https://repositorio.ufms.br/handle/123456789/1287 2026-04-07T23:01:39Z https://repositorio.ufms.br/handle/123456789/14270 Título: Química e quadrinhos: articulando o ensino e a pesquisa na formação inicial de professores Abstract: This thesis aims to identify and understand the contributions and challenges of articulating teaching and research on the use of comics in Chemistry teaching for the process of constructing the identity of the teacher-researcher. It is a qualitative participatory study developed through a Comic Creation Workshop (CCW), initially conducted with twelve undergraduate pre-service teachers from the Federal University of Mato Grosso do Sul (UFMS), participants in the Pedagogical Residency Program (PRP), of whom six completed all stages of the investigation. Data were collected through questionnaires, interviews, and original comics produced by the participants, and were subsequently analyzed using an interpretative qualitative approach. The results indicate that the production of comics by the pre-service teachers fostered the development and appropriation of knowledge related to the articulation between teaching and research. This occurred through the planning and implementation of original comics in Chemistry classes at the basic education level and was consolidated by the subsequent production and dissemination of experience reports on the use of comics in Chemistry teaching. In this regard, during the process of creating original comics, the pre-service teachers faced challenges such as mastering narrative elements (speech balloons, plot, onomatopoeia) and using digital tools (such as Canva and Bitmoji) in the development of their stories. The creation process allowed them to reflect on their didactic choices, identify the limitations of their productions, and understand both the potential and challenges of using comics in Chemistry teaching. Furthermore, by producing experience report articles, the pre-service teachers recognized the inseparability of teaching and research in the teaching profession. Finally, it is concluded that the integration between teaching and research, developed in this doctoral study, materialized in the teaching dimension through the planning and implementation of pedagogical practices involving the use of comics in Chemistry classes and, in the research dimension, through the production and dissemination of experience reports on such classroom practices. This integration contributed to strengthening the construction of the teacher-researcher identity. This process enhanced teacher education by expanding the autonomy, creativity, and investigative stance of the pre-service teachers, highlighting the importance of engaging with new teaching resources and reflecting on pedagogical practice in the field of Chemistry education. Tipo: Tese 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14260 Título: ENCANTAR-SE COM O ENCANTO: MANIFESTO POR UMA EDUCAÇÃO AMBIENTAL PROFUNDA Abstract: Esta tesis propone y fundamenta la Educación Ambiental Profunda (EAP), concebida y desarrollada como una nueva episteme para la formación docente en Ciencias Biológicas, entendida como una respuesta a la crisis civilizatoria contemporánea, que es al mismo tiempo socioambiental, epistémica y existencial. Inspirada en los referentes de la Ecología Profunda, de la Educación Ambiental crítica y decolonial, así como en las cosmologías indígenas y latinoamericanas, la EAP se erige como una praxis ética, sensible, espiritual, política y decolonial, capaz de religar ciencia y cuerpo, currículo y territorio, universidad y comunidad. Organizada en formato multipaper, la tesis está compuesta por artículos que dialogan entre sí y muestran el recorrido investigativo y formativo realizado, en el cual se transitó desde la crítica al cartesianismo en el currículo de Ciencias Biológicas hacia experiencias sensibles de reconexión con el mundo natural, evidenciando desplazamientos epistemológicos y ontológicos que sustentan la emergencia de una EAP. El punto de partida de la investigación fue el análisis crítico del Proyecto Pedagógico del Curso (PPC) de Ciencias Biológicas de la UFMS, que, aunque cumple con las exigencias legales y normativas, mantiene fuertes marcas del paradigma cartesiano, como la fragmentación curricular, la separación entre teoría y práctica, la centralidad en un currículo conteudista y la casi inexistencia de perspectivas interculturales y socioambientales. Ante este escenario, se desarrolló una asignatura experimental de Ecología Profunda, en la cual se realizaron prácticas disruptivas como baños de bosque, senderos sensoriales, círculos de escucha y silencio, elaboración de mapas ecosóficos y la construcción de una cápsula del tiempo, concebidas como dispositivos pedagógicos. Tales experiencias se revelaron como un eje formativo que instauró desplazamientos éticos, perceptivos y ontológicos en los estudiantes. De naturaleza cualitativa y con un diseño de estudio de caso con intervención, la investigación se basó en análisis documental, observaciones participantes y registros narrativos. Los resultados demuestran que la experiencia vivida produce teoría: el cuerpo se convierte en método y archivo; el afecto, en fundamento epistemológico; la espiritualidad cotidiana, en pertenencia y cuidado. La Educación Ambiental Profunda delineada nace del gesto insurgente que denomino “encantarse con el encanto”, mediante el cual se buscó comprender que el proceso es más fértil que el resultado, que la educación es un acto estético, ético y político de reconexión con la vida, y que formar docentes es también formar sujetos de resistencia y reexistencia. Sostengo, por tanto, que la EAP debe ser comprendida como una episteme latina emergente, capaz de articular ciencia, arte, espiritualidad, ancestralidad y territorio en la construcción de futuros comunes y sostenibles. Tipo: Tese 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14253 Título: Educação Ambiental no Ensino Fundamental I: análise de uma rede municipal de ensino Abstract: The objective of this research is to investigate the activities developed by Elementary School Science teachers (early grades) in Campo Grande's municipal schools regarding Environmental Education, also identifying the difficulties and ongoing training offered to these teachers. The chosen research type is exploratory bibliographic. The research procedure used questionnaires administered to teachers and pedagogical coordinators belonging to the municipal education system of Campo Grande, who teach science in the early grades of Elementary School, distributed throughout the city's seven regions. In the municipality of Campo Grande, there are 98 municipal schools responsible for Elementary Education. The questionnaires were administered to teachers and coordinators via messaging application (WhatsApp), using the Google Forms platform. Documents from the Municipal Department of Education regarding teacher training over the past five years were also analyzed, in addition to interviews with technicians from the Municipal Department of Education (Semed), responsible for training teachers who teach science in the early grades of Elementary School. In total, a sample of 225 participants was estimated in the research, including teachers in active service, pedagogical coordinators and technicians. Tipo: Tese 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14243 Título: Educação Ambiental por meio da Pedagogia de Projetos: contribuições para a concepção ambiental de estudantes do 7° ano. Abstract: não consta. Tipo: Dissertação 2025-01-01T00:00:00Z