http://hdl.handle.net/11422/54 2026-04-17T07:57:07Z 2026-04-17T07:57:07Z Souza, Mariana Candida da Silva de http://hdl.handle.net/11422/28983 2026-03-31T03:00:15Z 2025-03-13T00:00:00Z

Title: O Programa Nacional do Livro Didático pós-reforma do ensino médio: significações para o ensino de química Author(s)/Inventor(s): Souza, Mariana Candida da Silva de Advisor: Abreu, Rozana Gomes de Abstract: This study analyzes the textbook as a cultural production and explores its relationship with educational public policies in Brazil, with emphasis on the National Common Core Curriculum (BNCC) and the High School Reform. Considering the textbook as part of the written curriculum and an essential tool in the educational process, the research investigates how its selection of knowledge and curricular organization reflect social and political disputes. The National Textbook and Didactic Material Program (PNLD), one of the largest book distribution programs in the world, stands out as a prominent educational public policy that operates in different contexts and assumes multiple meanings according to the guidelines of its organization, production, and use. Considering the scarcity of research that focuses on this theme and the importance of developing studies on textbooks as a policy and not just as a reference for didactic material, critical curriculum theories and Ball and Bowe's policy cycle form the theoretical foundation for the analysis of this material. The research presents an analysis of a collection of textbooks from the PNLD 2021, in the area of Natural Sciences and their Technologies (CNT) and discusses some of the meanings produced in the context of Brazilian curriculum policy and its reflections on Chemistry teaching. The results indicate that the reorganization of textbooks from the perspective of curricular flexibility promotes the removal of specific contents of the Chemistry discipline to integrate learning from the CNT area and develop competencies pointed out in the BNCC and the High School Reform as essential for the integral development of students. The analysis reveals that the curricular reorganization of these materials requires new skills from both teachers and students. The study also highlights the importance of teachers resignifying the texts, who must reinterpret the curricular proposals according to the context of the classrooms. As an educational product, the research develops a script for conducting a conversation circle with public high school Chemistry teachers, with the aim of promoting reflections and sharing experiences on the topic. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2025-03-13T00:00:00Z Pereira, João Paulo Barreto http://hdl.handle.net/11422/28926 2026-03-22T03:00:13Z 2025-03-06T00:00:00Z

Title: Óculos 3D em Química Orgânica: uma abordagem para a prática extrativa e de identificação do mentol na hortelã (Mentha spicata L.) Author(s)/Inventor(s): Pereira, João Paulo Barreto Advisor: Almeida, Rodrigo Volcan Abstract: The teaching of chemistry represents a challenge for both teachers and students, mainly due to its abstract nature, which makes it difficult to understand chemical concepts and phenomena. In this context, technological advancements have provided new possibilities for the teaching-learning process, making it more dynamic and accessible. This study investigates the application of Virtual Reality (VR) and 3D glasses as multimodal resources to facilitate content assimilation in chemistry, exploring multimodality as a pedagogical strategy. To achieve this, an educational 3D video (side by side) was developed, presenting the history of mint (Mentha spicata L.) and the presence of menthol in its leaves, highlighting its application in various everyday products. Furthermore, the video immersively illustrates the experimental process of menthol extraction and identification, allowing students to experience a laboratory setting and actively engage in the experiment. This approach enhances their understanding of concepts through auditory and visual stimuli. The video was presented in three educational settings: to students in a pharmacy technical course at a private school, to students from a state school in Rio de Janeiro, and to undergraduate chemistry students at UFRJ. After watching the video, both students and teachers were invited to anonymously complete a questionnaire with targeted questions. The results demonstrated that using Virtual Reality and 3D glasses as educational tools provided an innovative and effective experience, helping to overcome traditional difficulties in chemistry education. Both students and teachers highlighted the benefits of this approach, underscoring the positive impact of technological advancements in education and their potential to transform pedagogical practices. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2025-03-06T00:00:00Z Motta, Bruna Brígido da http://hdl.handle.net/11422/28919 2026-03-19T03:00:13Z 2025-01-01T00:00:00Z

