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Formação continuada de professores: uma intervenção crítica nos anos iniciais do ensino fundamental por meio do ensino por investigação
(Universidade Estadual de Goiás, 2026-04-23)
Paula, Viviane Daniela Soares de
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Carvalho, Plauto Simão de
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https://orcid.org/0000-0002-5467-5754
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http://lattes.cnpq.br/4108262957994798
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Paulo, Pedro Oliveira
This research analyzes continuing teacher education as a strategy for implementing Inquiry-Based Science Teaching (IBST) in the early years of Elementary Education in the municipal school system of Rubiataba (GO), Brazil, articulated with the generative theme of selective waste collection. The study is grounded on an initial diagnosis that revealed a gap between teachers' theoretical knowledge and their classroom practices: although 85.7% reported being familiar with IBST, only 36.8% applied it systematically, due to factors such as generalist initial training, lack of pedagogical resources, and curricular pressures arising from large-scale assessments. Methodologically, it is characterized as a qualitative study of an applied nature, initially involving 22 teachers from the early years of Elementary Education, of whom 20 completed the formative process. Data were produced through questionnaires, lesson plan analysis, participant observation, focus group discussions, and monitoring of the implementation of Investigative Teaching Sequences (ITSs), developed within a hybrid continuing education program. The results indicate not only teacher engagement, but also a process of gradual approximation with investigative pedagogical practices, marked by an increased use of investigative questions, greater intentionality in problematizing scientific content, and the initial incorporation of argumentative practices in classroom activities. These changes occurred in a non-linear and context-dependent manner, marked by tensions, structural constraints, and methodological insecurities, evidencing that changes in teaching practice are processual and situated rather than immediate. As an outcome of the research, an educational product was developed and validated in a real teaching context, consisting of a structured continuing education course and a pedagogical guide based on ITSs, implemented by the participating teachers. Validation was achieved through classroom application, systematic monitoring of teaching practices, and analysis of impacts on instructional organization and student engagement. From an educational perspective, the study contributes to strengthening inquiry-based teaching practices and expanding teachers' understanding of IBST and its articulation with Scientific Literacy. From a social perspective, it highlights the potential of connecting science education with local realities, particularly by integrating selective waste collection as an integrating axis between scientific knowledge, environmental education, and citizenship formation. It is concluded that continuing education, when contextualized, dialogical, and articulated with concrete pedagogical tools, constitutes a fundamental strategy for implementing IBST in school contexts with structural limitations, contributing to the consolidation of more critical, inquiry-oriented, and socially relevant pedagogical practices
A representação da violência em “Nos ombros do cão”, de Miguel Jorge
(Universidade Estadual de Goiás, 2025-09-22)
Almeida, Raimundo Nonato Lopes de
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Pagamini, Vera Lucia Alves Mendes
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https://orcid.org/0000-0003-1597-0432
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http://lattes.cnpq.br/2947592937662056
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David, Nismaria Alves
The present study analyzes the novel Nos ombros do cão, by Miguel Jorge, writer from the state of Goiás, in order to highlight how the violence is represented from the historical contexto of the civil-millitary dictatorship in Brazil (1964-1985), which is fictionally recreated, as well as problematizing gender violence as an expression of the dynamics of a structurally patriarchal Brazilian society. The research is based on authors such as Pierre Bourdieu (2002), Elio Gaspari (2002), Karl Erik Schollhammer (2009), Leyla Perrone-Moisés (2016), among others, and is organized into three chapters. The first chapter introduces Miguel Jorge, explores literary criticism of his work, and examines the distinctive characteristics of contemporary Brazilian literature that can be recognized in his writing. The second chapter addresses the recreation of historical events in literature, highlighting the representation of the memory of the civilmilitary dictatorship in the novel under study. Finally, the third chapter focuses on discussion of violence, particularly that directed against the female figure, and highlights the prison as a space of brutality in the plot.
Sequências de ensino investigativas com metodologias ativas para o ensino de botânica
(Universidade Estadual de Goiás, 2026-04-29)
Felipe, Jéssica Fagundes
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Miranda, Sabrina do Couto de
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http://lattes.cnpq.br/3653673838173344
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http://lattes.cnpq.br/3894492909769027
O ensino por investigação e as metodologias ativas na promoção da aprendizagem significativa no ensino de botânica na educação básica
(Universidade Estadual de Goiás, 2026-04-29)
Felipe, Jéssica Fagundes
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Miranda, Sabrina do Couto de
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http://lattes.cnpq.br/3653673838173344
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http://lattes.cnpq.br/3894492909769027
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Carvalho, Plauto Simão de
The teaching of Botany in Basic Education has been marked by challenges that limit students' learning and perception of the importance of plants in their daily lives. The traditional approach, centered on the memorization of decontextualized concepts, often makes the content uninteresting and distant from the students' reality. Furthermore, the so-called Botanical Imperception (also referred to in the literature as "plant blindness") reveals a common difficulty in recognizing the relevance of plants in their environment. In this context, this research seeks to understand how Inquiry-Based Science Teaching, combined with active methodologies, can contribute to meaningful learning in Botany education. The work is based on authors such as Ausubel, Carvalho, Sasseron, Zômpero, Bacich, and Moran, engaging with pedagogical proposals that value student protagonism, problem-solving, and the integration of theory and practice. Within the context of the research, an educational product was developed comprising three Investigative Teaching Sequences. The product validation was carried out with two 7th-grade classes from a private school in Anápolis (GO), directly involving a total of 34 students. The results indicated that the use of investigative strategies associated with active methodologies favors student engagement, increases interest in Botany content, and contributes to overcoming conceptual difficulties, bringing scientific knowledge closer to school experience.
Ciência em ação: estratégias para aulas significativas: caminhos da ciência: saberes e práticas para educação
(Universidade Estadual de Goiás, 2026-05-21)
Vale, Welliton Correia
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Carvalho, Plauto Simão de
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https://lattes.cnpq.br/1062249652834428
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http://lattes.cnpq.br/4108262957994798