process. Regarding the use of Facebook, we observed possibilities for its use, but it is essential to monitor the teacher in virtual spaces, arguing and interacting with students during the teaching process. As for GeoGebra for smartphones, in the scope of this research, it did not reach the expected objectives. In general, the proposed teaching experiment can be considered efficient for the expected objectives.

This research brings proposals that reveal Africanities present in scientific and mathematical thinking absent from textbooks and rarely found in teachers' plans. It seeks to open paths that promote the strengthening of ethnoscience from the popular knowledge of ethnomathematics in an African worldview, contributing to the teaching of science and mathematics in the classroom, besides cooperating in the process of valorization and cultural rescue of black and white students. not black people from Brazil. Thus, this work aims to produce a didactic material through a pedagogical support notebook and a pedagogical game for 9th grade classes based on the conception of ethnoscience and ethnomathematics in a perspective of African and Afro-Brazilian culture as a way valuation and implementation of the guidelines issued by Law 10.639 / 03, whose proposal is to establish the obligation of teaching Afro-Brazilian History and Culture in school curricula, thereby changing the Law of Guidelines and Bases of National Education (Law 9394/96 ). For the process of this research we opted for a qualitative approach with action research as a technical procedure. After the phase of framing the research to its methodology, we set out for an exhaustive search and selection of material that could solidly and concisely subsidize the discussions presented here. The bibliographic survey sought to analyze historical, social and cultural factors that could contribute to the process of teaching and learning in Science and Mathematics through tools that could bring to the classroom meanings in the student's social and cultural context. The idea was to divide the work into two stages, where in the first one was made a planning based on ethnomathematics and in the second, which is in its application phase, introduce the proposed product accompanied by the observation techniques, analysis, results. and discussions. As a way to realize this epistemic mosaic giving light to the advent of this work, we started our proposal from an ethnomathematic panorama.

This research addresses the importance of the knowledge of Spherical Trigonometry (TE) in the formation of graduates of the Bachelor of Nautical Sciences course, offered by the Admiral Graça Aranha Instruction Center (CIAGA), located in Rio de Janeiro, Rio de Janeiro State. January. The problem of the dichotomy between theoretical and practical knowledge will be investigated through curriculum analysis, the analytical programs of the course subjects, covering the period 2018 to 2019, and the observation of students enrolled in the Spherical Trigonometry and Orthodromic Navigation (TEO-1) discipline. This issue has been widely discussed by professionals in the field; some consider that the teaching of spherical trigonometry can be removed from the curriculum without prejudice to training, taking into account technological innovations in the naval environment; others consider it still relevant. It is also observed that students have difficulties in making the relationship between theoretical and practical knowledge and question the presence of TE content and the TEO-1 subject in the curriculum. Therefore, it is intended to identify the connections of the theoretical knowledge of Spherical Trigonometry, with other disciplines of a practical nature that make up the curriculum of this course, and to demonstrate their contributions to the formation of graduates and to their future professional practice. As a product, a didactic sequence will be elaborated that can contribute to overcoming the dichotomy theoretical and practical knowledge in the teaching and learning process in the CIAGA Bachelor of Nautical Sciences course.

