https://repositorio.ufba.br/handle/ri/30483 2026-05-02T07:18:37Z 2026-05-02T07:18:37Z Conceição, Ariana Sousa da https://repositorio.ufba.br/handle/ri/44330 2026-04-06T19:44:51Z 2026-01-29T00:00:00Z

Título: Brilho oculto: uma análise sobre gênero e história da radioatividade em livros didáticos de ciências da natureza e suas tecnologias Autor(es): Conceição, Ariana Sousa da Primeiro Orientador: Pereira, Letícia dos Santos Abstract: The history of radioactivity was built on the contributions of various scientists throughout different historical periods, including the participation of women whose careers were marked by countless social and structural obstacles in a field dominated mainly by men. Although they contributed significantly to the development of this area, many of them had their work minimised or rendered invisible in historical records and textbooks. Given that these teaching materials are one of the main tools for teaching chemistry and contribute to the construction of students' conceptions about science and scientists, it is essential to understand how the history of radioactivity and gender issues are presented in them. With this in mind, this dissertation aimed to analyse the historical approach to the content of radioactivity in Natural Sciences and Technology textbooks for secondary education, selected by the PNLD 2021-2024, considering how events, characters, and issues of gender and science related to the development of this field are presented in these works. The research was qualitative in nature, using the instrument proposed by Leite (2002), adapted by the author, which establishes criteria for identifying and evaluating the presence and quality of the history of science in textbooks. The results obtained indicated that the history of radioactivity is included in all the books analysed, although there are variations in the depth of the approaches and the diversity of scientists mentioned. Among the most recurring names are Wilhelm Röntgen, Antoine Henri Becquerel, Marie Curie, Pierre Curie, and Ernest Rutherford. It was observed that the materials reviewed correctly present information about the scientists, such as dates of birth and death, characteristics, awards, and discoveries, without resorting to the use of adjectives that reinforce stereotypes. In most books, scientists are presented individually, and the works use different resources, such as images of the scientists themselves, equipment and, in some cases, texts and photographs about nuclear accidents. Regarding the approach to gender and science issues, it was found that Marie Curie is the only woman present in all the books analysed, although other female scientists are also mentioned in some works. None of the books reinforced stereotypes that place women in a position of subordination to male scientists. However, in some situations, the contributions of these female researchers are presented in association with the work of their husbands or male colleagues, without due consideration of the challenges they face in scientific production. Furthermore, it was found that none of the works incorporated an intersectional perspective that considers social, cultural, and racial factors in the construction of scientific knowledge. Finally, some works present exercises that include both the History of Science and discussions on gender, without limiting themselves to issues related to conceptual content or mathematical calculations. Given this, it can be concluded that, despite the advances presented in some books, most works are limited to brief information about historical figures, with a focus on male figures. In addition, the research had some limitations, including the restricted scope of radioactivity content and the analysis of only seven PNLD books (2021-2024), which limited broader comparisons between publishers and different editions. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação

2026-01-29T00:00:00Z Jesus, Fernanda Cristina Calheiros de https://repositorio.ufba.br/handle/ri/44198 2026-03-05T14:18:01Z 2025-12-18T00:00:00Z

Título: A ciência mediada por mulheres: gênero e saber no livro conversations on chemistry de Jane Marcet Autor(es): Jesus, Fernanda Cristina Calheiros de Primeiro Orientador: Pereira, Letícia dos Santos Abstract: In the early 19th century, when women's education was restricted and mediated by conceptions of intellectual inferiority, the writer Jane Marcet wrote a book in the form of a dialogue aimed at a female audience. It proposed introducing complex chemical concepts to readers through situations from their daily lives, articulating science and domestic experience. This book, Conversations on Chemistry, was initially published in 1805 and became a popular work, receiving support from illustrious chemists of the time, who saw the popularization of this science as an important part of its social legitimation. This dissertation presents Jane Marcet's *Conversations on Chemistry* (1817) with the aim of understanding how the female figure was represented in the work, whether as an educator, a scientist, or a curious student. We also seek to understand whether women are shown as capable of understanding and practicing science, or whether the work reinforced traditional roles for women. After all, for Marcet, could women be scientists, or was there a limitation? The initial chapter discusses women's access to scientific knowledge during the Enlightenment and highlights some figures who challenged social norms by participating in intellectual debates. In the central chapter, Marcet's work is examined, with an analysis of selected excerpts that demonstrate the construction of an educational space, the careful language directed at women, and the relationship between science and domestic morality. Through an analytical reading of the book, we found and grouped excerpts into emerging categories that we considered important due to their recurrence in the text and their relevance to the gender issues we sought to observe. Thus, we discussed the following categories: 1) Family Chemistry; 2) Gender Roles; 3) The Role of Women in Science. The research also identifies how Marcet, by translating and popularizing chemical concepts, acts as a mediator of scientific knowledge for women, but without threatening the moral and social conventions that still determined their place in society. Finally, we conclude that Conversations on Chemistry not only instructs on chemistry, but also highlights the gender barriers in science education during the period depicted, proposing a reflection on the limits and possibilities of the relationship between women and science in the 19th century and the strategies they used to appropriate this knowledge. Thus, Marcet's work is an important example of a work that presents the intersection between science, gender issues, and science pedagogy, contributing to the historical understanding of the conditions of access and participation of women in science. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação

