Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The educational support programme contributes to the personal and intellectual training of students, awakening potentialities that will impact their professional performance. This work aims to evaluate how educational support programmes helped future teachers to better understand the basic contents of “Chemistry for Biologists" and "Biochemistry", from the perspective of the monitored students and also of the student monitors of the Teaching Degree in Biological Sciences an undergraduate programme of UFTM. For this, an evaluative questionnaire was developed and applied to the undergraduate students who attended the monitoring courses. It was found that, the educational support programme functioned as a space for learning and exchange of knowledge by all parties involved in this process, also allowing the monitor to approach teaching practice.

The slogan “gender ideology” has become central to Brazilian political and educational discussions, establishing a narrative dispute between reactionary groups that call themselves defenders of the family and researchers, who undertake Education as one of the central axes in promoting gender equity and respect for sexual diversity. As part of a larger research that investigated how a teaching degree produces future teachers to work in this scenario, the present article foucus on this narrative dispute. The narratives that circulate in the investigated context act producing subjectivities in line with an ultra-conservative agenda that has been discursively happening in the country. We raised the urgency to discuss gender, sexuality and its intertwining with Education at all levels of education.

The spread of fake news can have dangerous breakdowns. The objective here is to describe a didactic sequence carried out during the pandemic and which includes an intervention in reality through the combination of elements, of teaching Biology remotely and media literacy, in the fight against fake news about treatments and home remedies that cure COVID-19. This includes initial diagnosis of the problem, research, preparation of materials, intervention in reality using social media and the evaluation of students about the entire process. It was found that the sequence provided by students with greater contextualization of the concepts studied with reality and that it encompassed important elements for the formation of a critical attitude of the citizen that is essential at all times and especially in the context of a pandemic.  

To map the work of research in the cerrado (brazilian savannah), to search the forces and powers present in biology, going to the meeting, meeting yourself. That’s what this text is and speaks about: meetings. Meetings between research and formation, meetings that form and transform. Through these meetings between cerrado (brazilian savannah) and ants, and natural and human sciences and… it happened becoming and foraging processes, in movements to create marks that modify the body-life of the researcher who writes and also reports their experiences, mapping feelings, experiences, moments, revisiting the past and finding loopholes for the construction of new worlds. Finding powers in becoming, foraging and brands, these forces allow to think of the biologist who happens in the between, in the middle, in constant (trans)formation.

In this article I discuss the elaboration and validation of a Didactic Sequence (SD) proposal that seeks to address gender issues, in particular trans gender identity in association with the teaching of biology. Its development is anchored in the assumptions for anti-oppressive education, aiming at teaching non-sexist biology, which is capable of promoting critical thinking among students, in addition to contributing to the learning of the suggested scientific concepts. The SD has gone through the validation process by both biology teachers and trans women. The results of this validation showed that the SD proposed here fulfills its objective and points to the importance of proposals of this type for teaching critical biology.

The following work is approached from an ethnographic approach, and its purpose is to know relevant aspects of co-constructed learning through agricultural practices in the informal context of an orchard, located within the territory of a national university in Argentina, configured autonomously and horizontal. Through the analysis of the narratives of the orchards that regularly participate in the orchard, categories of analysis were elaborated on the predominant traits of agroecological learning, a saber: (1) trajectories of the participants, (2) learning as community practice, (3) personal aspects of learning, (4) learning-generating practices and (5) political-social dimension.

This paper aims to understand the challenges and the needs of Science and/or Biology teachers from states which composes the SBEnBio – Section 4 (MG/GO/TO/DF) in the context of emergency remote teaching. From a sensitive listening of the teachers demands with a theoretical and methodological background on the Freirian and decolonial contribution, we proposed an extension course: “Schools and territorialities in contexts of uncertainty: making BIONAS”. The results are shown as challenges, among others, the lack of formation and previous experience of teachers to produce the activities remotely, the basic abilities and intermediate with the DICTs and the conciliation of the remote teaching with domestic care. Faced with this pandemic conjuncture, we considered an emergency to resist the uberization of the teacher work and the mcdonization of the curriculum.

Biological Evolution is an integrating axis of biological knowledge produced by other fields of Biology; however, research points to the difficulty of teaching and a deficit in learning this subject. The Cognitive Load Theory (CBT) can guide both the development of better teaching resources, which effectively contribute to the teaching-learning process, and the construction of instruments to pedagogically evaluate such resources. Thus, the objective of this research was to evaluate the pedagogical potential of learning objects (LOs) related to Biological Evolution from some effects of CBT. The 14 OAs related to EB were taken from the International Bank for Educational Objects (BIOE) and evaluated based on the effects of divided attention, modality, redundancy and isolated elements.

This edition of the Revista de Ensino de Biologia (REnBio) debuts the “SBEnBio Community” section with the winner of the visual identity creation contest for the Brazilian Biology Teaching Association (SBEnBio) and for REnBio, the graduate in Biological Sciences Anderson Rodrigues de Oliveira spoke with us in this interview. His formative trajectories, as a student of basic education and higher education, are presented and woven in the relationship with his interests in Biological Sciences. Anderson tells us about some of the curiosities and challenges that aroused his interest in the call for tenders for the creation of SBEnBio and REnBio visual identity proposals. In an instigating and interesting conversation, he recounts his passionate relationship with elements of biology and how she was composing with the creation of his artistic conception. It also highlights how the principles of - Interdependence - harmony - diversity - have been dialoguing with the proposal for aesthetic intervention, as well as integrating them with an educational perspective, especially in education in biology. At the end of our dialogue, Anderson takes up some elements of his creative process and tells us about the insurgency of the idea of ​​using honeycombs as an integrative element of biology with education.