This research, of a phenomenological nature, had as its starting point our dissatisfaction with the way Physics Teaching is found in Basic Education, linked to our conception that the search for improving it necessarily involves improving teacher training. We believe that teacher training needs to be aligned with the conception of teacher we want working in Basic Education and because of this, we initially focused on understanding how physics teachers are being trained, analyzing and discussing the models of teacher training that structure the country's undergraduate courses, in addition to systematically looking at the development of teaching knowledge that makes up the teacher's knowledge base. Therefore, we focus our attention on the Supervised practicum in initial teachers education, as we understand the training potential it has, as it is during this moment that the student is faced with all the variables of teaching work, occupying the role of teacher for the first time. Therefore, throughout the research we aimed to: i) understand the meanings attributed, by Physics graduates, to teaching knowledge related to the planning and execution of a Didactic Sequence, prepared based on the Theory of Meaningful Learning; and ii) analyze the composition of the Pedagogical Content Knowledge (PCK) of graduates at different times. To achieve these objectives, we developed qualitative research using participant observation as a research technique. The data were collected from a Supervised pre-services class of the Physics Degree course at the Federal University of Recôncavo da Bahia, at the Teacher Education Center. The results were analyzed in the light of Content Analysis and showed that the undergraduates managed to develop a set of teaching knowledge related to teaching skills, however no knowledge was developed regarding the use of Meaningful Learning Theory. Furthermore, it was possible to infer that there was a movement in the PCK of undergraduate students, when we compared its composition at different moments. Finally, we identified that while the course's PPC presents traces of technical rationality, the supervised internship discipline was structured along the lines of critical rationality, contributing to the development of a critical-reflective stance in undergraduates.

This doctoral thesis takes as its starting point the analysis of hacker culture to investigate its contributions to strengthening the relationship between pedagogy students and nature. Within this perspective, it became important to investigate how hacker culture can pedagogically contribute to the curriculum component Theoretical and Methodological References of Natural Sciences (RTMCN) to promote the strengthening of students' care relationship with nature. In line with this question, the proposed general objective was to understand the constitutive principles of hacker culture from the perspective of contributing to a caring relationship between students and nature, constructed within the studies in the RTMCN curriculum component. To do so, we conducted a qualitative Case Study in a class of the aforementioned component in the pedagogy course at UNEB's Campus I (State University of Bahia). We used data production techniques: direct and participatory observation, interviews, and documentary analysis, involving both students and teachers of the class. A bibliographic study on hacker culture was conducted to delineate its political and philosophical foundations and identify the categories inherent to this culture: information democratization; free culture and the Commons, relevant stages for the theoretical basis of the research. Fundamental principles of hacker communities were defined, demonstrating and establishing favorable conditions for respectful coexistence in collectivity: predisposition to share information and knowledge; naturally collaborative posture, and respectful exercise of freedom. Studies involving the human-nature relationship stemmed from reflections on the trajectory of global civil movements and organizations for environmental preservation, which provide important information to the population and enable awareness of the risks of nature degradation for humanity, constituting a utilitarian position, and failing to promote significant results over several decades. Furthermore, pedagogical perspectives such as ecopedagogy, earth pedagogy, ecological literacy, and the essence of care as a fundamental ethos of human beings are discussed, referencing environmental rationality and environmental knowledge. The research results point to the need for the creation of methodological strategies in pedagogical training spaces, especially in classrooms of curriculum components that "teach-learn-teach" natural sciences, based on the hacker culture principles outlined in this research, which should provide didactic-pedagogical experiences promoting values constituting an ethical relationship of respect and care between future teachers of Early Childhood Education/Initial Years of Elementary Education and nature. 

The context of education in Guinea-Bissau and especially in the village of Québo explains the failures committed over a period of time regarding the approach to environmental education, the non-inclusion of the dialogue of traditional knowledge from ethnic groups, such as the Fula of Guinea-Bissau, is recurrent. In that regard, it is necessary to focus on the aspects that exceed the knowledge based only on eurocentrism, which makes scientific knowledge the only holder of absolute truth. Over the years, questions have arisen about this type of thinking, based on the recognition that there are various forms of knowledge, all of them legitimate. This flag is defended by the decolonial current that stands against this universalist vision in education and in human relations based on hierarchization, which is the result of European colonization. Furthermore, the world is faced with serious environmental problems, whose consequences are climate change, extreme droughts, abnormal winds and rains and those are caused by the action of human beings and as a result of capitalism, which only seeks profit. It is necessary to promote scientific education and environmental education that including the ideas and voices of traditional populations and their knowledge in this debate, with a commitment to overcoming coloniality, marked by discrimination and superiority of knowledge. In this context, for Africans, orality as a form of transmission of knowledge is a resistance, in which the elders preserve a way of life and transmit knowledge to future generations. In this sense, this work aims to understand the sustainable practices in the use of gourd plants, transmitted orally, constructed by members of the Fula ethnic group, residing in the city of Québo in Guinea-Bissau as a reference for the critical and decolonial. In this sense, this research aims to discuss the need to review the school curriculum in Guinea-Bissau, which brings external influences, and it is far from the social reality that encompasses several African cultures, including that of the Fulas, who residing in the village of Québo, where this work was carried out, developed with Djumbai methodology. THE consideration in the curriculum of traditional knowledge about the baobab plant is presented as a proposal committed to the construction of a decolonial curriculum for local schools.

Models are central to teaching chemistry! We cannot fail to highlight this point, as the
elaboration of his teaching pervades, in one way or another, the work with models.
However, it is perceived that there is still no solid constitution of a teaching of chemistry
that uses models that establish essential relationships to the development of thought
from its teaching and, consequently, to a greater appropriation of its content. With that
in mind, taking the Soviet psychologist Vasili Vasilovich Davidov as a theoretical basis,
Historical-Cultural Psychology and Historical-Dialectical Materialism; In this
dissertation, we aimed to investigate the [possible] contributions of the idea of
theoretical thinking in Davidov to think about models for teaching chemistry. We
understand that Davidov, in his elaboration on the Study Activity, provides elements
that allow us to approach chemistry, not yet elaborated in Science Teaching.
Therefore, in view of the investigation, the results of this work are systematized and
exposed in the form of theses. We chose to bring our results in this way, because the
thesis presents a more general and directive character, which is in accordance with
the questions that we propose to address here. There will be two central theses: I)
Chemistry does not need models because it is abstract; II) Every model is a
representation, but not every representation is a model. Additionally, we bring a point
of synthesis between these two theses: A path to synthesis: The model is content while
it is form.

This research consists of analyzing the historical construction of the woman's
body as an object of study at the Faculdade de Medicina da Bahia (FAMEB) in
the 1970s, starting from the following question: How is the woman's body
constructed as an object of study in the context of studies on organs of the
reproductive system in the inaugural theses of the Faculdade de Medicina da
Bahia in the 1870s, and the relationships between this body and the performance
of reproductive functions and motherhood? Thus, we carried out a general
investigation of the titles of the inaugural theses produced in the 1970s and which
are cataloged in the virtual collection of the Gonçalo Moniz Library
(BMG/FAMEB). As well as, we carried out a deeper analysis of the theses of João
Gualberto Ferreira Santos Reis (1870) and José Leôncio de Medeiros (1871),
which are specifically about studies on organs of the female reproductive system,
and the relationship with the performance of reproductive functions . Finally, we
consider the results found and the historical significance of medical texts,
identifying their contributions, productions or reproductions of knowledge about
women's bodies, as well as the contributions of this knowledge in the construction
of the representation of ideal femininity from studies of women's bodies. woman
for reproduction and the exercise of motherhood.

This research aimed to investigate Agnes Heller's Theory from a historical-critical
perspective. The relationship between everyday life and the pedagogical act has been
the subject of many discussions in the field of science education, especially based on
the assumption of valuing the knowledge that emerges in everyday life. Many of these
discussions are grounded in Heller's study of the everyday life and the non-everyday.
The Marxist philosopher developed this theory based on the research method called
historical dialectical materialism and emphasized that the term "everyday life" in this
theory refers to activities aimed at the subject's reproduction, so in this theory, the
concept of "everyday life" is not synonymous with "day-to-day." However, despite the
works we analyzed being based on Heller's study, we did not find a deep reflection on
the conception of the everyday life employed by these authors. Therefore, we sought
to understand the meaning attributed to the term "everyday life" in the consulted works
and simultaneously analyzed how the characteristics that make up Heller's study
categories have been manifested in these works. Based on this, we developed three
categories of analysis: equivalence between the everyday life and temporality,
conceptual absences of the terms that make up the theory of the everyday life, and
weaknesses in the concept of alienation. However, it did not seem sufficient to us to
disseminate the results of these analyses without offering further contributions on the

subject. Thus, with the aim of contributing to an education that aligns with historical-
critical pedagogy, we formulated the following summaries: education should not be

based on the everyday life, but the everyday life is not the same as day-to-day; and
education should be humanized and opposed to alienation.

The field of mathematics is an environment dominated by white men. Undoubtedly, in recent years there has been a small increase in production scientific studies of women in mathematics, particularly black researchers in Africa and diaspora. However, the invisibility of these productions and contributions in Brazilian academic circles has been perpetuated by colonialism, which made ubiquity is its main characteristic and rhetoric is its main path, passing through a metamorphosis with the aim of resignification, aiming at adapting to the current times. In this context, this research focuses on presenting, investigate, discuss these productions and contributions. More generally, we will investigate how the productions of African women for mathematics in 20th and 21st centuries collaborate with the deconstruction of Eurocentric metanarratives. In this way, the chosen cosmoperception is called Afrocentricity, which, methodologically associated with African historiography, will guide the dissertation. In due to the enormous quantity of scientific productions, it would be unfeasible, for a master's project, an analysis with all of them, so an outline was necessary. Therefore, we chose to investigate the contributions of some members – all members are women - from the African Women In Mathematics Association (AWMA). A anticipation was due to two criteria: cultural diversities of members, therefore, are spread across the entire African continent; the existence of a document on the association's website containing a written interview granted by several associates commenting on their family, career, area of research, projects, education, dreams, challenges, among other information. A dissertation is divided into four chapters. The first presents the scope of the search. The second will bring an African historiographical summary from the perspective endogenous, deconstructing the Eurocentric version imposed since the 16th century, showing that the African continent is the cradle of civilization, advancing towards the 20th and 21st centuries, which is the period delimited in research, setting the stage for our stars.

I understand human-nature relations today as being imbued with utilitarianism and anthropocentric that foster ways of being in the world that are disconnected from natural dynamics. Science Teaching, from this perspective, has combined with the distancing of humans from nature, as they are trapped in monolithic and hegemonic narratives and discourses of modern sciences based on scientism and reductionism of natural processes, phenomena and beings. However, there are cultures and people that have not allowed this distancing, since their ontologies closest to a relational logic understand and perceive themselves as belonging to nature, making any epistemic construction and practice dissociated from this impossible. Therefore, I reflect on whether it would be possible to learn and dialogue in Science Teaching with these ontologies about understandings about nature that are more intertwined with the human. To this end, my research objective is to create insurgency workshops, spaces for horizontal dialogues between Sciences and Traditional Knowledge, based on the knowledge of Daniel Munduruku, as plural training spaces for Science Teaching. To answer this objective, I adopt qualitative research with a narrative approach as a methodological path based on the paradigmatic, epistemic and political matrices of decolonial studies.

To think about didactic principles for teaching enhances teaching practices, as it makes it possible to overcome teaching practices that focus solely on the step-by-step learning. The use of principles allows the teacher to think about what to teach, how to teach and who to teach. In this sense, based on Historical-Dialetic Materialism (MHD) and Historical-Critical Pedagogy (PHC), we intend, in this dissertation, to develop and discuss didactic principles that can guide the teaching of electrochemistry from a historical-critical perspective. This is a theoretical research based on MHD and PHC, with some contributions from Historical-Cultural Psychology. In this way, a historical analysis was made, regarding the modern constitution of electrochemistry, so that, through the analysis of the historical needs highlighted and based on the theoretical foundations adopted, we could elucidate what is essential for the teaching of electrochemistry, contributing to a training omnilateral human aspect of the student. In this way, we formulated two didactic principles. the first refers to the concepts of oxidation and reduction as a framework for understanding redox reactions, which are the basis for understanding electrochemical phenomena. The second approaches electrochemical devices and their representations, discussing the importance of representation and its different modes for teaching electrochemistry. At the conclusion, we emphasize that these principles have the main function of guiding pedagogical work without proposing to present recipes on how to teach, since teaching methods vary
according to the singularities of each student, classroom and school.