2025-12-18T00:00:00Z Sacramento, Thales Santana Ariston https://repositorio.ufba.br/handle/ri/44095 2026-02-25T18:52:32Z 0012-12-12T00:00:00Z

Título: Pedagogias do agora: práticas decoloniais na educação em Ciências Autor(es): Sacramento, Thales Santana Ariston Primeiro Orientador: Nacimento, Tatiana Galieta Abstract: This research emerges from the desire to understand and challenge the ways in which knowledge is produced, legitimized, and taught in the field of Science Education. From a decolonial perspective, the study proposes the concept of Pedagogy of the Now, a way of thinking about and practicing science that is committed to the present time, with its urgencies, memories, and affects. It is a pedagogy that seeks not only to denounce the coloniality of knowledge, but also to create openings through which other ways of knowing can emerge—ways rooted in experiences, bodies, and ancestralities. The methodological path involved the analysis of academic productions published in journals and conference proceedings in the field of Science Education, seeking to understand how decolonial thought has been incorporated (or silenced) in research within the field. This analysis, rather than revealing quantitative data, made it possible to locate sites of enunciation and ongoing epistemological shifts, especially the strength emerging from the North and Northeast regions, marking the beginning of a movement of epistemic disobedience. Based on this mapping, the research proposes reflections on the connections between the Pedagogy of the Now, the Pedagogy of the Terreiro, and the Pedagogy of Exu, understanding them as practices that affirm life, the body, and territory as legitimate dimensions of knowledge. These perspectives guide didactic actions that seek to reframe Science Education as a space of passage, dialogue, and enchantment. More than an academic work, this dissertation is a gesture of listening and presence—an exercise in writing with the body and with ancestry, recognizing that knowledge is not found only in books, but also in the streets, in terreiros, in backyards, and in the memories that sustain us. The Pedagogy of the Now thus affirms itself as an invitation to think and teach from the present, with ethics, sensitivity, and axé. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação

0012-12-12T00:00:00Z Souza, Josemir da Paixão de https://repositorio.ufba.br/handle/ri/44094 2026-04-22T16:25:51Z 2025-01-01T00:00:00Z

Título: Uma análise praxeológica das concepções do número fracionário no contexto de um livro didático de matemática do 6° ano do Ensino Fundamental Autor(es): Souza, Josemir da Paixão de Primeiro Orientador: Goulart, Jany Santos Souza Abstract: This bibliographical, qualitative, and documentary research aims to analyze the praxeologies related to different conceptions of fractional numbers in a 6th-grade elementary school mathematics textbook and the relationships established between practical and theoretical blocks, focusing on the mathematical object of fractional numbers. The investigation is guided by the following question: Which praxeologies related to the different conceptions of fractional numbers are mobilized in a 6th-grade mathematics textbook? Given the conceptual complexity of this object, we delimited the study to different approaches/conceptions associated with fractional numbers, such as: part-whole, quotient, ratio, measure, and multiplicative operator. These multiple interpretations express the multifaceted epistemological nature of fractional numbers, whose adequate understanding constitutes a challenge for both students and teachers in the teaching and learning process. This analysis focuses on the textbook Mathematics and Reality, by Gelson Iezzi, Osvaldo Dolce, and Antônio Machado (2022), approved by the National Textbook Program (PNLD) and adopted by the Municipal Education Department of São Gonçalo dos Campos (BA). This teaching material, widely used as a reference for teaching practice, is the result of a process of external didactic transposition, in which knowledge produced and legitimized within the scientific domain is reorganized, selected, and adapted to the school context. Thus, the textbook reflects institutional choices that materialize specific ways of presenting and dealing with mathematical knowledge, thereby guiding teaching and learning practices.. The analysis is based on the theoretical and methodological contributions of the Anthropological Theory of Didactics (ATD), which provides a framework for understanding the organization and institutionalization of mathematical knowledge within the school environment. The ATD is mobilized in this research as a tool for didactic analysis, allowing the examination of praxeologies through the components: Task, technique, technology, and theory. Furthermore, the notion of didactic transposition is used to investigate how mathematical knowledge is reconfigured in the process of adapting to the demands of the school environment, transforming itself into knowledge to be taught and knowledge that is taught. The analysis is developed in three interdependent moments: (i) selection and contextualization of teaching materials; (ii) ecological analysis, focused on the institutional conditions that guide the organization of knowledge; and (iii) praxeological analysis, centered on the proposed tasks, the techniques required for their resolution, and the technological and theoretical discourses that support them. The results indicate a prevalence of traditional approaches in the treatment of fractional numbers, with emphasis on the part-whole conception, use of model examples, and activities guided by mechanical procedures, with limited exploration of the broader and multifaceted meanings of the conceptions. By articulating the fundamentals of Mathematics Didactics with the analytical structure of ATD, this research seeks to contribute to a critical understanding of the processes of didactization of mathematical knowledge and to reflection on the role of the textbook in the formation of more meaningful and contextualized teaching practices. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação

2025-01-01T00:00:00Z