Mathematics education is a major challenge to both teachers and students. Notorious obstacles can be found in different education levels. In order to lower such struggles in learning, the present work aims to investigate in which way the use of physical materials helps the process of developing knowledge for middle school students. To do so, i present, firstly, a brief historical description in humankind with special attention to numeral systems and combinatorial analysis.  Furthermore, i approach a study that reflects on the curriculum projects, especially combinatorial analysis, to middle school's math teaching. In this sense, we discuss how mathematics appears in official documents:  the Brazilian National Curriculum Parameters (ParâmetrosCurricularesNacionais - PCN) and the Brazilian Common Curricular Parameters (Base NacionalComum Curricular - BNCC). Additionally, i discuss the concepts and implications of language study. My intention is to understand how language contributes to the process of knowledge construction of combinatorial thinking. On this perspective, i debate on the definition of math literacy and brazilian students performance in Programme for International Student Assessment (PISA) 2018. Aiming to strengthen the debate on how to diminish the difficulties in the process of teaching-learning mathematics, i discuss the importance of investing in research related to teaching combinatorial analysis, hoping that using physical materials significantly contributes to comprehending important mathematical concepts to the development of students. In this perspective, in the bet that using a concrete methodology for the teaching of combinatorial analysis contributes significantly to the understanding of mathematical concepts, important for the development of students, three activities were applied: Criando Emojis, Trabalhando com os números and Minecraft, which made it possible to elaborate the creation of a guide book for teachers as a product of this dissertation. Finally, it was possible to infer that the use of concrete materials, in addition to motivating the student, contributes to a closer relationship between teacher-student and student-student, in addition to contributing to a better understanding of the concepts related to combinatorial analysis.

The main purpose of this work is to analyse the use of a game as a pedagogical resource to teach about Nervous System to students in Fundamental 2.  The game is named Brain Battle and it was played by students from 8th Grade in Rio Claro – RJ Public School. During the realization of the activities, student’s speech were tapedand later transcripted and analyzed based upon the index paradigm of Ginzburg (1989).  The research quests a reflection about the utilization of playful feature – game – as a proposal of teaching – learning wich give the students a sense of autonomy. The study is based in theorists, who discuss about playfullness, such as Kishimoto (2000), Huizinga (2007) and Luckesi (2014), and also writers like Coll (1988) and Freire (1997), who brings arguments on teaching – learning process, that makes sense for learners, and is able to develop their autonomy and criticism. Besides the field research with students from Fundamental 2, the narrative of the search – teacher on the living experiences of the game in her classes was also observed. Data was analyzed under the index paradigm of Ginzburg (1989) and show the potentiality of the utilization of the game as a pedagogical resource in teaching – learning contents about Nervous System in a playfullness and motivating way.

The didactic approach of irrational numbers in textbooks always presents itself from some examples without, however, discussing the specific characteristics and differentiating them from the other numbers worked up until then. This research aimed to address two irrational numbers in particular, the numbers  (fi) e  (pi), for which tasks were elaborated in which students needed to compare measures and calculate their value by approximations and comparisons between different measures. In this sense, this research aims to discuss and analyze the dialogues and written productions of primary school students (second segment) about the construction of these numbers in a context of exploratory activities. Its focus is on the construction of the concept of students of Basic Education and aims to subsidize the work of teachers who want to follow an alternative proposal of teaching mathematics and stimulate them to perceive the relevance of the theme. The research methodology is based on the Design Based Research (DBR), based on a bibliographical survey consisting of: two official documents, the National Curricular Parameters and the National Curricular Common Base, articles that deal with the theme, and a survey in textbooks used in school in which the research was developed. Next we elaborate the tasks that would be implemented for a group of students of the 9th year of the Elementary School of a public school. After the elaboration of the first version of the tasks, these were applied and their answers analyzed in order to verify if they needed to be revised or not. Data collection was done through the researcher's field diary, activity sheets and audio and video recorded from the group work. The analysis is oriented in the construction of the concept of irrational numbers and considered the referral given by the group and the strategies used by the students to solve the problems. The research foresees two important moments: the first one, in which the students' profile was sought from an introductory task regarding what students think about number and the re-elaboration of the tasks thought in a first version, the second predicts, from the analysis, a didactic guide for teachers. Regarding the results, we observed that the task-ready scripts contributed to a significant learning about the irrational numbers, with emphasis on φ and π. In any case, this research aims to recover, independently of errors and correctness, the pleasure to study and stimulate the curiosity of adolescents to study mathematics. 