  Facing the Brazilian socio-historical phenomena, demarcated by coloniality, this thesis aimed to analyze a Study and Research Path (PEP), which integrates Dogon Astronomy, centered on decolonized didactic proposals for the teaching of History, Chemistry, Physics, Biology and Mathematics of the 1st Year of High School. The investigative route is a black-decolonial perspective that seeks to promote dialogues and constructions for the fulfillment and applicability of article 26 - A of the Brazilian Education Guidelines and Bases Law 9394/1996 in Basic Education. Despite the vast repertoire of research and productions based on the education of ethnic-racial relations, previous studies reveal the persistence of colonized praxeologies and ecological restrictions, the result of epistemic and scientific racism, resulting in a didactic void in the classroom. In this way, the research is based on the Anthropological Theory of Didactics, under the methodological infrastructure of the Path of Study and Research for Teacher Training. The methodological design aligns decolonial studies, based on Afro-referenced perspectives, using Dogon Astronomy (Mali) as scientific school knowledge. The construction was permeated from the didactic tool of the PEP, for decolonization, with continued formations in two moments: first, the course A TAD for an integration of the African contributions and the peoples of the diaspora to the practices of professors of history, mathematics and sciences of nature, which promoted didactic studies integrated with the historical perspectives of African sciences in teaching; and, second, Bojuwo Awòn Irawò: Ancestral Astronomy as a path to the decolonization of teaching practice, which modeled didactic proposals using ancestral astronomy as a didactic path for the (re)construction and transposition of school knowledge in order to recognize, enhance and disseminate the reason for the origin of the universe and life in history, chemistry, physics, biology and mathematics classes. The results revealed: the lack of knowledge of the various African sciences in higher/basic education - like the Dogon people and sciences, the absence of African epistemologies in the initial training of teachers(s), the difficulties in linking the stories of African sciences to school contents , official sayings, of science teaching (exact, nature and humanities). It was also revealed how the authorial production of the didactic video “The Creation of the Dogon World” potentiated and made possible other constructions in the didactic systems to be applied in the respective classes. ) teachers, where epistemic and didactic vigilance become postures that give rise to decolonial phenomena to be implemented in their didactic proposals on the classroom floor.

This thesis understands a variant of Relativism: Epistemic Relativism about Scientific Knowledge. This thesis defends that the Strong Program Relativism endorses Epistemic Relativism because it is philosophically committed to epistemological and ontological concepts, noting that both forms of relativism can provide a basis for reflections on multicultural education. The Epistemic Relativism is a thesis according to which beliefs, justification and knowledge depend of a set of conditions such as times, cultures, societies etc. The Relativism of the Strong Program is a form of Methodological Relativism applied to scientific knowledge. For Strong Program, scientific knowledge is a form of collective adaptation of humanity to nature. David Bloor in his work, Knowledge and Social Imaginary, offers a set of important concepts for reflecting the application of the Sociology of Scientific Knowledge on science. This work, in addition to highlighting important authors such as Durkheim and Mannheim, among others, presents principles that can sustain a different form of Epistemic Relativism: Relativism located to the cognitive patterns of a community at a time. His case studies and descriptions of the relationship between social models and scientific models raise the possibility of defending Relativism. Beyond Bloor, there is a critique to Strong Program Relativism that is discussed by epistemologists and thinkers like Bruno Latour and Paul Boghossian. It should be noted that the Strong Program is inspired by Kuhn's works especially the Structure of Scientific Revolutions. More recent criticisms have emerged, such as Harvey Siegel, Markus Seidel, Maria Baghramian, and Richard Schantz, seeking to examine the Strong Program and Relativism in order to present their difficulties. David Bloor rejects these criticisms, launching a lemma: Relativism is the opposite of Absolutism. This thesis is based on disciplinary fields such as Anthropology, Sociology of Scientific Knowledge, Philosophy of Science, and History of Sciences and interdisciplinary fields such as Science, Technology, and Society and Social Studies on Science. For Science Education, the concept of Relativism has become a contemporary theme that can be involved with Multicultural Education around themes such as epistemic and cognitive tolerance, respect for minority groups and different cultures in addition to civic good. The term Relativism is found not only in academic debates but also in information that circulates in the media especially on the internet, on websites, blogs, and social networks, and even in everyday discursive practices. In these communication contexts, conceptual distortions are common, relating relativism, for example, with the “anything goes”. It is also intended to show, in this thesis, the importance of classic authors with thinkers, concepts and debates still present and updated. Finally, some theses, such as Social Constructionist Relativism, Underdetermination of Theory by Data, Confirmacional Holism, Theory-ladenness of Observation and Incommensurability are reviewed.

Among forms and formats, scientific dissemination has its importance both in the educational and political fields; this is because it appears as a movement that aims to democratize science by bringing scientific knowledge to the non-specialized public. The history of scientific dissemination confirms that different media have already been (and have been) used with the aim of disseminating science to the population. Currently, new media formats for scientific dissemination have emerged, such as podcasts and channels on different digital platforms, such as YouTube and TikTok. Such a movement complements the history of scientific dissemination and surpasses other dynamics already established in this regard by incorporating them. Regardless of the time scale, scientific dissemination has always had a very clear purpose: to share scientific knowledge based on popular language. However, this popularization of the language should not happen anyway, precisely because Scientific Dissemination is a political act and a production of humanity. Bringing scientific knowledge to the public that does not directly participate in scientific activity is to nourish these people with the maximum abstractions ever performed by mankind in terms of knowledge of reality, as the appropriation of scientific concepts brings us closer to knowledge of reality. However – especially in current times when the flow of information is enormous – some information can keep us away from it. With the advent of entertainment networks, the activity of science communication became decentralized, so that there was a change in the pole of message issuance – today, anyone can talk about science on the internet; what, in appearance, is extremely positive, is actually quite dangerous, mainly because the internet is a terrain dominated by large companies from Silicon Valley. Located in the United States of America, those companies, through regulations, influence the Science Dissemination activity so that it has forms and contents that meet the requirements of these platforms, that is, forms of approach and specific contents that “engage” in social and streaming networks. Seeking to analyze this autonomous movement of science communication content creators for the internet, in the field of Physics, we investigated the creative process of five content creators with specific training in Physics. In this sense, we seek to know how the dynamics of the scientific dissemination movement on the internet has been going beyond what it appears, knowing, above all, its contradictions. Such investigation, therefore, has its bases in historical-dialectical materialism, in historical-critical pedagogy and in historical-cultural psychology, and permeates the analysis of videos produced and the analysis of the interview with each content creator. In this analysis, we look at the phenomenon of scientific dissemination in terms of form (how it is disseminated) and content (what is disseminated). Data analysis allowed us to identify that the production processes of scientific dissemination content on the internet have pointed to a hegemonic trend of Scientific Dissemination based on entertainment, which we named Scientific Dissemination of Entertainment, a dangerous project that, in its appearance, is ludic, pleasant, interesting and informative. However, in essence it is a movement aligned with the neoliberal agenda of technological capitalism based on creative exploration. This movement, within the scope of Physics, sometimes tends to build Physics as entertainment, sometimes tends to build (pseudo)science as entertainment, thus having repercussions on two striking trends of Science Dissemination on the internet, which are discussed in detail in this work So to speak, we found that the Scientific Dissemination of Entertainment is yet another mechanism that serves the interests of capitalism, causing online Physics content creators to (re)produce didactics and emblems that end up harming the science education project of the non-specialized public

In Digital Culture, audiovisual and sound productions are classic pedagogical artifacts adopted in practice in the classroom. Immersed in this context is the process of mediation of these digital artifacts in educational environments permeates an articulation between the initial/continued training of teachers in the face of the growing training demands of a platform society dependent on services made available by such digital means. In this sense, the question is: how can audiovisual and sound media figure, in a safe and non-instrumental way, in the initial training of Natural Sciences teachers in view of the mechanisms engendered in the dynamics of Platformization? For this, the present research aimed to analyze how the different fields of force interfere in the formation of undergraduate students in Biology, Chemistry and Physics when interacting with platformized audiovisual and sound media. For this, this study followed Habermas' Acting-Communicative Theory, dialoguing with the new infocommunicational structures driven by Digital Platforms. In this sense, this multipaper study followed the qualitative method, with the participation of 30 participants formed by professors (4) and students (11) of the Degrees in Biology, Chemistry and Physics of the Federal University of Bahia (UFBA), in addition to content creators digital (15) of science communication podcasts. The methodological procedures adopted were of the bibliographic type (a systematic review; a documental analysis and a theoretical study) and of the empirical type (with the other two articles based on semi-structured interviews), totaling five articles. For the systematization of the information produced, the IRaMuTeQ software was used, which helped in the process of Critical Discourse Analysis proposed by Norman Fairclough. With regard to ethical aspects, it is also worth pointing out that the present study was guided by the ethical principles of research, with approval granted by CEPEE of UFBA (Opinion No. 4248666). In this way, the set of productions present in this thesis raised discussions and criticisms around the essentially instrumentalizing character still present in the scientific literature of Biology, Chemistry and Physics in the face of the interaction with digital technologies; the heightened focus around approaches like Steam and CTSA; curricular structures of the undergraduate degrees in Nature Sciences (from the main universities in Brazil, in addition to UFBA itself), lacking in components aimed at the digital demands of their students, in addition to the training challenges of undergraduates during Remote Teaching, as in the case of fellows from the Residency Pedagogical. Such obstacles meant directing the teaching process to other digital artifacts, such as podcasts aimed at scientific dissemination, along with new forms of evaluation of the training context in question and the elaboration of projects or teaching plans adapted to the phenomenon of Platformization, systematized here through of the relations and elements suggested in the Construction Model of Apparent Digital Identities (MCIDA). Therefore, the platformized characteristics of contemporary society contaminate the educational field both in thinking and in teaching, however caution is still needed when dialoguing with such digital means that dataficate and performatize their end users, as teachers already in action and future teachers, including, in this case, those in the field of Natural Sciences.

Between the 1960s and 1970s, there was a concern to problematize and think critically about scientific activity, mainly observing its social impacts, given the socio-environmental consequences of events/situations such as the perception of the effects of environmental degradation resulting from industrialization, atomic bombs and the Vietnam War. Thus, the studies that would later be called the CTSA Movement (Science-Technology-Society-Environment) emerged. Among the action fronts of this movement, there is one aimed at structuring an education in the perspective of mobilization of the CTSA spheres – the CTSA Education. From this, we noticed gaps still little explored in the theoretical-epistemological reflections in the studies of CTSA Education within the broader context of the field of research in science education. When we talk about “broader research context”, there are several interpretations, because, depending on the theoretical support on which it is based, its constitution changes. One of the possibilities for understanding the fundamental bases of a field of research is through epistemological analyzes based on constructs from areas such as the History and Philosophy of Science, through authors such as Imre Lakatos and Hugh Lacey. The choice of Lakatos as one of the central authors for the analysis here is due to the potential that we perceive in his work to understand scientific theories and, thus, serve as a guide for our view on research in CTSA Education. However, due to one of the limitations we found in Lakatos – the non-discussion of the relationship between values and science – we resorted to Lacey as the other central author of our analysis, since he stresses precisely this issue in meta-scientific studies. Thus, this thesis aims to: (i) Understand the theoretical-epistemological contributions of two authors in the philosophy of science – Imre Lakatos and Hugh Lacey – and how their constructs can complement each other in building a broader view of understanding science, especially centered on values; (ii) Analyze, through an integrative literature review, if and how publications in the field of research in Science Teaching about CTSA Education present in their foundations epistemological contributions characteristic of the studies of Lakatos and Lacey. This thesis is presented in the form of a collection of articles, and, in each article-chapter, we seek to contemplate each of the objectives listed.

We present the results of a research whose general objective was to analyze how agrobiodiversity can be a way to promote intercultural dialogue in science teaching for agricultural students in Ipecaetá, Bahia, Brazil. In this sense, we covered the following specific objectives: a) to investigate, through a systematic review of the existing literature, whether and how agrobiodiversity is related to science teaching. b) problematize the educational documents: Municipal Education Plan of the Municipality, Municipal Curriculum Reference and Pedagogical Political Plans regarding agrobiodiversity for the promotion of intercultural dialogue in science teaching. c) identify science teachers' conceptions about agrobiodiversity and possibilities for its consideration in intercultural dialogue. This is a descriptive qualitative research, with a focus on the meanings attributed by the subjects and objects of investigation. In this perspective, a systematic literature review, document analysis and empirical research were carried out through semi-structured interviews. With regard to the systematic literature review, no studies were found that directly relate agrobiodiversity as a way to teach science. However, it appears that agrobiodiversity has been the subject of numerous investigations focused on its identification, uses, consumption, covering multiple areas of knowledge: health, food, law, environment, biodiversity and culture, among others. There is an indication that the academic environment has different interests in investigations about agrobiodiversity. However, it is possible to state that there is a long way to go in the direction of recording, valuing and broadly addressing agrobiodiversity, especially in the scope of its applicability to intercultural science teaching. The main results derived from the analysis of documents indicate that there is no indication of a specific curriculum for teaching science to agricultural students with an agrobiodiversity approach. There is an implicit indication of agrobiodiversity as a theme within the scope of education planning; there is explicit recognition of the consideration for the agricultural realities and culture of the students. The research points towards the need for greater efforts and commitment in meeting the specificities of agricultural students and their contexts, for the formulation of pedagogical plans that direct towards closer strategies, with a view to explicitly inserting the approach to agrobiodiversity and thus build ways to fill this gap in science teaching. Thus, the study may contribute to the construction of curriculum documents for science teaching in proposing future plans. About the empirical research, it is observed that the teachers are committed and interested in meeting the educational needs of the context of the agricultural students, but they point out the lack of pedagogical and formative documental framework for its effectiveness. Possibly, pedagogical practices are being forwarded in a simplistic way, prioritizing hegemonic teaching as a starting point. It is necessary to expand the immersion and inclusion of the local culture as a pedagogical framework, considering the points of convergence between science and sociocultural aspects aligned with agrobiodiversity.

