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Recent Submissions

Uso de metodologias ativas para promover aprendizagens significativas na formação continuada de professores de ciências da natureza: um estudo de caso na Coordenação Regional de Educação de Rubiataba
(Universidade Estadual de Goiás, 2026-05-21)
Vale, Welliton Correia
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Carvalho, Plauto Simão de
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http://lattes.cnpq.br/4108262957994798
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https://lattes.cnpq.br/1062249652834428
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Carvalho, Plauto Simão de
This study analyzes the impacts of continuing professional development on the pedagogical practices of Natural Sciences teachers in the state public education system of Goiás, Brazil, with a focus on the Regional Education Coordination Office of Rubiataba. The research investigated how professional development processes contribute to teacher professional growth, as well as the factors that enhance or limit their effectiveness. The study aimed to understand continuing professional development practices, identify teachers’ training needs, analyze the effects of these initiatives on teaching quality, and validate a continuing professional development course as an Educational Product. The research is characterized as qualitative, exploratory, and bibliographic, grounded in a literature review and complemented by field research conducted to validate the Educational Product, involving professionals from different sectors of educational management and teaching. The findings revealed that continuing professional development contributes to the improvement of pedagogical practices by fostering the adoption of innovative methodologies, strengthening critical reflection, promoting professional appreciation, and creating collaborative learning environments. Four heuristic models of teacher profiles—Prometheus, Nikos, Aristotle, and Apóphasis—were identified, contributing to a better understanding of teachers’ different dispositions toward professional development processes. The study also found that factors such as time constraints, insufficient resources, infrastructure limitations, and resistance to change may negatively affect the outcomes of professional development initiatives. Conversely, the use of digital technologies and educational platforms emerged as a relevant strategy for expanding access, participation, and effectiveness in professional development processes. The Educational Product developed in this study, consisting of a continuing professional development course accompanied by a pedagogical guide, demonstrated applicability, usefulness, replicability, and transferability, indicating its potential for adaptation to different school contexts. It is concluded that continuing professional development, when aligned with local needs and integrated with collaborative and reflective practices, constitutes a fundamental element for teacher professional growth, pedagogical innovation, and the improvement of Natural Sciences education. Furthermore, it contributes to the development of more inclusive, critical, and socially engaged educational practices.
Guia pedagógico: a menina do pequi
(Universidade Estadual de Goiás, 2026-06-16)
Costa, Ivani Jacinto da
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Santos, Nília Oliveira
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0009-0008-5688-9327
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0000-0003-1256-6397
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http://lattes.cnpq.br/5948325321943420
Código químico, fuga do laboratório
(Universidade Estadual de Goiás, 2026-06-29)
Prado, Florismar da Silva
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Santos, José Divino dos
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0009-0000-2906-6028
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0000-0002-9272-414X
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http://lattes.cnpq.br/7298568029738509
Código químico: sala de fuga digital para o ensino de química
(Universidade Estadual de Goiás, 2026-06-29)
Prado, Florismar da Silva
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Santos, José Divino dos
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0000-0002-9272-414X
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http://lattes.cnpq.br/2279900314020119
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0009-0000-2906-6028
This dissertation aims to present the development, analysis and validation of the educational product Chemical Code: Escape from the Laboratory as a teaching resource for chemistry in upper secondary education. The study is based on the assumptions of Deus (2019), who conceives of the educational game as the result of a balance between educational and recreational functions, mediated by the teacher’s role. The research is characterised as qualitative, of the collaborative action research type, involving the design, implementation and analysis of the game for 25 first-year secondary school pupils, aged between 15 and 17. The intervention consisted of using a virtual escape room-style game, structured around puzzles related to fundamental concepts in chemistry. Data were collected through direct observation, records of students’ interactions during the activity, the administration of questionnaires and a discussion session at the end of the intervention. The data were organised into units of record and context and subjected to the content analysis proposed by Bardin (2016). The results revealed manifestations of the five functions of educational games described by Deus (2019): evaluative education, formative education, immersive play, moral play, and the teacher’s balancing function. The game, developed as an educational product linked to this dissertation, proved capable of assessing prior knowledge, promoting conceptual discussion, encouraging collaboration and maintaining a high level of participant engagement. It was also observed that teacher mediation played an essential role in maintaining a balance between playfulness and pedagogical intent, particularly during the moments of greatest difficulty faced by the participants. Although low participation and limited interaction among some students restricted the scope of the results, evidence was identified indicating the game’s contributions to the learning of chemical concepts and to student motivation. It is concluded that ‘Chemical Code: Escape from the Laboratory’ has the potential to serve as a teaching resource for chemistry, although its validation requires further applications in different educational contexts and complementary research to strengthen the consistency of the evidence produced.
A menina do pequi: uma história de fome, sonhos e esperança no cerrado goiano
(Universidade Estadual de Goiás, 2026-06-16)
Costa, Ivani Jacinto
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Santos, Nília Oliveira
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0000-0003-1256-6397
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http://lattes.cnpq.br/5072857774604741
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0009-0008-5688-9327