We investigate how Online Educational Curriculum Materials (MCEO), produced by the Group of Studies and Researches of Information and Communication Technologies in Mathematics Education (GEPETICEM), can constitute formative strategies and, thus, contribute to the continued formation of teachers. It is a study that uses the research-training approach with the MCEO as an integral material of a set of training activities in an extension course titled "Educational Materials for Learning Mathematics Online" with a group of mathematics teachers from the Secretariat of State of Education of Rio de Janeiro (SEEDUC / RJ) to know and analyze such activities. The constitution of the project-training had the use and analysis of MCEO of Gepeticem as a guideline in all its activities. The participation of the teachers was voluntary and the extension course had face-to-face meetings at CIEP 111 Gelson Freitas, located in the municipality of Mesquita (RJ), articulated to virtual meetings in a group on Facebook. In face-to-face meetings the data were collected through video recording and field diary of the researcher, and online, analysis of comment posts and the production of activities in meetings on Facebook. The results show that the formative dynamics (online and face-to-face) can constitute a possibility for the professional development of primary education teachers. It is also worth noting that we identified evidence of teacher learning resulting from the data obtained in the short term extension course with teachers who teach mathematics by reflecting the MCEO and the teaching practice itself in a dialogical environment of cooperation and collaboration of pedagogical knowledge. As a product, research generates a proposal for the training of teachers who teach mathematics who work in Basic Education and have the MCEO as training activities in order to contribute to professional development through reflections that allow the use of innovative practices.

By teaching science, it intends building meanings that, from them , the students, while agents of knowledges, may act in the society, developing autonomy to take decisions in a conscious  and critic way, when facing different collective or individual situations/problems. From this perspective, this research has the objective of analyzing a didactic sequential organization, as the theme Blood Groups and the ABO Blood Group System, as a way of emphasizing  signs of the students’ knowledge process, as construction of meanings in a context of interaction. The study is based theoretically in two principal axis of discussion; the first treats of Ausubel’s (2003) significant learning and complemented by the Engle and Conant’s (2002) Productive Disciplinary Engagement proposal and; the second was inspired in the scientific literacy that realizes itself on the articulation between schoolar’s scientific concepts to questions and situations that are present in the daily life. The research was realized with 8th grade students in a Municipal Public School, located in Porto Real, Rio de Janeiro and assumes the qualitative theoretical-methodological approach that is realized by the participant observation, once the classroom is a space of interaction between researcher (teacher) and the students. The data collection was given by video and audio records of all didactic sequence and written registers of students in a way of capturing the signs of the learning process in progress. It was also applied to a quiz to know the profile of the students. These set of data presents a predominant descriptive character,  has been realized transcriptions of discursive interactions that occurred the activities enabling the definition of the episodes oriented by categories inspired in the analytical matrix of Mortimer and Scott (2002). The data analysis gathered emphasized signs of a significant learning process, involving enlargement and further development of concepts related to the thematic –Blood Groups – from the anchorage of new ideas to previous knowledges mobilized and identified during the interactions that were realized between the teacher/researcher and the students. The study highlights the importance of an organized teaching methodology from a didactic sequence that using many tools, as videos and pictures, may provide a more pleasuring and dynamic teaching promoting the students’ engagements in activities giving place to the effectively significant learning processes.

The research consisted of develop supporting material, exploration tasks and autonomous use of manipulable materials of physical nature that compose the collection of the Mathematics laboratory at the poles of the CEDERJ consortium in the course of Graduation in Mathematics in the semi-presential modality of a Distance Education, by UFF . To this end, we are considering that the use of manipulable materials as a didactic resource can contribute to approach the teaching and learning laboratory of Mathematics in the process of self-learning in the initial formation of a mathematics teacher in a distance course. In the first stage of development of the research was carried out a survey of the existing materials in two poles, Angra dos Reis and Paracambi; a study of the general information of the compulsory subjects of the course and the didactic material of both disciplines directed to the teaching of Mathematics in basic education and that helped in the elaboration of the tasks: Instrumentation of the Geometry Teaching and Instrumentation of the Arithmetic and Algebric Teaching. In the second stage, we have performed presential course, field research, which subsidized data collection and analysis, considering some relevant aspects about the teaching and learning process of a distance course and the importance of the study on manipulable didactic materials in the initial formation of Mathematics teachers. The elaborated script with worksheets for use and exploitation of each existent material in the laboratory, with the aim of use regardless of the teachers or pedagogical mediators presence, it was analyzed from its application to a group of graduates who has participated in the extension course at the Angra dos Reis pole, properly enrolled in the Graduation course in Mathematics. This script and the respective tasks form an educational product available in the two poles mentioned above and were evaluated presenting success in its use and attending to the involved undergraduates in a satisfactory way on the reflection of the use of manipulable materials for the Mathematics teaching.