 This thesis is based on our concerns regarding the experiences of graduates of the Biological Sciences degree course at the Federal University of Bahia with the Science, Technology and Society (CTS) approach in the training context of the Institutional Teaching Initiation Scholarship Program (PIBID/Biology /UFBA). CTS education seeks to promote the scientific and technological training of subjects, enabling them to make decisions with a view to forming citizenship. PIBID, in turn, emerged as a public policy to encourage and value teaching, enabling undergraduate students to work in their future work environment from the beginning of their degree.  In this sense, this thesis seeks to understand how graduates of the Biological Sciences degree course at UFBA experienced CTS in the context of PIBID. To better understand the concept of experience, we use the definition of Larrosa (2002), in which he defines experience as an event capable of transforming the subject of the experience. To this end, an empirical qualitative research was conducted, based on narratives from 16 PIBID/Biology/UFBA graduates participating in the 2010-2014 Subproject, which had the CTS as the guiding axis of the Initiation to Teaching. Methodologically, this study is divided into two main stages: i) focus group, based on socialization and possible tensions in experiences and ii) interview, which aimed to understand how graduates experienced CTS in the context of PIBID. The speeches obtained were organized, categorized, analyzed and described throughout the investigation using Discursive Textual Analysis. The corpus analysis yielded four emerging categories: 1) Graduates' perception of the process of adapting and incorporating the CTS into PIBID/Biology/UFBA; 2) Science as an agent of social (trans)formation; 3) PIBID as a potential training space and; 4) CTS bottlenecks in Science and Biology Teaching. Data analysis revealed that graduates experienced CTS in a tense and at the same time very formative way, after all, one of the objectives of the Initiation to Teaching was to integrate students with schools, in order to support technical, scientific and pedagogical knowledge in the area. of Biology teaching. The study of this tension between STS training in Teaching Initiation and traditional undergraduate training revealed the position of graduates on the need for a pedagogical and methodological reformulation in initial teacher training courses.

This work is dedicated to presenting contributions from women scientists, specifically two Brazilian women, to compose a possible network of specialists in the area of Cosmic Rays. In addition, we discussed how the work performed by them in laboratories in Brazil brought significant scientific advances in Physics and other areas of Science. For this, this thesis is divided into three parallel and complementary studies. The first study aims to contribute to a new history of the institutionalization of Physics in Brazil, based on the contributions and biography of the physicist Elisa Frota-Pêssoa; the second, following the same commitment to make visible the History of women in Brazilian physics, aims to present the trajectory and collaborations of Neusa Amato for the physical and experimental research carried out in the nuclear emulsions laboratories at the Brazilian Center for Physical Research (CBPF) . The third and last article, finally, explores a feminist epistemological perspective to, from the trajectories of Elisa and Neusa, identify and theorize about the phenomenon of the historical erasure of women in Brazilian science school curricula, which we have come to name Elisa Effect. As a possible way to minimize this effect, Design Principles were proposed for the creation of Didactic Sequences of Cosmic Rays in High School, aiming to incorporate social diversity and promote gender equity in High School curricula. We hope that this research fills gaps in the themes of Gender and History of Science in Brazil, highlighting the role of women in scientific construction, especially in Cosmic Rays.

This research aims to investigate possible relations between the concepts of “epistemic injustice”, “epistemic oppression”, as Social Epistemology’s literature defines, and the education. I intend to answer the following questions: what are epistemic injustices and oppressions? Are there some relations between these epistemic injustices, oppressions, and the education? What is a just education, epistemically speaking? To answer it, I divided the dissertation into three chapters, each dedicated to one of these issues. In the first chapter, I will introduce the concepts of epistemic injustice and epistemic oppression, paying attention to possible conceptual divergences and interpretative horizons. In the second chapter, I will try to identify the relation between epistemic injustice, oppression, and education, from the Social Epistemology point of view. Finally, in the third chapter, I intend to return to the authors presented in the first chapter to investigate available concepts of justice applicable to the educational context.

A theory well thought out for the educational field in order to value diversity is multiculturalism. Under different perspectives and interpretations, theorists have focused on conceptualizing and applying it. However, the criticism of the theory in question alleges that, in addition to not solving the problems it proposed, multiculturalism would have created new problems, such as the formation of isolated ghettos in themselves. In addition, discussions, in a more pragmatic way, about how to make the classroom a place of democratic and plural learning, are still not enough. Thus, from a theoretical-philosophical methodology, which seeks to propose new theories or fill gaps between them, the objective of this research is to propose a reinterpretation of multiculturalism to enable its realization in science teaching based on a more pluralistic view. of the educational process, presenting a methodological path inspired by the poetry Eu-mulher by Conceição Evaristo for its realization. It is hoped, therefore, that the proposal becomes fruitful and serves as an inspiration for teachers, not only in science education, to seek ways to make the classroom more plural and democratic.

The main objective of this research was to discuss the implications of cultural diversity for the promotion of intercultural dialogue in scientific education in the countryside, which emerged from the following question: How has the area of Scientific Education and Rural Education been articulated in terms of approach to cultural diversity in pedagogical work and what are the possible implications for the characterization of intercultural dialogue in this context? The research report was organized in the format of a collection of articles, guided by three specific objectives, namely: to analyze the way in which the pedagogical work in science in school spaces has been characterized in journals in the area of education and teaching, in the sociocultural dimensions. historical and epistemological about the cultural diversity of the field; to characterize epistemologically the conditions of possibility of establishing intercultural dialogue in scientific education in the countryside; understand the conditions of possibility for the establishment of intercultural dialogue from the narratives of science teachers from schools located in the countryside. In this study, it was possible to discuss and infer that the perception about the implications of the cultural diversity of the field in the teaching and learning process of science has been effective, although there is still a need for new studies that aim to discuss more deeply the relationships between teaching and learning. of science and reality in the cultural diversity scenario of the field, mainly when we deal with the relations between traditional/ancestral and scientific knowledge, the silencing and the interepistemic conflicts. With this in mind, another result that emerges from this study was the epistemological characterization of the conditions of possibility of establishing intercultural dialogue in scientific education in the field, through the approximation between the theories of Ludwig Fleck and Mikhail Bakhtin. From there, we present some philosophical aspects about intercultural dialogue, which in our view are supported by theoretical reflections that serve as a basis for the construction and development of pedagogical and didactic proposals that aim to break with the silencing of the voices of marginalized traditions in the classroom. through facing certain dilemmas that are imposed on a posture sensitive to cultural diversity. Finally, when analyzing the narratives of science teachers from schools located in the countryside, we found that in the face of the dialogue between different collectives of thought, there will always be room for negotiation of meanings, through the establishment of relationships of similarities and differences. In this process, it is natural that the feelings generated can give rise to conflicts, as there is no neutral dialogue, so we do not see that a conflict is necessarily unnecessary and unproductive in science classes, because from an intercultural mediation conducted by the teacher , it can gain contours with educational potential as long as they flee from absolutist, relativist or totalitarian positions. In scientific education in the countryside, this framework may favor the expansion of knowledge, dominating science to the point of knowing how to use it for their own benefit and for the societies where they live, contributing to scientific literacy and, therefore, to the autonomy of subjects in their own lives. decision-making and defense of their territories.

At the beginning of the 21st century, the relationship between human beings and nature is an agenda that has gained constant prominence, it is increasingly evident the need to develop new techniques for the use of natural resources with a greater emphasis on an ethical view of the environment. Observing how the human-nature relationship took place throughout history, in addition to allowing us to reflect on the genesis of science and its initial goals, makes us question whether modern scientific evolution resulted in the social ideals that modern thinkers imagined. One of the first philosophers to conceive the idea of the domination of nature by man through science was the Englishman Francis Bacon, in his most famous work Novum Organum (1620) he clearly writes: “Science and the power of man coincide, since, being the cause is ignored, the effect is frustrated, because nature is not defeated, except when it is obeyed” (BACON, 1979, p. 13). However, looking at the natural disasters of the last decades, we see that the power of science and its creations has been colliding with the limits supported by the natural world. Thus, in the light of Bacon, we can ask ourselves: what is the limit of science and its action in relation to the environment? In his works Bacon always brings ethics to the process of knowledge, technical- scientific production and interpretation of nature, thus analyzing specifically the works The Progress of Knowledge (1605), The Wisdom of the Ancients (1609), Novum Organum (1620) and New Atlantis (1627) I intend to address Bacon's contributions to a critical reasoning of the man- nature relationship through science.

This research had as its object of study, the mapping of the understanding of teachers in the early years of Elementary School about investigative activity for the teaching of Sciences, based on the following guiding question: How is the understanding of teachers about the definition and application of activities configured? investigations in science teaching? As it is a latent trait, the mapping of understanding requires the construction of a well-defined structural model with specific theoretical lenses, which supported the construction of two item banks, which, after the validation process for refinement, resulted in a data collection instrument. . Through
the mixed methodology, we analyzed the answers of 24 professors about the understanding of investigative activity through a questionnaire, in terms of definition (concept) and actions (procedures). There were indications that the knowledge about the investigative activity of teachers is limited, as in general terms they demonstrate knowledge of the most publicized principles of the approach, such as student protagonism, the mediating role of the teacher, and the proposal of challenges for teaching. However, when specifications of the approach are put on the agenda, such as the conduct of the activity itself, the evaluative aspect and the
organization of time and space, understanding is restricted and the answers carry elements that are confused with the traditional perspective of teaching in the laboratory. structured. In general, the research presents a basis for future studies and for thinking about the formative aspect of teachers in the early years of Elementary School in Science Teaching.

Health education on venomous animals was started in by Brazil by Vital Brazil Mineiro da Campanha, in the early 20th century, with his “Plano de Vulgarização das Descobertas” aimed for specialists and non-specialists in the state of São Paulo. His objective was to spread the new discovered, the specific serum therapy (1901), the only treatment that truly worked against snakebite, as well as the ways of knowing the snakes and prevent the accidents. With that in mind, he created a series of educative activities planned to communicate biological, medial and cultural aspects about the snakes. However, his field of action was limited to the state of São Paulo, where he created a system for trading snakes for antivenom serum or syringes, plus the shipping copies of the book Defesa Contra o Ofidismo (1911), all of that to receive the necessary venom for serum production. Understanding that snakebite was a public health problem that affects specifically the countryside, in 1918 Vital Brazil set on track his project of installing Antiophidic Centers in many brazillian states, between them. Our hypothesis is that these Centers, as well as the serum producing institutes founded by, the Butantan Institute – 1899 (São Paulo) and the Vital Brazil Institute – 1919 (Niterói), acted as pioneers museums for science and health education in Brazil. This is a qualitatve research that combines History and Teaching of Sciences, based on the gathering and discussion of historical material through the lenses of Museum Education and Museology. Our objective is to discuss the role of those Antiophidic Centers from Bahia, Salvador (1921), Senhor do Bonfim (1926) and Vitória da Conquista (1929), as singular museum spaces for the teaching of science to the snakebite vulnerable populations during the decade of 1920. It’s a hybrid research that works directly with the Teaching and History of Sciences. It was conducted via Literature Review and Document Research, between 1860 and 1932, including primary and secondary sources from 17 different archives, 12 brick and mortar and 5 digital. The Antiophidic Centers of Bahia were part of a complex structure that included the installation of snake terrariums, shipping of venom and snakes to Butantan and Vital Brazil Institutes, collaborating on the production of venom, necessary for the production of antivenom serum. They involve characters and institutions, among them the notorious scientist Manoel Augusto Pirajá da Silva (1873- 1961), director of the Butantan’s Antiophidic Center in Salvador (1921- 1925), in the Medicine College of Bahia; and the couple Francisco Borges (1875-) and Esmeralda Borges, responsible for the Vital Brazil’s Institute Antiophidic Centers of Senhor do Bonfim (1926-1932) and Vitória da Conquista (1929-1932). These Centers actions represented an important leap to the Herpetology in Brazil, resulting in the description of two new endemic species of lanceheads in Brazil’s Northeast, Bothrops erythromelas (Amaral, 1923) e Bothrops pirajai (Amaral, 1923), through the letters exchanged between Pirajá da Silva and Afrânio do Amaral (1894-1982), herpetologist from Butantan. Finally, these Centers worked as spaces of education, elaborating lectures, handing out flyers, organizing visits to the snakes open terrariums and public venom extraction sections, capable of mobilizing the local communities to deal with their fear of snakes and stimulate them to capture, identify and exchange those animals for antivenom serum, registered at first in Salvador on 1915, in the “Hospital Santa Izabel”. We consider that the Antiophidic Centers were consolidated as spaces of non-formal science education, production of scientific knowledge and free access for the snakebite treatment in the most remote regions of Bahia, working in favor of the most vulnerable communities.

