https://repositorio.ufba.br/handle/ri/30485 2026-05-02T09:21:03Z 2026-05-02T09:21:03Z Souza, Ericarla de Jesus https://repositorio.ufba.br/handle/ri/44332 2026-04-06T20:25:18Z 2026-01-30T00:00:00Z

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

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

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

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

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

2025-11-17T00:00:00Z Ribeiro, Jeovângela de Matos Rosa https://repositorio.ufba.br/handle/ri/43982 2026-02-04T13:45:28Z 2025-12-01T00:00:00Z

Título: Interculturalidade e juventudes da Chapada Diamantina - BA: relações entre as práticas pedagógicas e a construção das identidades juvenis autônomas Autor(es): Ribeiro, Jeovângela de Matos Rosa Primeiro Orientador: Almeida, Rosiléia Oliveira de Abstract: The arguments presented in this study revolve around the relationship between teaching practice, from a critical intercultural perspective, and the construction of autonomous youth identities. For this discussion, we present the theoretical foundations that underpin the issue of the distance between schools and the young people who attend them, as well as theories that discuss teacher training from a critical intercultural and decolonial perspective in order to reframe teaching practices to be more sensitive to youth identities. Thus, the research aims to understand the gaps, potentialities, and challenges that exist in the relationship between pedagogical practices and the construction of autonomous youth identities, from the perspective of critical interculturality. The text was organized in a multipaper format and consists of three studies: the first is a theoretical study, based on a systematic review of the literature, which aims to identify how discussions about the relationship between teaching practices and the constitution of autonomous youth identities of students in an intercultural context are considered in the educational literature; the second study represents empirical research that aims to identify, based on listening to young subjects, from the perspective of critical interculturality, the gaps, potentialities, and challenges regarding teaching practices experienced in the teaching-learning process that strengthen autonomous youth identities; and the third is also an empirical study that aims to identify, in collaboration with teachers of Integrated High School subjects, gaps, potentialities, and challenges in their pedagogical practices, from the perspective of critical interculturality, in the sense of valuing autonomous youth identities, which was organized in the format of a Didactic Workshop. The research is a qualitative study, with a participatory research design, in which semi-structured interviews, focus groups, and the Didactic Workshop were used as data collection techniques. The semi-structured interview and focus group were used in the second study with students in the 3rd and 4th years of the Integrated Technical Courses in Environment and Information Technology at IFBA Campus Seabra. In the third study, a training survey was conducted with the teachers of the classes chosen for the research, through the Didactic Workshop. The data were analyzed through content analysis, according to Bardin, which contributed to the understanding of the aspects defined as categories of analysis in the study. The main results and contributions of the research are presented as the dimensions of pedagogical practice that contribute to the construction of students' autonomous identities (youth cultures and science teaching; space-time, school institutions, and youth identities; memory, history, and the construction of youth identities; citizenship and the construction of youth identities; new youth condition and education; and youth sociability and education) from a critical intercultural perspective, supporting a change in teachers' views on their practice and on the youth present in the school environment. From another perspective, the research points to possibilities for other studies that strengthen this field of research.; Los argumentos presentados en este estudio giran en torno a la relación entre la práctica pedagógica docente, en la perspectiva intercultural crítica, y la construcción de identidades juveniles autónomas. Para esta discusión, se presentan las bases teóricas que fundamentan la problemática sobre el distanciamiento entre la escuela y las juventudes presentes en los espacios educativos, así como las teorías que abordan la formación de profesores en la perspectiva de la interculturalidad crítica y decolonial, con el fin de resignificar la práctica pedagógica docente hacia una mirada sensible a las identidades juveniles. Así, la investigación pretende comprender las brechas, potencialidades y desafíos que existen en la relación entre las prácticas pedagógicas y la construcción de identidades juveniles autónomas, desde la perspectiva de la interculturalidad crítica. El texto se ha organizado en formato multipaper y consta de tres estudios: el primero es un estudio teórico, elaborado a partir de una revisión sistemática de la literatura, cuyo objetivo es identificar cómo se consideran, en la literatura educativa, los debates sobre las relaciones entre las prácticas pedagógicas docentes y la constitución de identidades juveniles autónomas de los estudiantes en un contexto intercultural; El segundo estudio representa una investigación empírica que tiene como objetivo identificar, a partir de la escucha de los sujetos jóvenes, desde la perspectiva de la interculturalidad crítica, las lagunas, potencialidades y desafíos sobre las prácticas pedagógicas docentes, experimentadas en el proceso de enseñanza-aprendizaje, que fortalecen las identidades juveniles autónomas; y el tercero es un estudio también empírico que tiene como objetivo identificar, en colaboración con profesores de las disciplinas de la Enseñanza Secundaria Integrada, las lagunas, potencialidades y retos existentes en sus prácticas pedagógicas, desde la perspectiva de la interculturalidad crítica, en el sentido de la valorización de las identidades juveniles autónomas, que se organizó en formato de Taller Didáctico. La investigación es un estudio cualitativo, de tipo participante, en el cual se utilizaron como técnicas de recolección de datos la entrevista semiestructurada, el grupo focal y el Taller Didáctico. La entrevista semiestructurada y el grupo focal fueron empleados en el segundo estudio con los estudiantes de 3º y 4º año de los Cursos Técnicos Integrados en Medio Ambiente e Informática del IFBA Campus Seabra. En el tercer estudio se realizó una investigación-formación con los(as) docentes de las clases seleccionadas para la investigación, a través del Taller Didáctico. Los datos fueron analizados mediante análisis de contenido, según Bardin, lo que contribuyó a la comprensión de los aspectos definidos como categorías de análisis en el estudio.Como principales resultados y aportes de la investigación se presentan las dimensiones de la práctica pedagógica que contribuyen a la construcción de identidades autónomas de los estudiantes (culturas juveniles y enseñanza de las ciencias; espacio-tiempo, institución escolar e identidades juveniles; memoria, historia y construcción de identidades juveniles; ciudadanía y construcción de identidades juveniles; nueva condición juvenil y educación; y sociabilidad juvenil y educación) desde una perspectiva intercultural crítica, favoreciendo un cambio en la mirada de los(as) profesores(as) sobre su práctica y sobre las juventudes presentes en el ambiente escolar. Desde otra perspectiva, la investigación señala posibilidades para otros estudios que fortalezcan este campo de investigación. Editora / Evento / Instituição: Universidade do Estado da Bahia Tipo: Tese

2025-12-01T00:00:00Z