This study begins with the problem of teen pregnancy, in a context where the high rate of pregnancy for students of basic education has been maintained over the years, with great impact on young people of low income. Even having access to information about contraceptive methods more broadly than in past decades. Thus, the teens are becoming pregnant at a stage of life in which they find themselves unprepared to take on the responsibilities of being a mother, with all the consequences of motherhood. And in the case of young people, the implications of parenthood. The situation worsens when they're driven by the needs of subsistence, to abandon his school studies and seek work without proper professional qualification. Although many information on human reproduction and pregnancy, they do not generate a significant training to teenagers, in order to make them aware and make them aware of the dangers of starting an active sexual life so early. From this context, this work is the result of a bibliographical research and my experience in the classroom teaching Sciences, with contents related to sexuality and teen pregnancy, for students of the 8th year of Elementary School. This work is based on the perspective of Paulo Freire who understands how school education: through dialogue, critical-reflexive problem and conscientizadora; significant Ausubel education and focus on issues Sociocientíficas – QSC. The focus on QSC in science education occurs from the controversies about scientific and social issues, cross-cutting features and allows connections from various areas of scientific knowledge with cultural values, ethical and even religious. These approaches can assist students in making responsible decisions in their lives. In this sense, this paper aims to propose pedagogical activities that transform information in training and promotes awareness, understanding, empathy and even the possibility prevention of teen pregnancy. The result of this research has as produce a didactic sequence, with curricular contents related to teen pregnancy, that can be worked pedagogically with students of the 8th grade of Elementary School. More than learn concepts and theories about the physiology of human reproduction, sexually transmitted diseases and birth control, the aim of this material is to assist the teacher in developing educational dynamics help in shaping conscious of students, so that they can be able to make decisions in their lives responsibly and ethically in the actions related to sexuality and pregnancy.

This Paper addresses the theme “Acquiring knowledge with the school garden in an interdisciplinary perspective”. This proposal aims to analyze, in an interdisciplinary perspective, the contribution of the school garden as a pedagogical tool for the construction of scientific concepts worked from some descriptors of the 8th grade of Elementary School. The theoretical approach focuses on establishing a link between the current situation of the teaching-learning in the Science, currently offered in Brazil and new prospects for the crystallization of knowledge, as the school garden as pedagogical proposal. A philosophical discussion was carried out  about of the cognates  terms of 'discipline', namely, multidisciplinary, interdisciplinary, transdisciplinary - having as reference Fazenda (2008), Morin (1997; 1998; 2000; 2006; 2008), Japiassu (2006), Sommerman (2006) and Santos (2008) and others. The relevance of this theme is due to the necessity of overcoming the current disciplinary system that works the knowledge of fragmented way preventing the globalized current understanding of our students in relation to the reality in which are inserted, for them to position  themselves critically, politically and transformative, as protagonists of their history. The research will be qualitative and will consist of case study as observation, involving students from the 8^th grade and teachers from different disciplines and will be developed in a public school of Volta Redonda - RJ. The data were collected through questionnaires, the observing of participants and audio-video recording for further discussion, analysis and any conclusions for its effective and dynamic implementation. The analyzes of data obtained show that the horta has fulfilled its function as a pedagogical instrument, to the extent that served so that together, students and teachers of different disciplines, had acquired the knowledge in an interdisciplinary approach. As educational product was produced a video that shows parts of the activities carried out by the school garden. The intention is that this material will serve as an inspiration and basis for that other education professionals organize the school garden as a pedagogical instrument by an interdisciplinary bias.

