https://repositorio.ufms.br/handle/123456789/2308 Wed, 15 Apr 2026 01:40:09 GMT 2026-04-15T01:40:09Z https://repositorio.ufms.br/handle/123456789/11901 Título: Educação ambiental nos anos iniciais: desafios e práticas docentes nas escolas municipais de Campo Grande - MS Abstract: Environmental Education must be recognized as an essential tool for the formation of critical, conscious citizens, capable of understanding the complexity of environmental problems and understanding how these challenges affect society and the planet. In this way, we present the Thesis Environmental Education in the Early Years: Challenges and Teaching Practices in the Municipal Schools of Campo Grande - MS, built from reflections developed by teaching practice, as a teacher in the initial years of elementary school, making it possible to see that environmental education, when worked on, is often done in a fragmented way, sometimes restricted to specific projects, without a transformative impact on the municipal schools of Campo Grande - MS. This fragmented/punctual approach may be related to the lack of adequate training of teachers and the direction of environmental education in the Curriculum Reference of the Municipal Network of Campo Grande - MS. Given this scenario, we sought to investigate Environmental Education as outlined in the Pedagogical Political Projects of municipal schools and its relationship with teaching practices, reflecting in which scenarios teachers promote interdisciplinarity and encourage a critical vision for teaching environmental education and how the demands of the local community impact daily school life. Before starting the fieldwork, it was necessary to register the Research Project on Plataforma Brazil. Data collection was carried out through a questionnaire via Google form applied to teachers from municipal public schools in Campo Grande - MS, with classes from the 1st to the 5th year of Elementary School. The collection period was between September 25th and October 15th, 2023, with the participation of 47 teachers. A significant challenge was observed regarding the integration of environmental issues into teachers' practice, highlighting a potential mismatch between the interest of these professionals in the environmental area and the opportunities available for their improvement. It was found that several factors, such as content overload, literacy process, limited workload and inadequate materials, among others, contribute to environmental education being perceived by many teachers as just a one-off activity, associated preferably with the curricular components of Science, History and Geography. It is worrying to note that, although there is significant interest in the topic, many teachers admit to having only average and superficial knowledge about environmental issues. This disparity between interest and knowledge points to a gap in continued training, especially considering that many teachers stated that they did not participate in specific training in environmental education. Two schools that develop projects focused on Environmental Education were highlighted, in which both establishments demonstrated a commitment to the inclusion of environmental education in the school space. The practice of cultivating a school garden, associated with concepts of sustainability and nutrition, provided practical and immediate experience for students, promoting a positive impact that goes beyond the school's boundaries. There was a need to promote training courses and encourage teachers to participate in continuing education programs focused on Environmental Education. Tipo: Tese Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/11901 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/11835 Título: O processo de ensino-aprendizagem sobre vírus e vacinas à luz da Teoria da Objetivação: uma nova perspectiva para o ensino de ciências Abstract: Due to the rise of scientific denialism, exemplified by movements such as the anti-vaccine movement and its implications for public health, it becomes essential to promote a science education that fosters debate on relevant topics, such as viruses and vaccines, and encourages critical thinking. In this context, the Theory of Objectification (TO), which emerged in mathematics education in the 1990s, presents itself as an alternative model to approaches centered exclusively on either the teacher or the student, while considering teaching and learning as a single, inseparable process. This theory understands learning as an encounter with historically constituted ways of thinking and acting upon the world, structured through a collective, dialogical, and critical perspective, beyond that, it acknowledges the dialectical intertwining of individuals and their historical-cultural contexts. According to TO, learning involves both objectification processes – the encounter with knowledge – and subjectification processes, related to the co-production of critical and ethical individuals. Based on this perspective, the research investigated the teaching-learning process concerning viruses and vaccines in a middle school classroom, seeking to answer the following question: What are the possibilities and challenges of implementing a teaching-learning process on viruses and vaccines based on the Theory of Objectification (TO)? To this end, the general objective was defined as analyzing the teaching-learning process on viruses and vaccines for middle school students through the lens of TO. This qualitative study is grounded in TO as its theoretical-methodological framework and involved the implementation of three Teaching and Learning Activities (TLAs), developed throughout 2023 academic year, during science classes with a 7th grade class from the Rede Municipal de Ensino de Campo Grande/MS. The TLAs represent the previous planned pedagogical intentionality and materializes in the classroom through the collaborative work between the teacher-researcher and the students. The classroom interaction analysis revealed initial challenges, such as students' resistance to working in groups according to collective needs and the need to overcome the teacher’s centralizing stance. However, during the process, collaborative and dialogical practices