The research which resulted in this thesis consisted of three main steps: 1) a combined minute
study of the secondary literature on A. R. Wallace’s scientific life and the following historical
topics of study: Victorian ethnography, ethnology and anthropology; general nineteenthcentury natural history and “race science”; evolutionism; travel writing; science and imperial
globalisation; eighteenth- and nineteenth-century Luso-Brazilian, Noth-American, and
Continental European studies of Brazilian Indigenous peoples; Anglo-Brazilian relations; and
history of the Amazon; 2) a combined analysis of primary sources concerning both Wallace’s
life and science and the British scientific studies and cultural representations of human
diversity between the 1840s and 1860s, collected in archives and libraries of various
institutions in England and in online database; 3) a third combined perusal of the results of the
two initial steps, merging them into the elaboration of the six article-like chapters constituting
the monograph. In this thesis, I argue that ethnographic observational practices and studies of
human diversity were two of the forefronts on Wallace’s scientific vocation, and that being
enduringly interested in understanding the human species, he dedicated himself to contribute
significantly to the development of ethnology and anthropology, solidifying a lasting
anthropological legacy in Britain and elsewhere. Being this monograph a combination of
thematic scientific biography and disciplinary history, the reader will follow the construction
of Wallace’s social-scientific ideas about human diversity and vocational profile as a field
observer while undertaking ethnographic observational practices amongst Welsh folk and
extra-European Indigenous peoples, notably of the Amazon, between the 1840s and 1850s. In
this process, the reader will also have the opportunity to take a look at the development of
British ethnology and anthropology in a big picture. Wallace’s observational experiences and
studies will be continually merged into and contrasted against the milieu of significant
researchers of human diversity of his time, either those he read, interacted/shared ideas with
or diverged. Sequentially, the reader will be taken through an analysis of the first responses to
Wallace’s Amazonian ethnographic work and efforts to be seen as a sophisticated field
observer of human diversity. Finally, I will present to the reader how crucial Wallace’s early
ethnographic experiences were to the refinement of the observational theoretical potential of
his later investigations in Asia, as well as to the establishment of his authority in learned
circles of the study of humankind. The reader will therefore understand how Wallace was able
to position himself, in the condition of formally uneducated naturalist, amongst reputed
scholars struggling for the control and scientific consolidation of the “science of man”.
Building upon previous studies of Victorian anthropology, this thesis provides a new
illustration of the gradual development of anthropological thought and practices of
observation in the 1800s through the initial trajectory of an eminent self-taught ethnographer
and anthropologist

The present work proposes to present a critical analysis of the New High School in matters concerning Natural Science and Mathematics. The present work proposes to present a critical analysis of the New High School in matters concerning Natural Science and Mathematics. In the light of the theoretical framework grounded in Historical-Critical Pedagogy, we developed this research according to the philosophical foundations of historical-dialectical materialism. We consider the historical-critical approach to education as a very important theoretical lens for our understanding of the mercantile, neoliberal and reductionist issues of the creation of the New High School and its consequences. We focus as a research cut on the 10 General Competencies of the BNCC and the specificities of the competencies of Natural Sciences and Mathematics and their technologies. The research was structured to respond to the objectives of the Thesis, for which the methodological path chosen was documental research. We made a dense historical journey analyzing the Legislations, Opinions, PNE, Curriculum Policy Guidelines and Documents that were sanctioned for the regulation of High School in Brazil and the referrals of the Reform of the same. This documentary investigation was based on the methodology founded on historical-dialectical materialism under the conception of Historical-Critical Pedagogy and its approaches to the importance of knowledge for the liberation of the historical-social being.

In the light of the methodological procedures chosen, we understand that the critical analysis enabled us to understand the importance of classic contents in school education for the development of individuals. This process of interpretation of reality generated meta-analytic texts that are composing the interpretative contexts of the 3 competences proposed by the BNCC in Natural Sciences and of the 5 Competencies of Mathematics and its technologies. We understand that historical-critical pedagogy does not give education the power of direct social transformation, so it is a mediator and not a redeemer of the ills of society, not having an autonomous and independent operation of social structures. we evidenced in the research that education must be committed to raising consciousness as a fundamental part of social transformation and despite fallacies of renewal there are many controversial points, old since LDB 5692/71 that have come back to the fore. This, especially in the flexibility, autonomy and pedagogy of competences. One of the most controversial points of this reform concerns the curricular organization and training itineraries, serving the control and measurement bodies of results. We have in vogue a simplified education with a process of training and lightening of formation to attend the structuring of the capital. There is little commitment to the effectiveness and intentionality of the educational act. The tree is old, the deep roots and the fruits generated by the NEM seem big, lush, but they were ripened with carbide in 52 days of an Illegitimate Government and some became bitter. But, there is still time to weed the old and beautiful tree!

In view of the context of environmental and sociocultural (in) sustainability experienced in contemporary times, the recognition of the setbacks faced in the various spheres of society, at a global level and, especially, in the Brazilian context, there is an urgent need to expand the shared efforts around the construction sustainable alternatives and more equitable, ethical and sustainable ways of life. In this context, Higher Education Institutions (HEIs) are essential spaces for the aforementioned process, due to their social responsibility. Environmental Education constitutes an important device in this sense, having a strategic sense in the environmentalization of the curriculum, of teaching and, therefore, of the society/community in which the HEI is inserted. Hence the challenge of HEIs in the sense of ensuring the process of Curricular Environmentalization from the insertion of a critical perspective of Environmental Education within the curricula of the courses they teach. In view of the above, and considering the responsibility of UESB, Campus de Itapetinga/BA, with regard to the socio-environmental training of graduates, in a context historically marked by a (un)sustainable development model from the socio-environmental point of view, resulting from the monoculture of extensive and impactful cattle ranching and, consequently, the rural exodus and urban concentration; the intensity of deforestation, the constant use of fires, among other challenges and their respective socio-environmental and cultural consequences, we believe that the development of this investigation is essential within the scope of the Degree in Pedagogy of this Institution. The research started from some guiding questions, such as: What is the view of the graduates about the Environment and EE? How do graduates conceive the presence of Environmental Education in the curriculum of the Pedagogy course? What are the Environmental Education activities experienced by the students during the course? What is the reflection of the training experience in EE for the professional field of the graduate? In view of these questions, the General Objective was defined: To understand, based on the narratives of the graduates, the way in which curricular environmentalization was being enhanced in the Pedagogy course at UESB and the possible contribution of this training process to the professional field of /a Pedagogue. As Specific Objectives: To know the perception of the Environment and Environmental Education of the graduates; Understand how the graduates conceive the presence of Environmental Education in the curriculum of the Pedagogy course; Identify the Environmental Education activities experienced by the students during the course; To analyze the reflection of the training experience in EE for the professional field of the graduate. The research is of a qualitative nature and is characterized by the development of an empirical study, with the methodological course based on (auto)biographical research, using epistolary letters as a means of obtaining information. Thus, from the data analysis, it was possible to conclude that the Pedagogy course at UESB, in its first decade of existence, was crossed by a process of curricular environmentalization, favored by the synergy of social mediators who contributed to the history of the socio-environmental movement in the Municipality, thus achieving its objective of contributing to the socio-environmental training of graduates.

This thesis presents an investigation about the strategies used by students to solve an experimental practice on formal content (Simple Pendulum), when presented in a traditional (tasks) and investigative (challenges) nature in two distinct environments: material and virtual. The analysis method used was fundamentally mixed (qualitative and quantitative), based on exploratory analysis, statistical tests, as well as the classification of strategies from a categorical system of skills and SOLO Taxonomy. We had the participation of about 341 students from 12 integrated high school classes of a federal public school, on two campuses. The thesis is in multipaper format and contains four articles. The first article aims to investigate which strategies were used by students when performing the experimental practice, when presented in a traditional and investigative nature. The results showed that skills of two natures were mobilized by the students at the time of task/challenge resolution: procedural and interpretative.For the procedural ability we identified five specific types of categories, inferred from the students' answers: ability to execute measures (EXM); ability to do average calculation (FCM); ability to solve mathematical equations (EQM); ability to apply mathematical rules (ARM) and the category of investigative activity ability to propose a solution to the problem (PSP). For the interpretive, we identified the category ability to verify (examine) the validity of the answer found (VRE). The results indicate that the procedural ability for the general sample of respondents is significantly different from the interpretive ability, however, the last one is more considered. When we performed the analysis according to the nature of the activity answered, we identified that the traditional activity required procedural and interpretive skills in a balanced way. On the other hand, the investigative activity required more the mobilization of the procedural skills EQM and EXM and the interpretive ability VRE. Statistical tests showed that there are significant differences between the skills mobilized by traditional activity and investigative activity. The second article aimed to investigate which strategies the students used when performing the experimental practice, when presented in a traditional and investigative nature in two different environments: material/virtual. Thus, we made the general comparison in relation to the environment in which the activity was carried out. Statistical tests showed that the material environment mobilized more skills associated with the moment when the student puts his knowledge into action to perform the procedural part, and the virtual environment mobilized more the skill of interpretive nature. When we analyzed whether the environmental factor (material/virtual) acted differently at the time when traditional and investigative activities were applied, we found that: both the material and virtual environments promoted the mobilization of specific skills differently when the investigative activity was applied; when the traditional activity was applied only the material environment promoted the mobilization of specific skills. The third article investigated the degree of depths in which procedural and interpretative skills were inferred in the responses to the task/challenge. We have built a methodological tool to investigate aspects of the use of different skills, in its different levels of complexity in experimental activities, but with distinct characteristics, both in terms of approach and in terms of application environment. We verified that when applying traditional and investigative activities in material and virtual teaching environments there was the explicitness of planning, execution and evaluation skills for both environments in different degrees of depth depending on their nature. When we took into account the environmental aspect and nature of the activity used, we verified that the procedural ability associated with the use of the mathematical tool was the one with the highest level of complexity. The fourth article aimed to investigate the existence of possible predictors of learning that can influence the moment when students use learning strategies to solve traditional/investigative activity in the material/virtual teaching environment. Through an exploratory analysis we verified that three predictors acted: gender, course and institution. When we considered the nature of the activity and the type of teaching environment in which the experimental practice was performed, we verified that the influence of the predictors occurred on specific skills depending on the nature of the activity solved and the type of intervention applied.

The present research sought to investigate how students develop a critical and transformative environmental awareness, using Historical-Critical Pedagogy as a theoretical basis and indicating the possibilities and limitations of working this pedagogical theory in high school. The development of this study followed the guiding paradigm of Marxist Theory that provides the contribution to Historical-Critical Pedagogy (PHC), based on Historical-Dialectical Materialism, which is inspired by the dialectical conception and criticism of capitalist society. To achieve this objective, a didactic intervention was applied with the theme Chemical Kinetics and Garbage in a class of 16 students from the 3rd year of the technical course in Biofuels integrated into the IFBA high school. Data were obtained through observation procedures, production of documents, recording of classes, transcription of audios, followed by document analysis. The didactic intervention was designed following the five moments proposed by the PHC, starting the social practice with the theme of garbage, it was sought to identify what was the understanding of the students about social and environmental problems, how they understood the current system of consumption of products and disposal of garbage, to then work with texts, problematize and discuss the theme. During the instrumentation, we worked with the Chemical Kinetics content and made a visit to the landfill in the city of Porto Seguro. It was noticeable the change of view of the students after that moment, by the way they understood the dimension of the problem and by the collective decision to study the laws that govern the solid waste policy and to produce a documentary about the underemployment generated from the landfill in Porto Seguro - BA. In view of the results obtained, we can understand that the students, for the most part, managed to appropriate the proposed theoretical and practical contents and walked towards the purpose for which this educational process is intended within the critical perspective, which is that of emancipation, which it aims at transforming our way of life, the freedom to know and generate culture, making them autonomous in our choices. It was also evident that the educational environment conducive to the development of an environmental education in its critical character is not enough within the walls of a school and that bringing reality from outside the school to the inside is the presupposition of an approach that aims to contribute for the construction of knowledge integrated to the world in which we live. This research also showed that the time for application of the proposal can be a limiting factor and pointed to the need to rethink about the curriculum in order to problematize what really should be taught at school and what are the priority contents. Among the possibilities, this study indicated about working in the field of interdisciplinarity, in view of the complexity of the environmental issue, its critical, political, continuous and permanent character, and for that, we point to the need to invest in training courses for teachers in Critical Environmental Education.

