http://hdl.handle.net/11422/54 Thu, 23 Jul 2026 13:50:54 GMT 2026-07-23T13:50:54Z http://hdl.handle.net/11422/29112 Title: Heranças da baixada: um estudo sobre as estratégias para o ensino de química sob a perspectiva do racismo ambiental Author(s)/Inventor(s): Araújo, Gabriela Menezes de Advisor: Silva, Joaquim Fernando Mendes da Abstract: This research investigates the influence of environmental racism on the lived reality of students in Duque de Caxias, in the Baixada Fluminense, and its relationship with the teaching practices of chemistry teachers in the region. Grounded in theoretical frameworks on structural racism, social stratification, and plurality, the analysis considers socio-spatial division and its intersections with science education from a Science, Technology, and Society (STS) perspective. The study seeks to understand, through a literature review, document analysis, and a critical examination of teaching materials and curricular documents, the ways in which elements related to teacher education and pedagogical practice are represented in Chemistry teaching proposals that address environmental racism. To this end, a qualitative documentary approach was adopted, employing thematic content analysis to identify pedagogical tensions and opportunities present in the resources examined. The study aims to fill conceptual and pedagogical gaps that hinder a critical approach to socio-environmental inequalities and to point to theoretical-methodological assumptions useful for teaching practice. Based on the theoretical and documental analyses, a pedagogical e-book was produced for teachers in the region, containing accessible theoretical grounding, activity proposals, and guidance for local contextualization, intended as a resource to support critical teaching of environmental racism within Chemistry Education and to promote a more contextualized and socially engaged science education. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Mon, 08 Dec 2025 00:00:00 GMT http://hdl.handle.net/11422/29112 2025-12-08T00:00:00Z http://hdl.handle.net/11422/28983 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 Thu, 13 Mar 2025 00:00:00 GMT http://hdl.handle.net/11422/28983 2025-03-13T00:00:00Z http://hdl.handle.net/11422/28926 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 Thu, 06 Mar 2025 00:00:00 GMT http://hdl.handle.net/11422/28926 2025-03-06T00:00:00Z http://hdl.handle.net/11422/28919 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 Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/11422/28919 2025-01-01T00:00:00Z