The didactic approach of the characteristics and peculiarities of the sets of irrational numbers does not always present a necessary structure for the composition of concepts in concrete form. Thus, this work becomes relevant for presenting proposals and initiatives, and, through the results presented here, help in the pedagogical practice that values the study of conceptual peculiarities, giving practical and theoretical base and enrichment for the study of irrational numbers. This research aims to contribute to the pedagogical practice that provides the future teachers with the perception of the relevance of irrational numbers, as well as their representations and applications, as well as to investigate material proposals and strategies that provide a meaningful learning of these concepts. The methodology of applied research was the DBR (Design Based Research) starting from the survey through questionnaires and application of activities in iterative format on the concept of set of irrational numbers, their respective structures and applications. In this work, because it is a dissertation of professional masters, are presented the basal and restricted researches to the bibliographical survey on the subject, as well as the structuring of an educational product with methods, techniques and materials that allow the improvement of the learning and the approach of irrational numbers. As a result, the development of the conceptual parameters of irrational numbers has been observed quite consistently.

Tell stories is an age-old practice. The narratives accompany human evolution, aid in the construction of meanings and in the understanding of cultural and natural events. In elementary school, literacy begins in every way. Literacy begins, the development of mathematical logic and also the development of scientific thought. It is at this moment that the Storytelling can help, as a pedagogical resource, in the scientific initiation of these students. The objective of this work is to demonstrate how the Storytelling can be a pedagogical resource in the initiation of the scientific thinking of the children / students of the first year of Elementary School. For this study a research was carried out on the authors who base the theory on the History Account, besides the creation of stories that can help the teacher in the process of Scientific Literacy. A recurring criticism is that the teaching of science occurs mainly through the memorization of concepts, without whetting the children's curiosity and creative imagination. In this context, the teaching of Science, through Storytelling, can make the learning process more meaningful for children / students, as well as dialogic and playful.

People with disabilities were always seen by most people as subjects who could not and should not participate in all of the possibilities that exist in society. Despite the changes that have occurred in the last decades, the individual who does not see or not hear, for example, is characterized more by its deficiency than by its potentialities. This reality is also in school, where teachers, for the most part, relegate little or no attention to students with disabilities. This is due to the lack of knowledge, due to inadequate training for work within the current brazilian educational scenario, and empathy with the neighbor. This practice causes many students with disabilities coming to high school have great difficulty in learning the different themes present in the curriculum and that is accentuated in the case of physics concepts. Thus, in this dissertation we seek to develop a methodology for the teaching of physics based on Incremental and Alternative Communication that can be used with students with and without disabilities. This view is based on the idea that if the material is not for all students it is not not inclusive, but a tool to perpetuate exclusion.

The environmental crisis has been worsening over time due to an anthropocentric model of utilization of the resources of the environment to maintain an economic and urban-industrial model, in which environmental degradation and social injustices are generated. This crisis process is intensified due to the distance between the relations between man and nature that is often maintained by traditional teaching proposals that defend a utilitarian and reductionist view of the environment. From this scenario, Environmental Education, in the critical area, has had the role of questioning, through reflection and criticism, the present model and its consequences for the environment. In this context, the present study seeks to investigate, through a didactic sequence with a Critical Environmental Education approach, the potential of the use of photography as a didactic-pedagogical resource in the learning teaching process. The use of photography in Environmental Education projects can be an important resource to evaluate the environmental perception and the survey of initial conceptions of the students for later problematization and construction of scientific knowledge, taking into account the questions that involve the reality of the student. In this way, activities with the use of photography can be accomplished by overcoming the physical barriers of the classroom, and contributing to a more creative, critical, dynamic and enjoyable work. Photography is already used as a pedagogical resource in several school disciplines, due to its didactic potential of associating oral and visual language. This study was carried out with students of a class from the second segment of Elementary School, from a public school in the interior of the state of Rio de Janeiro. This research is classified as qualitative and the method used for data collection was participant observation. The data were collected through a questionnaire and observations recorded in the teacher's logbook during the activities in nine classes of an interdisciplinary didactic sequence involving the disciplines of Science, Geography and Portuguese Language. Photographic records and audio recording were also made throughout the activities of the didactic sequence. The study pointed out that the use of photography as a didactic-pedagogical resource contributed significantly to stimulate the environmental perception of the students involved in the present research, with the use of photography as an opportunity to problematize various socio-environmental problems of students' daily life and to promote a better construction of concepts of the environmental theme by the students. The research evidenced that the use of a technological resource such as photography in teaching practice contributes to the learning process being a more natural, less passive and stimulating process of students' autonomy.