emerged, grounded in community ethics, in which students and the teacher began working together toward a common goal. This teaching-learning process enabled not only a gradual encounter with historical-cultural knowledge about viruses and vaccines but also critical reflections on fake news and connections with students' concrete experiences. Furthermore, changes were observed in students' initial conceptions of these topics, in their ways of thinking and acting collectively, and in classroom dynamics, transforming relationships among students and between students and the teacher. The results indicate the viability of TO as an alternative for science education committed to knowledge production and the co-production of ethical and critical individuals through a genuinely collective teaching-learning process in the classroom. Keywords: Objectification processes. Subjectification processes. Joint labor. Communitarian ethics. Tipo: Tese Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/11835 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/11833 Título: A interdisciplinaridade e a contextualização em documentos oficiais e artigos da área de ensino de ciências: nuances interpretativas e possibilidades para inserção em sala de aula. Abstract: This study investigated how interdisciplinarity in Science Education is addressed in educational guidelines and academic research in the field. The methodology adopted was qualitative, involving documentary analysis of official guidelines—such as the National Common Curricular Base (NCCB) and the curricula of the states of Mato Grosso and Mato Grosso do Sul—as well as scientific articles published in journals classified as A1 and A2 in the Qualis system. Data analysis was carried out using content analysis. The results indicate that, although both official documents and the analyzed articles acknowledge the importance of interdisciplinarity and contextualization, structural barriers remain, such as curriculum rigidity and insufficient teacher training. Based on the findings, a curriculum mapping was developed to exemplify how a complex problem—corrosion, in this case—can be identified in official documents and addressed through articulation between different curricular components. As a contribution, this study proposes the use of the methodological approach of the Interdisciplinary Island of Rationality (IIR) as a reference for more contextualized and meaningful interdisciplinary teaching practices. Keywords: Interdisciplinarity. Science Education. Curriculum. Interdisciplinary Island of Rationality. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/11833 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/11831 Título: Estilos de pensamento no estágio curricular obrigatório na formação de professores Abstract: This doctoral dissertation aims to analyze the convergences and divergences of Styles of Thought (ST) in the context of the Mandatory Teaching Practicum (Estágio Curricular Obrigatório – ECO) in the training of Mathematics and Science teachers. The investigation focuses on three structuring poles of teacher education: academic production (dissertations and theses), curricular policies (National Curricular Guidelines – DCNs), and institutional documents (Course Pedagogical Projects – PPCs) from the Mathematics Teacher Education Program at the Federal University of Mato Grosso do Sul (UFMS), Pantanal Campus (CPAN). This is a qualitative, exploratory, and documentary research, grounded in the methodological framework of Rosa and in the epistemological foundations of Ludwik Fleck, José Contreras, and Tomaz Tadeu da Silva. Developed in a multipaper format, the thesis comprises interconnected scientific articles aimed at understanding how styles of thought emerge and articulate across different dimensions of teacher education. The results reveal a predominance of the Reflective Style of Thought in dissertations and theses in the fields of Biology, Chemistry, and Physics, with the presence of the Critical-Reflective Style as well—demonstrating an appreciation for pedagogical reflection and a critical stance toward institutional and social structures. In the field of Mathematics Education, the styles of thought identified include the Intellectual Reflective, Intellectual Critical-Reflective, Researcher Reflective, and Researcher Critical-Reflective styles. The analysis of the DCNs for Teacher Education shows an evolution in prevailing styles over time: in 2002, the dominant style was the Traditional-Technical, with elements of the Traditional-Reflective style; in 2015, the Reflective style predominated, alongside traces of the Traditional-Technical, Critical-Reflective, and Post-Critical-Reflective styles; by 2019, there was a return to the Traditional-Technical style, with elements of the Traditional-Reflective and Critical-Technical styles. The DCNs for the Mathematics Bachelor's and Licentiate Programs allowed the identification of the Professional Traditional-Technical, Professional Reflective, and Professional Traditional-Reflective styles of thought. In the analysis of the Mathematics Teacher Education Program PPCs at CPAN, the 2004 document revealed a predominance of the Traditional-Technical style, with some elements of the Traditional-Reflective. The PPCs from 2009, 2011, and 2013 presented the Reflective style as predominant, along with elements of the Critical and Post-Critical styles. The more recent PPCs (2018, 2019, and 2022) indicate a predominance of the Traditional-Reflective style, with elements of the Post-Critical style. Overall, a hegemony of the Reflective Style of Thought was observed across the analyzed documents. However, the findings highlight the need to deepen investigations into the Critical-Transformative Style of Thought, which remains marginal. Finally, the thesis argues that designing a proposal for the Teaching Practicum in teacher education—whether in Mathematics or Science—requires a meaningful articulation between epistemological theories of teacher education, the DCNs for teacher training and subject-specific courses, and the body of academic research in Science and Mathematics Education. Tipo: Tese Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/11831 2025-01-01T00:00:00Z