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

Teacher training encompasses a diversity of knowledge, including experiential knowledge. Teaching Initiation Program (PIBID) establishes a two-way learning path for undergraduates, through experiences at school. We sought to evaluate them from the perspective of Biological Sciences course graduates and supervisors in three P. schools (Parana State). With a qualitative-quantitative approach, we identify the acquisition of autonomy and the development of teaching methodologies and resources. Practical classes and educational games were the most frequent. Supervisors emphasized that their classes have become more dynamic and creative and they are interested in participating in activities linked to the university. These results reinforce the importance of the program not only for teacher training but for school-university exchanges.

The incidence of Dengue fever has been growing all over the world. In Brazil, the disease is already characterized as an epidemic. In addition to specific treatment and prevention measures in the health field, education has also contributed to controlling the number of cases. This work was developed in a discipline of a postgraduate program of a Federal University in the national territory. Waiting to overcome the informational model, we sought out less usual educational resources that could be explored from a dialogic and playful dimension with the lay public. Here, we report on the development of a set of handmade educational materials, made using techniques and products such as biscuit dough, fabric scraps and illustrations for sublimated prints, suitable for an itinerant institutional project. The material was created with guidance of the project's monitors and was assessed by them as being capable of contributing to the mediation of the theme, attracting and engaging different audiences. We hope that similar models can be replicated, placing scientific dissemination and science teaching at the forefront of actions to combat the Dengue epidemic in Brazil.

We present the experience of preparing and holding a class for Science and Biology undergraduates at a public university, with an anti-racist theme. We aim to experience and narrate Conceição Evaristo's escrevivência as a pedagogical tool and also as a theoretical operator. We organize the text in two moments: in the first one, we bring who we are in dialogue with other teachers and black intellectuals; in the second moment, we discuss the students' records, in dialogue with escrevivência and with critical fabulation. We do this together, which reflects the orientation of the graduates that we also practice in this way. Our speeches mix and converge in political writing that seeks to weave, at school and university, a possible place for black life.

There are many Brazilian geosites in contexts of socio-environmental problems, enabling connections between Paleontology and Environmental Education. Especially, at Sumidouro State Park – PESU, in Peter Lund Caves Route - RGPL, in MG, we see territorial disputes and invisibilization of the local community. Aiming to understand how local subjects' speeches insinuate meanings about Paleontology, belonging to the territory/heritage and educational processes in Environmental Education - EA, we analyzed, through Critical Discourse Analysis – ACD, interviews with the local community. The results indicate hegemonic discourses and an uncritical and decontextualized EA, contributing to the maintenance of inequalities. We also find counter-hegemonic discourses, through which critical EA can contest these inequalities. Therefore, these results point to powerful educational possibilities, including community participation in Brazilian geosites

Information and communication technologies (ICTs) play a vital role in scientific communication and teaching-learning. This case study explores how the Delta do Parnaíba Herbarium (HDELTA) used ICTs to promote botanical topics between 2022 and 2023. Tools such as Instagram, Spotify, Spotify for Podcasters, and Glide were used to disseminate educational cards, podcasts, and educational apps. Instagram featured posts, the “Deltaflora podcast” released six episodes, and the “HDELTA Herbarium Guide” app was developed. The analysis of insights revealed positive reception, highlighting the effectiveness of Instagram posts and podcasts. It is concluded that these tools facilitate scientific communication and engagement with the public.

The clitoris is an organ associated with sexual pleasure and is part of the sex/gender of biosocial human bodies. In this study, an audiovisual material about the clitoris, self-titled as intended for teaching, was analyzed based on four aspects: complete anatomy; physiological aspects; clitoris/penis homology; and the presence of elements from the history and nature of science. A limited approach to the clitoris was observed, such as its incomplete anatomical representation, conceptual errors in relating the organ to the penis, and the total erasure of the evolution of scientific knowledge about the clitoris. We also identified cisheteronormative and sexist narratives in the analyzed material, so that a feminist perspective is necessary to rethink the role of these materials as pedagogical artifacts in biology teaching.

O Instagram é uma rede social com alto potencial para ensinar Genética de forma simples, lúdica, criativa e acessível. Este trabalho teve como objetivo avaliar a relevância da plataforma como ferramenta pedagógica, analisando o engajamento e a efetividade das postagens na disseminação do conhecimento e na promoção do interesse pela ciência. Para tanto, foram produzidas três postagens sobre o legado de grandes geneticistas no perfil do Instagram . Como resultados, observamos alto engajamento na conta do Instagram e um público composto majoritariamente por mulheres, jovens em formação acadêmica e profissionais da educação. Portanto, concluímos que o Instagram é uma excelente ferramenta pedagógica para o ensino de Genética, pois amplia o alcance desse conhecimento, atingindo principalmente jovens ainda em formação.

Plants play a fundamental role in maintaining life on Earth, and it is essential to discuss them in an educational context. Studying botany needs to go beyond memorizing names and processes; it is necessary to understand their importance and know how to contextualize them in the educational process. This work aimed to understand the relevance of developing training actions aimed at teaching botany, based on a mini-course with undergraduates in Biological Sciences. The teaching strategies used contributed positively to teacher training and to the preparation of more dynamic and interactive botany classes, which allowed for greater discussion of the topics covered and awareness of the relevance of teaching and learning about plants.

The objective of this experience report is to delineate the insights gained by a trainee biology teacher during their improvement in the design of an Teaching Learning Sequence (TLS) on food chains, based on the Model of Education Reconstruction (MER). This model was the theoretical framework that guided the analysis of the practice intended here. We start from the idea that the educational value of a DS, built on the theoretical-methodological assumptions of the MER, lies both in its potential to organize teaching work, generating knowledge and reflections on educational practice; as well as its potential to favour the expansion of students' repertoire of knowledge, in this case, biological scientific knowledge. Thus, we used autobiographical narratives to recount the significant episodes of the three moments - before, during and after the implementation of the TLS - that characterised the experience. Analysing the episodes in the light of the MER helped me to become aware of the learning  had acquired in relation to professional teaching practice (e.g. understanding the impact of good planning on a teacher's work; understanding student conceptions as tools in teaching and learning processes); and those acquired by my students, relating to improving their understanding of the food chain (e.g. understanding that man is part of the food chain; improving their understanding of producers and consumers). Then as well as supporting the development of educational interventions, the use of the MER can stimulate reflection and the construction of knowledge about professional teaching practice.

This qualitative research analyzes the impact of seminars and the construction of maps with the Cmap Tools software on the awareness of five Biology students at a public university in southwestern Bahia. Considers logical-mathematical thinking in student classifications, highlighting the relationships between mitochondria and chloroplasts. Filmed interviews were carried out on Google Meet and forum analyzes were carried out on Google Classroom, following Bardin. The results revealed two categories: i) awareness of the relationships between mitochondria and chloroplasts and ii) awareness of the importance of cooperation and affection in the seminars. An evolution in the understanding of these relationships was observed, suggesting that these levels of conceptualization are essential for understanding cytology and can guide pedagogical practices.