Repositório Institucional
Boas-vindas ao Repositório IFAM!
Comunidades no Repositório
Selecione uma comunidade para navegar por suas coleções
Submissões Recentes
A carpoteca como instrumentalização do ensino de botânica no ensino médio fundamentada na pedagogia histórico-crítica
(2025-12-01) Monteiro, Vitória Guerra; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Mota, Keila Neves da; http://lattes.cnpq.br/0818006410878490
Botany, the branch of Biology that scientifically studies plants, offers essential insights for understanding and addressing contemporary challenges such as food scarcity and air pollution. Despite its relevance, the teaching of Botany faces difficulties, as it is often restricted to the memorization of content, making learning mechanized and decontextualized. This work aims to analyze the foundations of Historical-Critical Pedagogy (HCP) and its interrelations with the teaching of Botany, presenting a pedagogical proposal aimed at high school education. The use of an Amazonian carpological collection, that is, a collection of regional fruits, was proposed as a didactic resource during the implementation of HCP, allowing students direct interaction with botanical specimens. This is an applied research study with a qualitative approach, using direct or participant observation and two questionnaires as instruments: the first aimed at characterizing the participants' profile and the second at identifying prior knowledge about Botany. Data analysis was performed through tabulation and the creation of graphs in spreadsheets. This study was conducted with high school students from the Maria Madalena Santana de Lima State School, located in the eastern zone of Manaus, during their mandatory supervised internship. The results highlighted the importance of the principles of Historical-Cultural Heritage (HCP) in planning contextualized pedagogical proposals, as well as the relevance of constructing a carpological library as a teaching tool capable of enhancing student interest and understanding, contributing to their engagement and commitment to the Amazonian socioecological space.
Vivências e desafios de uma licenciada em ciências biológicas com a flora amazônica
(2025-07-03) Souza, Ilma Rodrigues de; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Lima, Jorge Luiz Viana de; http://lattes.cnpq.br/5988581196489229
This Undergraduate Thesis seeks to reflect on the Experiences and Challenges of a Biological Sciences Undergraduate with the Amazon Flora through a bio-narrative focused on the author's academic and teaching training. The methodological approach used was narrative research, based on autobiographical writing and reflective analysis of memories related to contact with nature, family life, and experiences in formal and non-formal educational spaces in the Amazon region. The memories of my grandparents' cultivation of food and medicinal plants were fundamental in building a sensitive and respectful view of the plant world. These experiences deepened throughout my technical training in Forest Management and my degree in Biological Sciences, especially during activities at the National Institute for Amazonian Research (INPA), such as classes at the Science Forest and my internship at the Food and Nutrition Laboratory. As a result of this training, a book chapter was produced focusing on teaching practice with Non-Conventional Food Plants (PANC), through workshops with undergraduate students. The record of this experience represents the materialization of training based on dialogue between popular and scientific knowledge, highlighting the importance of educational practices that are contextualized, critical, and sensitive to the Amazonian reality. The conclusion is that self-writing and reflective practice are fundamental tools for training teachers who are more aware of their trajectory and the territory in which they work. Teacher training is not limited to the classroom but is enriched by experiences in different spaces such as backyards, forests, rivers, museums, and research institutions.
Uso de serpentes nativas amazônicas de criadouro em aulas expositivas e dialogadas
(2021-07-21) Almeida, Gabriella Souza de; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Vale, Adriana Carla Oliveira de Morais; http://lattes.cnpq.br/4121425372985654
This work is an expository class dialogued with the use of animals from breeding farms, the then project was elaborated during the supervised internship II together with the field advisor, who aimed to seek alternatives for the thematic axis proposed by SEMED to be studied in the 3rd Bimester of the 8th grade, with a total of 31 students. The project was elaborated and planned with a total of 3 classes followed over the weeks, totaling a workload of 20 hours, introducing the subject in a gentle way, until arriving at the animals from the breeding grounds. Data collection took place through two questionnaires prepared with the advisor, the first with open questions, previously applied before the introduction of the
content and the second applied after classes taught only with closed questions. The results through the applied questionnaires showed us significant indices, both in the first questionnaire, about the prior knowledge of each student about
the topic that is still being introduced, as well as the answers to the questionnaire after the subject is introduced, counting on the experience lived in classroom with animals. This work aimed to make use of native Amazonian animals from a
breeding site for an expository and dialogued class in an elementary school in the east of Manaus.
Uso de jogo como recurso didático para o ensino de zoologia dos invertebrados no ensino fundamental
(2025-12-01) Silva, Paulo Vitor Assunção; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Oliveira, Beatriz Maciel de; http://lattes.cnpq.br/3105141954700716
Science education in elementary school, especially regarding Invertebrate Zoology, still faces challenges related to the use of conventional resources based solely on lectures. In this context, the present study aimed to analyze the thought processes developed by elementary school students through an educational game with content on Invertebrate Zoology. This qualitative research was grounded in and discussed within the teaching and learning concepts of Anastasiou (2015) and Kishimoto (2017). It was conducted during a supervised curricular internship at a private school in Manaus, Amazonas, with 8th-grade classes. The stages involved participant observation; the development and application of the game; and finally, an analysis of the students' perceptions and performance. The game aimed to promote the understanding of zoology content in a playful, participatory, and contextualized way. The results showed that the use of the game fostered student engagement, sparking interest and curiosity about the topic, as well as mobilizing various thought processes such as comparison, classification, interpretation, and decision-making. The activity proved effective in stimulating logical reasoning and meaningful learning, promoting an environment of cooperation and interaction. It is concluded that the game "Who are you? Invertebrates" constitutes a didactic resource that enhances science teaching in a playful, critical, and interactive way for students, representing a viable alternative to overcome the limitations of traditional teaching.
Uma proposta para pensar a abordagem acerca da transexualidade no ensino de ciências no 8º ano do ensino fundamental
(2025-05-24) Cruz, João Marcos Arruda; Costa, Nayara Ferreira; http://lattes.cnpq.br/5948456845760153; Costa, Nayara Ferreira; http://lattes.cnpq.br/5948456845760153; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Araújo, Elder Monteiro de; http://lattes.cnpq.br/1749723871864562
Transsexuality is defined as the condition of individuals whose gender identity differs from the sexassigned at birth. In the school environment, students who are part of the trans community face significant challenges such as social acceptance, discrimination, and lack of inclusion by members of the school community, which affects their academic performance. Including content about transsexuality in schools is essential to changing this reality. Various approaches can be used, primarily focusing on raising awareness and education. Therefore, this study aimed to develop a teaching sequence to address the topic of transsexuality in Science education for 8th grade students. To achieve this, a bibliographic survey was conducted based on dissertations, theses, scientific journal articles, and book chapters available in various virtual libraries such as Scientific Electronic Library Online (SciELO), Google Scholar, and educational journals. The bibliographic survey was conducted from April to June, using articles from 2000 to 2024. The development of the teaching sequence serves as an alternative to guide pedagogical practice in addressing a topic still considered new in education. As a result, 13
articles, dissertations, and theses were selected from the bibliographic survey, which were extensively discussed regarding their relevance to themes such as mental health in the school environment, teacher training, and the impact of limited visibility of transsexuality in curricular documents. A teaching sequence was also developed aiming for both theoretical and practical learning for students. Finally, the implementation of gender identity and sexuality themes is ongoing, particularly in the educational and social contexts. Although progress is slow, there have been significant advances in the visibility and rights of the LGBT community in recent years. To ensure that future generations respect individuals' choices regarding their sexuality, it is essential to discuss these themes in the school environment from an early age.