Repositório Institucional da UEG

Preservando, disseminando e democratizando o conhecimento científico e acadêmico da Universidade Estadual de Goiás.

Communities in DSpace

Select a community to browse its collections.

Recent Submissions

  • Thumbnail Image
    Item type:Item,
    Sequências de ensino investigativas com metodologias ativas para o ensino de botânica
    (Universidade Estadual de Goiás, 2026-04-29)
    Felipe, Jéssica Fagundes
  • Thumbnail Image
    Item type:Item,
    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
    ;
    Miranda, Sabrina do Couto de
    ;
    http://lattes.cnpq.br/3653673838173344
    ;
    http://lattes.cnpq.br/3894492909769027
    ;
    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.
  • Thumbnail Image
    Item type:Item,
    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
    ;
    Carvalho, Plauto Simão de
    ;
    https://lattes.cnpq.br/1062249652834428
    ;
    http://lattes.cnpq.br/4108262957994798
  • Thumbnail Image
    Item type:Item,
    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
    ;
    Carvalho, Plauto Simão de
    ;
    http://lattes.cnpq.br/4108262957994798
    ;
    https://lattes.cnpq.br/1062249652834428
    ;
    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.
  • Thumbnail Image
    Item type:Item,
    Guia pedagógico: a menina do pequi
    (Universidade Estadual de Goiás, 2026-06-16)
    Costa, Ivani Jacinto
    ;
    Santos, Nília Oliveira
    ;
    0009-0008-5688-9327
    ;
    0000-0003-1256-6397
    ;
    http://lattes.cnpq.br/5948325321943420