This work is based upon concerns over the long trajectory of the scientific space prevalence of men, white, cisgender, heterosexual, and the currently affected consequences by this process such as the majoritary presence of male figure in Sicence History,  as much narrators as narrative characters. Consequently, it is essential to strength statements of groups historically silencied and unaccredited, in an epistemic sense, like women. This thesis is a textual document preparation, that reveal the trajectory, in Biological Sciences, of three pioneer professors of the Biology degree at Universidade Estadual de Feira de Santana – UEFS. Ratifying the dissemination and visibility network of women's stories in Science, through related narratives of sharing tolerance mechanisms actions and putting in evidence the legacy, struggle and coping with sexism, that were unattanable throughout the historical process of both the degree and university. Therefore, contents were constructed from data collected during interviews, which presented knowledge about the introduction of professors in Biology and their contribution to intellectual property as well as to several administration sectors at UEFS, since its establishment, being the proposed procedures by Meihy (2005) and Meihy e Holanda (2011) the theoretical and methodological support. After the construction of the textual documents, the second part of the thesis was produced, where I sought in the teachers' narratives the common characteristics and the set of uniform questions that cross their stories, through a collective analysis of their lives, having as methodological support the Sociological Prosopography or Collective Biography inspired by (STONE, 2011). With this, the imperatives that motivated and led them to biology were discussed, as well as the context of academic training and the pioneering trajectory in the biology course at UEFS. For the interpretation and analysis of the stories, I relied on (MELO, 2009) who indicates the look at the teachers' narratives, also thinking about the possible tools of power, implicit in their speeches, which shaped and supported their speeches. In this way, the gender confrontations experienced by the three educators are discussed, in dialogue with the literature, which favors the analysis of historical structures that still permeate the lives of women in science, as naturalizations of male hierarchical relationships

Considering the social demand registered in legal terms for the implementation of educational
actions to combat racism throughout the school curriculum, the problems and controversies
related to the teaching of human evolution and its link to historical and contemporary ethnicracial relations, as well as the resulting impacts in the teaching and learning of biological and
socially relevant content, with this work we seek to investigate the formulation of educational
practices focused on ethnic-racial relations in the teaching of human biological evolution.
Based on Educational Design Research as a theoretical and methodological framework and
based on the assumptions of anti-racist education, on the historical approach of evolutionary
thinking in science teaching and on the use of socio-scientific issues (QSC), this study aims to
investigate design principles of a Didactic Sequence (SD) on human origin and evolution
conceived with the purpose of promoting education of ethnic-racial relations through the use
of QSC in the context of Biology High School. Thus, we aim to (1) analyze Human Evolution
approaches proposed for High School - and the possible links with the education of ethnicracial relations - through a systematic review of the didactic experiences reported in nationally
published dissertations and theses; (2) investigate the teaching knowledge emerged from a
collaborative teaching-learning experience on human evolution as sources for dialogues with
the education of ethnic-racial relations in the planning of educational innovations; (3) develop
a theoretical framework and systematization of design principles used as foundations for the
construction of an SD and its supporting educational materials; (4) analyze the strengths and
limits of empirically tested design principles from the investigation of two prototypes in
classrooms; and (5) to elaborate an educational curriculum material (ECM) from the use of
QSC conducive to anti-racist sociopolitical action in the Teaching of Human Evolution. Each
specific objective guides, respectively, the construction of one of the chapters of this thesis
that is presented in the format of a collection of articles (multipaper), which dialogue with
each other from the question, foundation and modality of the research. Focusing on the
preliminary stage of the Research in Design, we proceeded to the analysis of the context and
needs, the development of a conceptual framework based on literature and teaching
knowledge, having as a product the systematization of four design principles. We also
developed the prototyping phase that included the design of the didactic intervention and the
investigation of two design principles empirically tested in the real context of a high school
classroom. Due to the fact that this research was crossed by the covid-19 pandemic, we
investigated two prototypes of SD in the contexts of remote/hybrid and face-to-face teaching,
in third-year classes at the Territorial Center for Professional Education of the Jacuípe II
Basin (Riachão do Jacuípe, Bahia). Based on the empirical results that supported the
validation of two design principles, we propose an MCE and a set of QSC for the Teaching of
Human Evolution. We hope that our research contributes to the foundation of educational
innovations that manage to articulate objectives for the education of ethnic-racial relations
with specific contents of human evolution, modalities and pedagogical strategies proper to a
contextualized, problematizing and anti-racist scientific education.

Inserting itself in the line of research of the Philosophy of Chemistry "The classics of Philosophy and Chemistry", this work presents as its main thesis the affirmation that an original, because dialectic, chemical epistemology is found in bachelardian thought. Dialoguing  with the largue area of Chemistry Education, this research also points out contributions of Bachelard's work to the metachemical formation and epistemic-social autonomy of the diverse actors that integrate that area scientific. Thus, in the first place, essentially contemplating works such as Rational Materialism, the Philosophy of No, The New Scientific Spirit, we outline reflections on central categories of his Epistemology, such as Reason, Dialectic and Numeno. Then, conceiving it within the framework of an original dialectical thought, we approach his Chemical Epistemology, analyzing how the philosopher scrutinizes the dimensions of chemical praxis. We also reserve a brief space to discuss his original interpretation of chemical materialism. Subsequently, we present some of the ways in which categories of his thought have been appropriated by researchers in Chemical Education; then, we analyze how the Education category is presented in Bachelard, within the framework of his Pedagogy of Reason, reflecting, especially, on Bachelard's conception of Formation. Finally, we highlight the relevance of Bachelardian thought, notably in what refers to his epistemological conception that exalts libertarian, dynamic and controversial human rationality. It is worth mentioning that the analyzes developed in this work were fundamentally supported by epistemological categories dear to the french philosopher, such as Dialectic, Númeno, Reason, Applied Rationalism, Real, Matter, Materialism, Construction, Objectification, Work, Rectifications, Epistemological Ruptures, Epistemological Profiles, and Epistemological Obstacles.

Understanding the complexity that goes through the process of building the individual's self-image seems to be a difficult task. Several factors contribute to the self-concept to be fully established or not. In this sense, we must consider all the symbolic and biological constituents that help in this construction. The black biological body, due to its historical stigmatization, constituted itself as an ideal of socially rejected image. Belonging to this body meant, for years, carrying the burden of being inferior. This dehumanization, in the past decades, has been repeatedly evidenced within textbooks that reproduced perverse ideas of a racist society. In the mid-1990s, the Ministry of Education also became concerned with the content brought in textbooks in order to corroborate the establishment of some changes that dealt with the quality of this didactic material. However, what were these changes, and what were they for? This research seeks to analyze how the black body, as a category of the human body, is represented in the science textbooks of Elementary School I. Our research is qualitative, based on the documentary analysis. From the imagery analysis, we realize that if, on the one hand, textbooks avoid reproducing derogatory stereotypes, not acceptable to the black community, on the other hand, it forces an obliteration of the black image on its pages. The little use of this image, or the representation of a face that composes a homogeneity between whites and blacks, promotes the feeling of not belonging, invisibility that insists on taking us hostage to the violence of racism.

Brazil has a continental size and harbors plural communities, with diverse ways of
relating with the environment and the changes in their territories along time. This
diversity, however, is often devalued in school educational processes and one still
finds in science education literature and practice the idea that the knowledge
students share in the classroom should be replaced by scientific concepts in the
teaching process. Nevertheless, the knowledge shared by students in the school are
in part deeply linked to their original sociocultural contexts. Thus, it is important to
understand the specificities of each place in which schools are embedded, in order
to build a teaching that is closer to the realities of students, teachers, families and
other community members. It is equally important to ascribe the due value to the way
they understand the world and situate themselves in it. To the extent that they help
us understand the culturally situated knowledge that students bring to the classroom,
ethnographic, anthropological, and ethnobiological studies bring contributions to
science education practice and research. In the present study, we aimed at
understanding the changes that took place along time in the fishing culture of the
community of Poças (Conde-BA), specially those related to vessels and fishing arts.
We delimited the central theme of the research based on dialogues with community
dwellers about which aspects of the local culture should be present in our research
and collaborative work with the local school teachers, due to their importance. To
elaborate the present research, we used different narratives, such as the
audiovisual, photoethnography, and writing, and qualitative methods, such as
semistructured interviews, participant observations, field notes, and audio
recordings, always with the informed consent of each participant. Based on the data
analysis, it was possible to perceive that the capture of images was mostly restricted
to the research team. We elaborated, then, the proposal “Plural looks: audiovisual
and photographic productions in educational spaces”, in which fisherwomen,
fishermen, teachers and students can be agents in all steps of building these
narratives. Even though the research we carried out was crucial to our
understanding of how vessels and fishing arts changed in the community along time,
it will be important that the narratives presented here also serve as inspiration for
carrying out future studies in which the fishing communities’ dwellers be protagonists
of all the process.

Throughout history, African people have developed different ways of producing knowledge, but the European model is hegemonic in the world and accepted as universal. Therefore, us from African communities around the world still suffer from the lack of historical references that allow us to build a positive self-image nowadays. Thus, black identity needs to be studied, so that we can recognize important African contributions to the development of science. In this project, I propose to investigate the production and use of medicines/cosmetics in ancient Africa, to make possible correlations between these productions and my experience as an African in diaspora, daughter of Salvador city, chemist, cosmetologist, aromatherapist and Omo Orixá (Orixá’s daughter). Thus, I bring knowledge that I have learned in the oral tradition of the Brazilian diaspora in the Salvador city, about the manipulation of vegetal and animal kingdoms to produce medicines/cosmetics. I also intend to make some considerations about the holistic nature of African and Afro diasporic science, seeing the holism from the African perspective of interconnection between all things and, in this way, as different from the superficial holistic understanding that has been widespread in the Western. Supported by the Afrocentricity paradigm and in the afroperspective, this work is very interested in contributing to an ongoing discussion on African and Afro diasporic scien

The chemistry teacher education program at the Bahia Federal Institute of Education, Science and Technology - IFBA, Porto Seguro campus, began in 2010. This degree program has been in operation for over ten years and has already placed into the society of Porto Seguro and its surroundings more than fifty graduates in chemistry. Teacher education degree programs are of key importance to society, as they train teachers who, in turn, will contribute to the training of professionals in all areas. Among all the subjects of elementary education, natural science stands out. This branch of chemistry provides an understanding of natural and artificial physical-chemical phenomena, develops scientific skills and sharpens students' critical thinking. Chemistry teachers can be trainedthrough various educational methods, among which the Critical Historical Educationstands out, and it is also the one guiding the Educational Project of the Institution. In view of that, the present study aimed to analyze the Educational Project of IFBA and verify its alignment with the Educational Project of the Chemistry Teacher Education program at IFBA, in the Porto Segurocampus. This enabled the investigation of gaps in the educational projects of the institution and of theprogram, as well as itspossible impacts on the training of studentsgraduating in chemistry fromIFBA. The research may contribute to the understanding of the role of historical-critical Education in the Political Project of the Institutionand in the training of teacher education graduates, in addition to providing future teachers with an understanding of their real importance in society as activators of awareness in young people and their families, through scientific knowledge, speciallythrough chemistry, linked to a materialistic and dialectical world view.The purpose is to awaken these families to stop being dominated masses and become more aware of the role of educational activity in the class struggle. The research showed the relevance of training a critical student from a social and historical perspective and of working on the contents in their most developed forms, based on science, philosophy and art, which will enable a real change in relation to the world concept. This work will provide a knowledge of reality as it really is, in its multiple social determinations, encouraging the decision making to act towards and change it. The study will also enable the institution to make adjustments and adaptations to its documents, contributing to the optimization of the use of historical-critical Education among teachers, as well as in the training of students at the institution.

European naturalists Johann Baptist Ritter von Spix and Carl Friedrich Philipp von
Martius made a trip to Brazil that was recorded in a diary composed of three volumes, entitled
“Reise in Brasilien”. In the present work, organized in multipaper format, we present and
discuss the results of a qualitative research whose general objective was to analyze and propose
contributions to the teaching of biology from the reports of naturalists Spix and Martius. The
study is based on the Interpretativist paradigm, dealing with documentary and bibliographic
research, with selection, categorization and content analysis (BARDIN, 1979). The source for
data collection was the second volume of the “Reise in Brasilien” (Viagem pelo Brasil), entitled
“Através da Bahia” (1938 edition), which records the passage of Spix and Martius through
Bahia, in 1818. Several other works about Spix and Martius's trip to Brazil, which occurred
between 1917 and 1920, were analyzed, accompanying the expedition that brought Princess
Leopodina to her wedding with Prince Pedro de Alcântara. The Austrian Mission brought
several European scientists and artists motivated by the curiosity about tropical nature and local
population, in addition to the habits and the economic potential of Brazilian lands. The analysis
of the context of travel and the time of European naturalists made it possible to organize an
explanatory table of the scientific and historical scenario that influenced Spix and Martius in
the 19th century. This knowledge can contribute to a contextualized teaching of biology guided
by the history of science. The analysis of the work “Através da Bahia” identified several
passages that could be used in the teaching of biology, thinking of some of its subdivisions:
botany, zoology, ecology and ethnobiology, in addition to others, such as microbiology and
paleontology, which may be the object of other future studies. The analysis of this work and
others linked to that expedition to Brazil also enabled the production of a didactic resource (an
E-book), which will support a sequence of various-content activities suggested for biology
teaching. Finally, based on information about the traditional knowledge of the time of the
naturalists and its applications in the teaching of biology, it was possible to reflect on the
formation of teachers sensitive to cultural diversity, which is so present in the classrooms.