I present in this work the dissertation research of Masters in the program of Postgraduate Education in Science and Mathematics (PGEduCIMAT), initiated in March 2016, wich investigates the meaning given to “practical lessons”, “experimental classes”, “practical activities”, “diferente classes”, employed in Science education in the city of Seropédica, among Science teachers and the Secretaria Municipal de Educação Cultura e Esporte de Seropédica (SMECE) [the City Departament of Education Culture and Sport of Seropédica] front of the plurarity of meanings found in the academic literature, in the most used textbooks, and in the specific legislation of Education for teaching Science, pointing out the possible factors that hinder the use of strategy in the Science classes by teachers and their progresso n topic. I propose a qualitative research (LUDKE and ANDRÉ, 2013), applied in nature explanatory, implemented in a school in the city of Seropédica-RJ. I had access to the entire school community, its relationships and interactions as well as direct contact with three Science teachers, which are target audience of research whose raw data collection lasted about a year. The data collection instruments aimed at capturing not only the words, but also the emotional aspects and the context in which the respondentes were involved through the annotations that I performed in field notebook. A historiographic review of the emergence of the idea of practical lessons for teaching Science, a documentary research of the theoretical perspectives on practical classes in the elementary school in the academic literature ando ne of the texts and oficial documents that were between the school unit and the City Departamento f Education (SMECE). The triangulation of data for the analysis considering three objects in order to interweave three sources of data that make up the relationship of theories with the views of informants and documents examined (MINAYO 2006). The three strategies used in triangulation were: (1) documentation analysis; (2) open interview with the actors of research and (3) non-participant observation. The Protocol of the non-structured interviews with the teachers and with the SMECE, the non-participant observation in their classes, as well asthe analysis of public documents has returned in the creation of two categories based on observation and contend  analysis (BARDIN, 1077) obtained from the triangulation of the data (MINAYO, 2006) about their frequency of use, the progress and the difficulties faced to the achievement.

In the present work is presented the research project with a view to qualification in the masters. The study is characterized in two main axes: firstly to search through the research subsidies for the understanding of the meaning of Science Fairs in Science Teaching for high school of the state public network of Rio de Janeiro, specifically in the João Köpke State College, where such activities have been taking place since 2008. The second axis focuses on the possibility of building together with the school community a new level of achievements related to the Science Fair venture in this educational institution. The Student Science Fairs have a tradition of more than five decades, happening in Brazil and Latin America since the 1960s as an opportunity for students to present their scientific school productions. In general, these events are presented to an audience other than the one who makes up the classroom environment. Given the importance of scientific fairs and their place in scientific literacy, it is necessary to understand how they happen in the school under study. Thus, the following question arose: what is the role of the science fair in the process of scientific literacy of teachers and students of basic education? For the development of the research we propose to analyze the opportunity that the Science Fairs can represent in order to build activities that promote a scientific literacy in a multidimensional perspective and also propose to develop, as a product of the dissertation, a "notebook" with principles and guidelines for the elaboration of Science Fair in this perspective.