Title: Elaboração de uma sequência didática com enfoque CTS para o ensino do tema água na disciplina Química Author(s)/Inventor(s): Motta, Bruna Brígido da Advisor: Silva, Joaquim Fernando Mendes da Abstract: In the educational system, it is common for Science teaching to be carried out in a decontextualized manner, which makes it more difficult to understand scientific knowledge. According to the National Curricular Parameters (NCP) and the Common National Curriculum Base (CNCB) for High School, Science teaching must help students' complete training, not only scientifically, but also in the construction of ethical and moral values. In this sense, the STS (Science-Technology-Society) approach emerges as an alternative for teaching Science, using themes of social aspects, contextualizing classroom subjects and directing students to solve problems. The STS approach seeks, through Science teaching, to develop a reflective citizen who is capable of using the content acquired to make their decisions. This work aims to analyze the use of the traditional methodology in comparison with the STS focus in teaching mixture separations to ninth-year students in private schools in the city of Rio de Janeiro. The theme of mixture separation processes in water treatment was chosen as the main theme of the work, focusing on its numerous functionalities for society. The proposed activity used as its main resource the understanding of the water treatment system used in the region. In this way, a didactic sequence of classes was developed that culminated in the assembly of a replica of a water treatment plant (WTP). The qualitative approach was used in the research, making it possible to verify the results of different approaches after analyzing the comparative scores and answers to test questions. The project received great support and acceptance from students and demonstrated that the use of the STS approach facilitated student understanding. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2025-01-01T00:00:00Z Oliveira, Wallace Alves de http://hdl.handle.net/11422/28894 2026-03-18T03:00:14Z 2025-01-01T00:00:00Z

Title: A utilização de aplicativos como ferramenta pedagógica nas aulas de química Author(s)/Inventor(s): Oliveira, Wallace Alves de Advisor: Moreira, Leonardo Maciel Abstract: This dissertation investigates the potential and challenges of using mobile applications as a pedagogical tool in Chemistry teaching, focusing on the creation and analysis of two digital learning games (DGs): one about the Periodic Table and the other about Organic Functions. The study is based on the observation that students have difficulty understanding chemical content, largely due to content abstraction, and the need for innovative teaching practices that combine playfulness and technology. Given this context, the work proposes the use of play and digital technologies as an alternative to bring students closer to Chemistry concepts in an interactive and constructive manner. Based on Jean Piaget’s constructivist theories and on references such as Bruno Leite and Marlon Soares’s work on playfulness and Digital Information and Communication Technologies (DICT), it is emphasized that games act as tools for knowledge construction, promoting autonomy and creativity. To this end, the work adopts a qualitative and exploratory approach. The research was conducted in two stages: the first consisted of interviews with teachers who used free apps to develop JDD; the second involved the development and delivery of a mini-course with undergraduate Chemistry students at IFRJ – Duque de Caxias Campus, focused on creating JDD. The data were analyzed using Bardin’s Content Analysis, revealing that digital games promote engagement, autonomy, and meaningful learning, while highlighting challenges such as a lack of teacher training and technological infrastructure. The interviews highlighted teachers’ enthusiasm for innovation, while also highlighting limitations such as lack of time, institutional support, and technological training. In the second stage, analysis of the activities revealed five categories: pedagogical intentionality, structure and mechanics, aesthetics and digital language, pedagogical feasibility, and suggestions for improvement. The results demonstrated the educational potential of the experience, promoting critical reflection, creative autonomy, and professional development among future teachers. The study concludes that the use of apps in Chemistry teaching represents an important pedagogical practice, capable of integrating science, playfulness, and technology, expanding teaching and learning possibilities and contributing to the development of reflective and creative teachers. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2025-01-01T00:00:00Z