Health is a polysemic and multifaceted theme for which different concepts converge. It is a teaching and learning theme present in different basic education disciplines, especially those that make up the area of Natural Sciences. Conceptions about health can be situated from different aspects, among them, through the analysis of the interactions between knowledge, values and social practices. In this sense, the objective of this study was to identify and characterize the health concepts present in the teaching of Natural Sciences, considering the scientific knowledge, values and social practices expressed in curricular documents and by teachers working in basic education. It is an empirical research, of mixed method, sequential and with different procedures of data collection and analysis, among which a research questionnaire was built and validated to identify teachers' health concepts. The results of the different analyzes indicate that in the curriculum health is presented in a limited way, the knowledge about privileging the biological aspects of the human body, the values refer to the subjects' autonomy to maintain their health and the practices indicated have an individualized character, focusing on the prevention of diseases and injuries, therefore, a conception of health with a biomedical tendency. Teachers presented a concept of health in a broader perspective, valuing broad concepts of health, forms of care beyond the object of disease and health as a social right. However, the health theme was declared as uncommon in the teaching practices of these professionals. In view of these results, from a concrete experience, we present possibilities of insertion of the health theme in the context of science teaching, with inter and disciplinary approaches in which health can be presented considering its complexity and emphasizing its aspect as a right and as public policy. We emphasize the importance of the theme of health being present in all disciplines and areas of knowledge of basic education, in the training processes of teachers, in addition, that its insertion in the pedagogical support materials may include broad approaches, considering the knowledge, values and practices around the theme, considering that health, as well as disease, are issues with scientific, cultural, social and political implications.

In the contemporary scenario, the use of digital technologies is increasingly present in

school life; in this sense, combining these artifacts with studies in environmental education, in
a decolonial perspective, is thinking about sustainability devices that focus on the plurality of
knowledge of rural students. In this context, this research aims to understand the narratives of
High School students with Technological Intermediation, about the environmental perception
of the curricular routine in the area of natural sciences. It is a narrative research, with
methodological bricolage of pedagogical / communicational devices (AVA, Chat, Facebook
and WhatsApp), bringing elements of virtual ethnography, conversations, questionnaires and
online field diaries and digital strategies, in order to operate the potential of the narratives of
the research subjects: EMITec students from Semper Viva, Conde-BA. For this, it sought to
dialogue with the studies of / in / with everyday life through conversations, as well as about the
context of cyberculture, through the studies of this dialogue in cyberspace, seeking, with these

devices, to map the senses, affects and perceptions about the environment, using multi-
referentiality, so characteristic of postmodern Education and Environmental Perception

research. The results found demonstrate the possibilities and the power of the insertion of
technologies to deal with environmental issues, making it possible to know and disseminate the
knowledge of the community, thinking about a more dynamic dialogue and reinforcing the
relationship of local belonging and care for the environment, in an integrated way the school
curriculum, allowing an eternalized and expanded dialogue with the use of digital technologies
in an original way from / with EMITec students.

Practice has been recognized as a necessary component for teacher education for about 20 years and its practice in Brazilian undergraduate courses has been carried out in the form of Practice as a Curricular Component (PCC), with 400 hours for its realization. Although this component is considered propitious for the promotion of critical reflection and theoretical systematization, many contexts present difficulties in carrying it out in a more adequate way, as is the case of the undergraduate Chemistry course at the Universidade Estadual de Santa Cruz (UESC). Based on an understanding of the teacher as an intellectual transformer, we conducted this investigation with the objective of identifying possibilities of carrying out the PCC, in undergraduate courses in Chemistry, in order to contribute to a reflective praxis. In order to achieve this objective, we conducted a documentary analysis of the National Curriculum Guidelines (NCG) for teacher education and of the Academic-Curricular Project (ACP), as well as a focus group with students of the aforementioned course. These data were submitted to Textual Discourse Analysis (TDA), which allowed the construction of seven categories, five of them a priori: Conceptions of PCC, Relationships of PCC with theory, Distribution of PCC, Activities of PCC and Contributions of PCC, and two emerging: PCC Problems, PCC Needs. In this analysis we identified that the NCGs have not subsidized PCC for its realization as a reflective praxis. Consequently, the conceptions of PCC in the analyzed course are sometimes inadequate, sometimes not explicit about its relationship with theory. In this sense, the relationships between PCC and theory has been fragile or unconscious. Although the PCC workload is allocated in several disciplines, it has not been done in a way articulated with theory, and thus has not contributed at all to teacher education. For these problems to be minimized, it is necessary that that measures such as the adoption of a critical perspective by the faculty and students, changes in the planning and realization of the component, and training of the teaching staff are taken. Finally, we present the possibilities for a PCC as a reflexive praxis, conditioned to directions such as: the formation of a group of teachers of Chemistry Teaching who think critically and their strong performance in the course; the promotion of the planning and realization of PCC collectively using the context of the week of pedagogical planning; the delimitation of a proper space for PCC from the redistribution of its workload; and, the incentive to the institutionalization of continued formation

In the present study, it is assumed that a conception of scientific education based on the problematizing and liberating proposal of Paulo Freire and that dialogues with the STSE perspective and a SSI based-teaching has the potential for the formation of empowered autonomous citizens, skilled to make informed decisions on socio-political and socio-environmental issues and to actively participate in a democratic and pluralistic society. The research of this PhD thesis aimed to evaluate the potential of a didactic sequence (SD) for such training, approaching the relationship between food consumption by human beings and the survival of bee populations. Elaborated from the perspective of Paulo Freire's liberating pedagogy in dialogue with a SSI based-teaching and with STSE education, the SD aimed to promote the emergence of critical positions in high school students, the mobilization for socio-political and socio-environmental actions and their ethical-moral development. This is a study with a qualitative approach, guided by the theoretical-methodological perspective of design research, during which the bibliographic and empirical types of research were used. The empirical research aimed to submit the SD to the analysis and evaluation of teachers or researchers in the field of science teaching so that they could verify its potential to promote the emergence of critical positions in students. A questionnaire to assess the SD, the Informed Consent Form and the Didactic Sequence Plan (PSD) were sent to the participants by e-mail. According to the evaluation of the participants, the SD has the potential to promote the emergence of critical positions in the behavior of students on the relationship between food consumption by human beings and the survival of bee populations, presenting the following features: it allows the mobilization of various areas of human knowledge in the approach to the theme of the SSI discussed; decentralizes the teaching-learning processes from the figure of the teacher; favors dialogue and socialization between subjects; promotes the development of competences in the field of individual development and in the field of interpersonal relationships; it promotes the critical engagement of students in solving problems related to the relationships between the STSE domains and increases the power of perception of a given problem.

The research investigates the relationship between the attitude towards science and school engagement (for university students of the Natural Sciences courses) regarding Scientific and Technological Initiation Programs (PICT) participation. Qualitative and Quantitative methods were applied in order to construct assessment tools, to evaluate structural model and validate attitude an engagement scales.Classical statistics and Rasch model (through the R programming language) were employed into analysis.Questionnaires (Likert scale ) were designed to meet both the definition of latent traits and their structural model correlations. Validation was performed using answers of 14 judges in the paired phase and 655 high school students in the sampling phase, from the Technical and Higher Education courses. Exploratory and confirmatory factor analysis were performed in order to evaluate dimensionality, items adequacy and internal consistency of the instruments. The effective research had the participation of 1427 university students from Biology, Physics and Chemistry courses. Data were analyzed by Rasch modeling, which provided item and subjects' measurements, used to perform other statistic analysis, as correlations and multiple linear regression. As results, we highlight the difference for students who participate in scientific initiation programs in relation to others, both for attitude and engagement, indicating the importance of these programs in learning scientific knowledge, in their academic training as a whole and possibly in a professional career. We did not find, however, a linear dependence relationship between the latent traits, suggesting an analysis based on other methods for future investigation. Another relevant result concerns the Multiple Regression Model variables to describe the attitude and engagement traits, whose models showed, with greater emphasis, evidence of the importance of the predictors of time of participation in PICT and sex for the description of these latent traits. Finally, we emphasize the contributions of the work from the methodological point of view (instruments and validated scale), academic (knowledge generated by the definition of attitude from the point of view of a structural model), school (implications for public policies for the implementation of PIC).

The initiatives of Scientific and Technological Parks (PqCT) have completed 40 years, since its genesis, by the creation of Centers for Technological Innovation (1981) in Brazil. But those are still a controversial issue, due to huge federal public investments they have been receiving over the years. According to international experts present at the International Seminar on Technological Parks (1987), the Federal Government should not be involved in any of the stages (design, implementation, or operation) of the Parks, because these are, by nature, institutions of the private sector with local impact, due to its promised output: innovative products to the consumer market. To support my thesis, which questioned the results provided by the PqCT to society that finances them, through the payment of taxes, I proposed qualitative methodological aspects less present in the national literature. To facilitate the understanding of the reader interested in the studied object, especially the non-specialized one, I made use of a less formal language, but still adherent to the academic precepts. Initially, I contextualized the emergence of two paradigms of innovation (Stanford Industrial Park and "Silicon Valley"), as a result of the American entrepreneurial dynamics in the creation of a private university (in contrast to Brazilian public universities), the opportunities created by the 2nd World War/Cold War and the differentiated performance of an inspiring professor/manager. Then I debated the Latin American vision of innovation as a mechanism for the development of the region. In relation to Brazil, I described the first actions related to the Parks, especially the aforementioned seminar, as central to demonstrate that it was already known, at that time, that our country, as well as other Latin American nations, did not have the presuppositions for Parks initiatives to succeed. Even so, new, and large investments were noticed by the Central Government, involving the action of academy and government actors, in their various instances, close to multinationals and large public companies, yet away from the private sector, which, in turn, showed no interest in bringing it closer to it, to perform cooperative R&D and generate innovative products, based on Research on C&T, by conflict of historical interests, not yet overcome. I performed a basic quantitative analysis of 110 T&D, obtaining revealing and unpublished indicators, which contributed to the better understanding of this multifaceted institution, with numerous possibilities of confrontations and interpretations. I realized, through this thesis, one of these combinations. I also identified several inconsistencies in government research conducted, in partnership with universities and civil society organization, with great interest in the success of national Parks, as well as Parks funding agencies, with severe criticism of their results. Finally, I presented a longitudinal section of the PqCT most referenced by the authors of T&D, revealing several aspects relevant to my research. In the final considerations I made some comments and highlighted that my critical look, at all stages of the thesis, was always to build "a story", among many, from my perception, based on data and objective facts, aware that others should contest them or confirm them in the future. This is how Brazilian science evolves.

This thesis starts from a critique of content, memoiristic and fragmented teaching, which is historically and traditionally practiced in the approach to human physiology contents in high school. This approach is restricted to knowledge of the components of systems and their functions, without establishing relationships between them or relating them to broader physiological processes. This poses a series of problems for students' understanding of the complexity of the human body. The general objective of this thesis is to investigate design principles of an educational intervention on human physiology to promote relational understanding of physiological processes by high school students. First, we present and discuss a bibliographical survey on the teaching of human physiology in Brazilian literature. Then, we build a conceptual framework for a relational approach to human physiology – CMF framework and argue about the criteria for this structuring and application form. Subsequently, we developed and validated an educational intervention with a relational approach to teach human physiology in high school and used the theoretical framework of Educational Design Research to elaborate three design principles for the intervention. In the third moment, we apply this intervention in the real context of the 3rd year classroom, addressing the contents of the digestive, respiratory and circulatory systems, to validate the design principles and analyze the results of this validation. To collect the data that make up this thesis, we use several data collection instruments, such as books and articles available on the Web, peer validation questionnaires, validation tests, and instruments to collect student learning data (knowledge tests and Resolution of QSC issues). The results give a series of indications that indicate that the design principles were validated based on the achievement of our teaching expectations for each one of them, such as the principle of didactic use of a QSC and relational approach to human physiology. The cooperative work principle has been reasonably validated and we make suggestions for improvement for application in future studies. We hope that this study will contribute to other research that intends to investigate characteristics of educational interventions in the field of Science teaching, and its results are parameters to generate insights about the use of QSC and the relational approach in the teaching of human physiology.

This study has as its general theme the professional development of computing professors with bachelor or technologist degrees who teaching in the computing graduation. The research report is organized in a multipaper format and aims to understand the perceptions of these professors about their choices, actions, perspectives and trajectories experienced from three moments: before entering teaching, immediately after entering teaching in the computing graduation and present moment. For such, three objectives guided the study: (i) identify, describe and analyze the circumstances of entry that led these professionals to the teaching career; (ii) identify, describe and analyze the experiences these professors have (or had) about teaching practice in the first three years of teaching in the computing graduation; and, finally, (iii) identify, describe and analyze transformations perceived by these computing professors. This is a qualitative research, which seeks to contribute to the studies of professionality and professional development of professors who teach computing, taking as inspiration the theoretical conceptions of Alfred Schutz's social phenomenology about the world of life, intersubjectivity, action and motivation. The empirical material was produced through narrative interviews, and the analysis procedures are based on phenomenological structures of analysis and interpretive variations. The results pointed out ideal types of computing professors and showed us that these professors understand the teaching work in the dimension of the life context experienced by them, not orienting themselves in theoretical and/or pedagogical conceptions, and that the interaction with the other, maturity and continuing education can be seen as episodes that boost the professional development of professors who teach computing. The results also indicated that these professionals perceive their teacher development through their form-actions and their wishes. Those require responsibility and willingness to teach and learn, and these, fulfillment and satisfaction with the profession. As an implication, these results suggest that the professional development of Computer teachers can be stimulated by pedagogical training and/or complementation’s, besides showing us the professional development of these teachers as a new and open field for research that seeks to investigate the teaching, curricula and teacher training of professors who teach Computing. Thus, understanding the wishes and ways of acting of professors in the area during their professional trajectories also implied contributing to research on professionality and professional development of professors, especially in the development of skills and abilities both in the act of teaching and in the act of training. future teachers in the area.

