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

Scientific Divulgation, in general, has been increasingly present in the daily lives of people from different sectors of society. Technological and scientific innovations make Divulgation present not only among disseminators and society, but also in science teaching. Considering this close relationship, attested by the literature, a project was developed that aimed to articulate references of Scientific Divulgation and Scientific Education, especially related to History and Philosophy and the Nature of Science. This article aims to report, therefore, how activities and actions of an extension project linked to a Final Paper, contributed to the initial training of a researcher and scientific disseminator in the teachers license of physics. In summary, it is evident that it is possible and pertinent to articulate the initial training of a researcher with the training of a science disseminator; which, by the way, becomes a differential in teacher training.

The National Curricular Common Base, with regard to the teaching of Science, emphasizes the responsibility of Elementary Education in providing the student's development in the social, natural and technological world, in terms of its understanding and interpretation. Thus, in this work, we used Scientific Dissemination Texts (TDC) in classes of the 5th year of Elementary School in the public education network, observing the opinions and conceptions of students about the process of construction of science. The methodological course was based on the construction of a mural of associations, drawings, reading the TDC and written production. The results showed a stereotyped view of the students about science and the scientist, in addition to a teaching performance conditioned to the use of the textbook. The use of TDC, in a planned and reflective way, proved to be an efficient support for the teacher, favoring the non-conditioning of the pedagogical practice with regard to the use of the textbook and the repetition of traditional practices.

This article aims, through a mapping of Brazilian productions, to describe and understand how hybrid teaching happens in the context of Mathematics Teaching. The Brazilian Digital Library of Theses and Dissertations (BDTD) was used to search. In a first moment, eleven productions were identified, from which, by reading the titles, keywords and abstracts, ten were selected that were closer to the objective of this mapping. The analysis showed that the objectives of the productions do not always converge, possibly due to the small number of productions and the complexity of the theme. Regarding the authors, nine of the ten productions converged in the conceptualization of the terms using the theoretical references of Horn and Staker (2015) and Bacich, Tanzi Neto and Trevisani (2015). In general, it was noted the personalization, cited in all the analyzed productions, as one of the main justifications in the use of the hybrid teaching model.

In view of the curricular innovations inherent in the implementation of the Brazilian National Common Curriculum Base, studies on the proposed aspects and implications for Science Teaching are essential. The research presented in this article sought to understand the relevance given to Chemistry in Science teaching in the final years of Elementary School. For that, a documental analysis was carried out, based on the Content Analysis method, of the Paulista Curriculum, aiming to identify the mode, scope and perspective of chemical knowledge. The results indicated objects of knowledge and skills related to the objects of study of Chemistry in all years of this teaching stage, but this approach is reduced in view of the entire curricular content of Science and emphasizes only one of the levels of representation of chemical knowledge, the macroscopic. The approach of the submicroscopic and symbolic levels of chemical knowledge only in the last year of this school level suggests a possible obstacle to learning.

Music can be a resource used to bring students closer to content, helping the teaching and learning process. In this context, the work aimed to analyze how music favors students' learning, based on a didactic-pedagogical proposal experienced in two public schools in Paraíba. For this, a study was carried out with 26 students from the 9th grade of Elementary School and 16 from the 1st grade of High School. The proposal was presented to 8 Chemistry graduates from the State University of Paraíba and applied by two professors from the state network. Three semi-structured questionnaires directed to the subjects (licensing students, professors and students) were used. The analysis was based on the interpretive qualitative approach. In the results, present in tables and graphs, the use of music helps teachers and provides students with more participatory classes, awakening their interest in the subject and promoting greater rapprochement between students and the teacher.

This work is an excerpt from the Master's Dissertation developed in the Graduate Program in Mathematics Education at the Federal University of Santa Maria and has as its theme the training of teachers. The objective was to studythe tutors’ perception of the Pedagogy course, distance modality, in relation to the subjects of Mathematics Education I and II. For this, different authors and perceptions on the subject were used. A qualitative approach and analysis form was also applied to the three tutors responsible for such disciplines. In the investigation, it was found that the tutor, as he is the one who follows the student's learning closely, is the one who identifies his difficultiesand has the possibility to suggest the reorganizing of the actions triggered in the such classes, if they are not meeting the student`s needs. This leads to the conclusion on the relevance of the tutor`s role in the initial training process in the distance modality.

The general objective of this study was to analyze the curriculum of the Degree in Rural Education with qualifications in Natural Sciences and Mathematics at the Federal University of Recôncavo da Bahia, in order to observe and reflect on how it is structured and how it materializes in practice. as an instrument of emancipation and against hegemony. Thus, we carried out documental research, of a qualitative nature, whose data were collected from an in-depth reading of the Pedagogical Project of the Course and analyzed through Discursive Textual Analysis. The study revealed that the course curriculum manages to discuss and materialize the historical memory of the struggles undertaken by peasant social movements. In addition to favoring students to be protagonists of the knowledge construction process, in order to foster critical awareness and transformative social praxis, so relevant to the promotion of emancipation and counter-hegemony of these students.

The present article aims to discuss what the literature published in the last 5 years highlights about mathematical reasoning (MR) with regard to national and international curriculum documents and guidelines. To this purpose, a qualitative bibliographical research was conducted, which, by means of pre-established criteria for the selection of materials in six databases, resulted in 24 articles. After the full readings of these articles, we focused on three important aspects, to be listed: (i) identification of documents and curriculum guidelines that mention the MR, (ii) how the mention of MR occurs, and (iii) discussions and didactic guidelines, highlighting resources, methodologies, and actions promoting MR. The results indicate that the presence of the term MR in curriculum documents and guidelines is still polysemic, and researchers do not present a definition or a direction for its effective development in the school context. In this way, we conclude that it is important to relate the teacher education, the curriculum documents and the practices that may promote the development of students' MR.

The article presents the results of a research Project that is aimed at discussing issues that include diversity and gender identity, race and sexual orientation in the continuing education of teachers. The study included didactic interventions in the curricular component of History and Philosophy of Science in the Graduate Program in Teaching Science and Mathematics at the Federal University of Pelotas, Brazil, with records and content analysis of the interventions. The results allowed the subjects participating in the research to realize that there is not only a problem regarding the lack of these discussions in their training at the university and at school, but also to observe that different people can face different types of oppression and that these limitations contribute to the lack of representativeness in academia and the permanence of the scientist stereotype.

This essay brings about a reflective effort about the educational perspective in mathematical modeling expression. Throughout my experiences with studies on mathematical modeling in the context of teacher education, this nomenclature has made sense because it allows me to reflect on the terrain of existing productions in Brazilian literature. I present a categorization of the thematic focuses of the productions published in the latest edition of the SIPEM, followed by the reflections that the analysis of these focuses enlightened me about the educational perspective in mathematical modeling expression. In general terms, this expression evidences the strength and representativeness of Teacher Education in Mathematical Modeling in research, as well as the emergence, of a terrain that admits particularities that naturally follow an intentional movement of the community itself. This terrain enhances a research theme that can boost educational actions since research and practice in the field of mathematical modeling suggest that they cannot be dissociated.