Many educational proposals have been conducted in science teaching with the perspective of promoting a scientific education contextualized by historical, philosophical and social aspects in order to deconstruct the hegemonic conceptions about consumerism and environmental degradation. We know that we are living in a moment of environmental crisis, directly related to the way we use or relate to nature. To face this challenge and mitigate its effects, it is essential to modify the exploitation relationships between individuals and the planet's resources, which is a profoundly ethical transformation. For this, we seek to investigate a teaching approach based on socio-scientific issues (SSI), as it allows the contextualization of school science in historical, philosophical, epistemological, ethical, political, social and environmental terms and provides an inter- or transdisciplinary treatment of the theme. This approach points to a promising path for changing attitudes towards social justice and environmental sustainability. Given the above, this work aims to investigate, through a research situated in the classroom, the characteristics of a didactic sequence (DS) on global warming in the teaching of biology that have the potential to foster conceptual, procedural and attitudinal (CPA) dimensions of scientific content for sociopolitical actions in first grade high school students. Our research is based on the educational design research reference mark, as well as on other theoretical references from the following areas: history and philosophy of science (HPS), science, technology, society and environment (STSE) education, SSI-based teaching and ethics teaching. Furthermore, the pedagogical approach used in our work was inspired by the STEPWISE model. The first chapter presents the introduction, the research problem and objectives. The second chapter presents the theoretical and methodological references that supported the study and the methodological path we followed. The third and fourth chapters present, respectively, the preliminary research phase with the results of the study of the context and the construction of the theoretical framework from the dialogue of the relevant literature with the teaching knowledge. The fourth chapter presents, as results, the systematization of the design principles and the construction of the first DS prototype. The fifth chapter presents the results of the first cycle of the prototyping phase, based on a dialogic validation that enabled the refinement and construction of the second DS prototype. In turn, chapter six presents the results of the second cycle of validation of the prototyping phase in the real teaching context. The results presented in chapter six served to build the educational curriculum material presented in chapter seven. The validation of design principles produces the answers to the research question that guided this work: what characteristics a didactic sequence on global warming, in high school biology, should present to foster the conceptual, procedural and attitudinal dimensions (CPA) of the scientific contents for sociopolitical actions in first grade high school students? The research was designed to validate, in the teaching context, two of the design principles that guided the planning and investigation of educational innovation. For the validation of the design principle, which is characterized by a focus on ethics, incorporating an approach that considers the different perspectives on moral ontology, the results of the analysis of two cases were used, through analysis tools of the level of scientific literacy critical and the analysis of the proposition and implementation of sociopolitical action. The results obtained from a Likert questionnaire on attitudes were also used. For the validation of the design principle, which is characterized by the use of an integrated HPS/STSE approach, the results of the analysis of the cases were also used, from the cited instruments, the results of the Likert questionnaire and a closed questionnaire focused on the conceptual content. Data analysis allowed us to infer that the design principles proposed for the construction of DS were validated, as they enabled: (1) an expansion of students' moral consideration and decision-making informed by science and based on principles and ethical arguments; and (2) the formation of more autonomous and critical citizens, capable of taking decisions and implementing more socially just and environmentally sustainable sociopolitical actions. Thus, the research question that guided the study was answered.

This qualitative-nature research aimed mainly to investigate potentialities and limitations of an educommunicative pedagogical intervention that encouraged dialogue with students about scientific knowledge on the topic Water. It was carried out in São Francisco do Paraguaçu, a rural Quilombola community of the Recôncavo region of Bahia state, a village that experiences different processes concerning water: the existence of historically valued springs, the timid presence of sanitary sewage system, the irregular distribution of the resource in the houses and the pollution of the Iguape Bay, which receives water from Bay of All Saints and of Paraguaçu River. To meet its main objective, this study underpinned in five specific goals, namely: to understand the processes socially built about water by the community members; to structure a Young News Agency (YNA) as an educommunicative intervention; to analyse the dialogue construction of young people with scientific knowledge during the intervention; to feedback previously understood perceptions regarding the topic; and, lastly, to discuss the potentialities and limitations of the educommunicative paradigm for the type of expected dialogue. For each of the imposed stages, specific methodological procedures were used: first, to understand the processes built about water by the community, we apprehended the ethnomethodology principles and the main strategies were participant observation in addition to carrying out informal and semi-structured interviews with young people, community leaders, inhabitans and workers from Bahia Water and Sanitation Company S.A. (business corporation). The implementation of YNA, in turn, caracterized here as a non-formal education activity, followed the educommunicative method as the process vertebral axis, associated to the principles of a STS (Science, Technology and Society) education. Six young people attended it producing jornalistic texts, photographs and videos about water and sanitary sewage system, relating and reflecting pieces of information gotten through research in books, magazines, interviews with teachers and village’s inhabitants. This research resulted in two analysis instances: 1) Interpretation of the processes built about water by the community; 2) Analysis of the planning and execution of the YNA. The results show that, although the performance of a work of such importance presents a range of difficulties related to, mainly, school environment, and the educommunicator’s role, the gains raised by the intervention, which was underpinned by investigation, production, critical analysis, student protagonism and creativity, suggest a new way of working on kinds of science with community’s young people, bringing knowledge as closer as possible to their realities. Our theory is that this is the path to a liberating scientific education that helps individuals transform their lives through thoughtful and well-discussed actions.

Project aimed at the PhD in "Teaching, History and Philosophy of Science" (UEFS/UFBA), 2017. The author proposes that it is possible to identify a dialogue between high culture and mass culture, the first in the form of theories of science and the second in the form of detective fiction narratives, produced from 1840 onwards. The work aims to identify, in six detective novels, representative of the genre, essential elements of theories of science that have been produced during the period. The technique used is textual analysis (Social History and Frankfurt School). Five crime fiction writers are investigated: Edgar A. Poe, Arthur C. Doyle, Agatha Christie, Dashiell Hammett, and Patricia Highsmith. Two epistemologists are studied: Mill and Wittgenstein.

This dissertation aims to understand the relationship between scientific errors and the pluralism of Paul Feyerabend. In order to meet this goal in Chapter I, we analyze Gaston Bachelard's epistemology of errors. This initial choice is due to the fact that his theory functions as a driving force for the discussion of the problem of error-siding in the philosophy of science. The author argues with the earlier philosophical conceptions of the secondization of errors, notably the uniformist ideal, and at the same time leads his discussion in an attempt to find a place for errors in the construction of scientific knowledge. However in this analysis we find in Bachelard's perspective the same difficulty of including errors in epistemology, namely a transitional view of errors in scientific inquiry. That is, errors when admitted are presented with a temporal aspect, in only one stage of knowledge construction, and naturally overcome. Thus, the search for divergent and plural bases for the understanding of scientific errors became necessary. In this sense, in chapter II we seek to understand pluralist epistemology as a perspective that understands errors within science as part of the inevitable process for scientific development. And as a basis for understanding Feyerabendian pluralism, as well as understanding the choice of its epistemology in this work. Thus we understand the main concepts, arguments and positions of the pluralists. Within this perspective, Feyerabend's pluralism stands out in relation to its understanding of scientific errors. In this sense, in chapter III we seek to understand the foundations that constitute the Feyerabendian pluralism and the place of the error in this perspective. Thus we find that Feyerabend's pluralism has a perspective that includes errors in scientific inquiry as an inevitable precondition for the progress of science, and a revaluation of errors in epistemology and in the perspective of increasing criticality in science education.

This work aimed to investigate how Professor’s from Physics Concepts A, B, C and D disciplines, from UFBA’s Physics Course, taught these curricular componentes, through their own teaching experiences reports. The investigation was directed by Phenomenological Paradigm, having main data collection strategy, open interviews, which were conducted with four professors and registered by audio recordings, with data analyses and interpretation carried out by phenomenological reduction process. The work was structured in four chapters. In the first one, we consider about insertion of History and Philosophy of Science in Science Education, particularly, in Physics’; after that, we discuss about using contextual approaches, as well as experiments and mathematics roles in physics teaching, besides we consider some aspects about university lecturer. In the second one, there are shown some historical aspects of Physics Education Development in Brazil, til 1990 decade, when day night Teacher Preparation Physics Program was built, in which curriculum, there were included, as curricular innovations, the Basic Physics I, II, III and IV disciplines, nowadays called Physics Concepts A, B, C and D; there are also shown those disciplines characteristics. In the third chapter, it is shown the methodological design, where the research was characterized as qualitative nature and empirical character. And, finally, in the fourth and last chapter, there were analysed data obtained in response to the resarch guiding question, from what emerged five analyses categories (HPS Insertion, Experimentation, Mathematics, Educational Material or Didatic Resource, Difficulties or Obstacles) and, as a consequence, we could comprehend that the inclusion, in 2016, Physics Concepts A, B, C and D disciplines, in Physics Course, day period and day night period, teacher training and bachelor modalities – as teaching experience extension occured in Physics Course, Techer Preparation Program, day night period, through Basic Physics I, II, III and IV, from 1999 – has being shown, through professors’ voices (from 2016 to 2019), a positive curricular experience, in spite of some difficulties faced by professors in teaching them.

The notion of numbering system is essential for the understanding of various mathematical knowledge. This knowledge is of utmost importance for the students' development in the face of basic operations and the possible relations with this knowledge, such as unit systems, base powering 10 and operations. In an initial observation, through large-scale assessments, we perceive that students have presented difficulties / obstacles in basic education and that these persist throughout the student life, making it impossible to understand the decimal and positional aspects of the numbering system. In this sense, we approach this research theories in the area of Didactics of Sciences, teaching environment that are interested in research and elaboration of resources that make it possible to overcome these difficulties. Thus, we will use elements of the Didactic Transposition Theory to understand how the teacher understands and realizes the transpositive process on SND, from the anthropological theory of the didactic as a support for the construction and analysis of the study and research activities, from the Theory of Didactic Situations to elaboration of situations that approximates the teacher and students of this knowledge and the T4TEL for the investigation of the complete praxeologies and their variations in the generators of tasks. In this sense, based on the analysis of a Dominant Praxeological Model (DPM) with a Praxeological Model of Reference (PMR), prepared by the researcher, we understand that this research aims to analyze the development of Praxeological-Didactic Reference Model (DRM) using the study and research Study and Research Activities (SRA) on decimal numbering system for the initial grades of Elementary School using concrete materials that will go through praxeological (re) constructions in order to potentiate this knowledge. In the meantime, we believe it is possible to identify didactic phenomena, such as the incompleteness of the institutional activity in relation to the teaching activity, once we analyze the activity of the teacher. We understand that this research proposal is qualitative in nature with direct observation and visual and audiovisual records of the participants' praxeologies.

The research topic of the present work is the Historical-Critical Pedagogy. This pedagogy, elaborated and proposed by Dermeval Saviani, was developed collaboratively based on Karl Marx's Historical-Dialectical Materialism. This study aims to provide greater clarity about how the fundamentals of Historical-Critical Pedagogy are currently used in educational activities aimed at Science Teaching. With this objective, this works utilizes a qualitative approach to education, being classified as an empirical research that uses secondary data as the corpus of its analysis. Thus, the data source used for the study consists of works published in the annals of national events in Science Education, events focusing specifically on Historical-Critical Pedagogy, other articles classified as A1, A2 and B1 within the qualis system, publications available in the database of the Coordination for Higher Education Staff Development and the Brazilian Digital Library of Theses and Dissertations. Through the analysis of the 62 works, three categories are proposed: a) the purpose and meaning of the contents in educational activities; b) engendered in the educational activity: the composition and disposition of the pedagogical resources anchored in the Historical-Critical Pedagogy; c) knowing the recipients: between exposures and deletions. Given these categories, we conclude that the content choices are influenced by the curricula, social practice, addressee, research modality, among others. As for the pedagogical resources used, we identified a variety thereof and discuss the ways in which they are used for teaching and testing. Additionally, it became clear that the addressees attending the lessons are described with quantitative, homogeneous and superficial characteristics. The use of Historical-Critical Pedagogy by teachers highlights a movement towards the transformation of the society, curriculum, pedagogical moments, and history itself. We emphasize that this pedagogy is still being continuously developed and, therefore, it is essential to highlight the current challenges it faces and advances so far achieved. Therefore, this dissertation constitutes an effort to contribute to the development of Historical-Critical Pedagogy, especially with regard to its use in didactic-pedagogical activities

The understanding of the educational process in spaces such as science museums, denote possibilities of research in the scope of museum education, as they are recognized as an environment conducive to the construction of knowledge. Over the years, both research and educational practices and communication practices related to exhibitions and or activities in museums have intensified, becoming more and more a field of production of scientific knowledge, mainly in relation to the visiting public. Museums allow a differentiated interaction between mediator, public and object, which denote possibilities for research. The Nucleus of Ophiology and Venemous Animals of Bahia of the Federal University of Bahia (NOAP/UFBA), in 2008, was recognized by Institute of the National Historical Patrimony (IPHAN) as a science museum, the Museal education program has a set of educational actions called Interactive Zoology Network (REDEZOO), a university extension project for knowledge production, popularization of Science and the teaching of Zoology, through long-term and itinerant exhibitions. In 2019, REDEZOO has conducted the exhibition Save Boitatá, the serpent of fire!, in commemoration of the International Year of Indigenous Languages, defined by the United Nations (ONU), object of study of this research. In this context, our objective was to investigate the interactions between the various components of Museal education interactions observed in the triangulation: mediator, object and visitor, that is developed within the scope of the educational activities of this exhibition, based on the guidelines of the National Policy for Museum Education (PNEM), in the scientific dissemination about venomous animals, in the field of museography. To meet the objective of this research, qualitative methodological procedures were used through document analysis, participant observation, individual interviews and a focus group with mediators and an open interview with visitors. The data triangulation allowed the analysis of the museum's dynamics based on the relations of learning, didactics and teaching that arise from the interactions in this museum institution. We conclude that the narrative of the agents that make up the exhibition, mediators and the public, is the starting point to better understand and rethink REDEZOO's educational actions, aiming to refine it in order to contribute to the education of a theme that can save lives, especially those most vulnerable to accidents involving venomous animals.

This study was based on the reflections and clashes involving the stricto sensu graduate student researcher in science teaching regarding the knowledge of the English language as an international language of science and the challenges of the universe of scientific production in the globalized society. The objective is to identify and analyze the problem of the use of additional languages, particularly English, through the challenges of the internationalization of science, and its consequences as the close relationship between the communicative deficit in scientific dissemination in additional languages due to lack of language proficiency and the need for productivity and visibility of the Brazilian scientific production, in defense of language policies that do not contribute to the perpetuation of a monolingual hegemony. In the first instance, the theoretical construct of the research was established in four pillars: 1) English as an international language; 2) The predominant use of English in research and the challenges of scientific production that meet the perpetuation of a monolingual hegemony of global and local reach; 3) The problems related to the production and circulation of scientific knowledge in the conception of the research participants in relation to the theoretical framework and 4) the adoption of a critical stance of the research student in order to supress the “linguistic capital” that seems to want to dominate the dissemination of science in contemporary times and seek to know and produce science in different languages, including non-hegemonic. This study is characterized as a qualitative interpretative research in which seeks to investigate students' reactions to their English language proficiency and their propositions concerning language policies in the educational system, especially their reactions to the anglicization of science. Internationalization, in the context of research, is neither the “Americanization” nor the “Anglicization” of the academic world, but a bilateral process of cooperation and mobility and multilateral initiatives of the subjects involved. For data generation, questionnaires were applied to students from 7 of the 10 stricto sensu postgraduate programs in science education with a concept equal to or greater than 5, and 87 students participated. Open questionnaires and interviews were also given to the coordinators of the programs involved, in which 5 coordinators participated. After analyzing the results, it was evident that there is little publication in English. The next step was to select the PPGEFHC students who had already published in English and a focus group was made to talk about the theme, who commented that the choice for the PPGEFHC program was because it was well regarded by CAPES, and that the program was made up of 39 people, of whom only 8 stated to have publications in English and of these, 4 agreed to participate in the focus group. The choice for this program is because, in addition to being well regarded by CAPES, was the one that obtained the largest number of participations, in a total of 39 people, 8 of whom reported having English publications and 4 agreed to participate in the focus group. The triangulation of these data included the interview with the program coordinator and its founder and dean, Professor Dr. Olival Freire Júnior. The results and findings proved to be useful and of fundamental relevance for the advancement of the political-ideological discussions inherent in the language policies related to the process of internationalization of science today, but, in particular, to deepen the reflection on aspects that encourage the valorization,  non-hegemonic, decolonial languages, in which Portuguese and other languages are powerfully inserted in order to attract many more researchers due to the quality of their research.

We are interested in the study of the concept of limit of function, more particularly to the epistemological and didactic aspects of this mathematical concept. His teaching is essentially based on algebraic and numerical frameworks. Much research has shown that the notion of limit is a complex notion for learners. Draft solutions have been developed, but still, the difficulties persist for learners. The notion of limit is a fundamental notion of analysis. The purpose of our study is to help future teachers participating in our research project to build teaching situations allowing students to give a mathematical meaning to the notion of limit of a numerical function of a variable real at a point and use it to show that a given real is the limit of a function at a given point. We propose more specifically to answer the following questions: What knowing / knowledge about the concept of limit, are built by students, during articulations and interactions, in the case of a Reference Didactic Model built in relying on the epistemological, eco-logical and economic-institutional dimensions of the mathematical object under study? And sub-questions such as: Does this model make it possible to reduce the gap between scholarly knowledge and the knowledge taught? Does it allow the formalized definition to work? Is there no confusion between calculating the limit at one point and studying continuity at this point? How has the notion of limit evolved in the Malian education system? And why? What understanding do students and teachers currently have of the definition of the limit? What knowledge is needed to understand the formal definition of the limit? What are the different techniques used? What is the importance of taking into account the domain of definition in the calculation of the limit? At what levels of education should the formalized definition emerge? How important is the formal definition? Many studies have shown the profound difficulties of students (and students) in the conceptualization of the notion of limit. Some of them attribute some of these difficulties to epistemological obstacles (conception of the limit as impassable and unreachable or conception of the limit as a "finite" algebraic process, for example) Cornu (1983), d. others point to the dual operational and structural status of the notion or the problems associated with its progressive formalization Artigue (1996) and Bkouche (1997). The results show that it is the intuitive definition that emerges and stands as an obstacle to the understanding of the precise formal definition, the teachers who were the subject of our survey have a dynamic conception of the limit, it is necessary to include the history of mathematics in the curriculum of future teachers, the formalized definition of the limit is not inaccessible to students, its manipulation allows students to update a lot of knowledge-it is related such as the notion of interval, inequalities with absolute value, distance, composition, decomposition of order function in R etc. the precise formal definition makes it possible to correct obstacles such as the limit reached or not reached, the elimination of quantifiers, the confusion between the limit and the continuity, the taking into account of the set-definition in the calculating the limit, it marks the passage from algebra to analysis.

This study aims to analyze the Anthropological Theory of the Didactics (ATD) discussed theoretically and methodologically in Brazilian dissertations and theses defended from 2005 to 2017, in the area of Mathematical Education in postgraduate programs in Brazil. As research questions we seek to answer: What is the current state of ATD appropriation in Brazilian research in the period from 2005 to 2017? Composing a Study and Research Path, this main question led to the elaboration of other questions: What are the main programs and researches that? What are the conditions and restrictions that drive the ways of acting and thinking about such research from the media-medium dialectic? What contributions do these studies make to the field of mathematics teacher education? What are the contributions to the field of Mathematics Didactics? For the final corpus of this research, were selected the theses defended in the area of knowledge of Mathematical Education, from the Portal of the Bank of Teses da Capes, which had as main theoretical / methodological framework the TAD and as research subjects the figure of the teacher. of math. As a research hypothesis we have that the metanalytic study, with analyzes and discussions based on the Media-Milieus Dialectic proposed by Chevallard, seeks to understand the economic and ecological conditions of the current state of appropriation of ATD. The analysis of the selected material follows the steps and methods of Qualitative Meta-analysis promoting a discussion with the Media-Milieus Dialectic in order to obtain new understandings from the authors' discourses. Thus, we seek to answer the questions proposed for this investigation, contributing to the research field of Anthropological Theory of the Didactics.

At various times in Brazil’s history its vast territory was becoming reference and foundation in the process of building and consolidating the nation.The presence of a population that did not fit the identification of a nation according to the current identity models in force in the hegemonic centers and the lack of historical tradition were beteween the main reasons that led Brazil to establish the nature and greatness of its territory as foundations of  nationalism in the country and its path of acess to “civilization”. The proposed model for the formation of the Brazilian nation - inspired by the countries of the West and the modernizing longing of the Republican state and of the hegemonic classes, implied the consumption and import of modern european conceptions - positivism, Darwinism, liberalism, evolutionism – shaped and assimilated to the Brazilian context. A fact that led brazilian articulators to attribute to science a substantial role in construction of the nation. In related way, the territory of Bahia also assumed an important role in strengthening its regional identity, in the formation and development of that State, and has been configured as a considerable element for the insertion of Bahia in the project of construction, civilization and national modernization assumed Brazil after its political independence, continuing this process, subsequently, in the period related the First Republic. Thus, in the light of the territory – science- nation relationship, this thesis analyzes the role of science in the nineteenth and early twentieth centuries in the implementation of some objectives of the political project of modernization and development of the State of Bahia, specifically with regard to the formation of the Bahian territory and the delimitation and demarcation of the border between Bahia and Espirito Santo. In this manner, this thesis analyzes how the scientific knowledge and techniques prevalent in Brazilian social thinking during that period in evidence mobilized the knowledge and actions of Bahia's intellectuals to form their territory, demarcate their interstate borders and insert Bahia in the republican national project.

In the socio-political context in which we live, there are many questions about what is the appropriate training for teachers, what should we teach to undergraduate students and how should we prepare them. In this sense, we believe that the role of science education should not be limited to the transmission of conceptual contents, since it is necessary to prepare students to act critically in society. The main objective of the research was to analyze the contributions of the convergence of the approach to socio-scientific issues under the STSE education and Freire's pedagogy in the training of Science teachers for the early years. Based on the theoretical assumptions studied, we elaborated a didactic sequence, guided by Freire's pedagogy and Sociocientific Issues in the STSE education, aiming at the learning of concepts, as well as the critical and reflective training of undergraduates of a Pedagogy course. The instruments of data production were the recording of audios from the classes, answers to exercises, questionnaires, analysis of the graduates' field notebook as well as the notes of the researcher's diary. In summary, the results show that: 1) the use of Socio-Scientific Issues in the context of STSE education and the Freirean perspective dialogues in various aspects, exchanging contributions and proposing challenges to teaching today, constituting themselves as useful theoretical bases to substantiate significant changes in the educational context, aiming at the critical training of undergraduate students. 2) The Freirean perspective can contribute with a more humanistic bias for teacher training, by approaching the problems of the local, regional and national context, contributing to the construction of meaningful learning and committed to reality, critical and engaged positioning. 3) the undergraduate students showed motivation for learning and acting based on working with socio-scientific issues found in their existential reality. We observed that licenciate students re-signified views on certain contents from the work with SSI* in the STSE** perspective and on Freire's pedagogy, through intense contact with the studied themes, revealing the multiple STSE relationships involved in them and moving from a purely biological perspective to a broader and more questioning view. In addition, the adoption of an investigative stance was evident among the undergraduate students, as well as the triggering of the critical and political positioning in relation to the problems they face in their communities, building a profile of a suitable teacher to face the needs of today's society.

The research aims to describe and analyze the institutionalization process of Psychology in Bahia, in the context of the military dictatorship, between the years 1968 to 1980. It was considered: the influence that the authoritarian context and the State policies for the areas of education and science exercised on the formation and consolidation of the undergraduate course in psychology at the Faculty of Philosophy and Human Sciences of the Federal University of Bahia; the reception and appropriation of Behavior Analysis and Psychoanalysis by the academic community, in that political context; and, the struggles and mobilization of students and teachers in the face of State policies. It is a descriptive-analytical study, which has as theoretical references the Social History of Sciences and the History of Psychology. Methodological procedures of the History of the Present Time are adopted, using techniques of Oral History and Document Analysis to survey and analyze data. The documentary corpus included: Minutes, programs and course plans; newspapers, newsletters, student pamphlets and newsletters about the Student Movement; police inquiries; military government propaganda, counter-propaganda and “psychological warfare” leaflets; letters, reports and information exchanged between the Special Security and Information Advisory and the rectory and other organs of the military regime's surveillance and repression system. In addition to the documentary sources, the interviews with psychologists who participated in the psychology course at UFBA, such as students or teachers, were analyzed. The results indicated that the measures adopted by the military regime had an impact on the institutionalization and development of psychology, as a disciplinary and professional field in Bahia. The educational policies implemented by the military government within the scope of Education produced effects on the demand for educational psychology, while the interest in the industrial area grew from public investments that expanded the industrial and technological pole in Bahia. There was a prevalence of the clinic, as an internship area, to the detriment of the educational and industrial area. The strong influence of the psychiatric field on the direction of psychology was demonstrated, in several areas, including training. The social and political conditions that made possible the emergence of the psychoanalytic culture in Bahia and its influence on the training of psychologists were evident, from the arrival of Argentine psychoanalysts, led by Emílio Rodrigué, and the psychoanalyst Carlos Pinto Corrêa, member of the Brazilian Circle of Psychoanalysis of Minas Gerais. The role of psychologists who train behavior analysis at the University of São Paulo in the implementation of the Experimental Psychology laboratory and in the training of the first generations of teachers and behavior analysts in Bahia was highlighted. Furthermore, it was observed that there was a systematic vigilance and tutelage on the academic psychology community, which impacted university life and demanded resistance from students in the area to deal with political tension and coping skills in the fight against the military dictatorship. This scenario forged a political and socially expanded position among the members of the student movement, at that time of intense restriction and shortages of all kinds.

The author-actor, through an anthropological strategy, dives into fieldwork in public schools on the outskirts of Salvador Bahia. Through a public call in which he offers himself as an assistant professor, gets in touch with several natural and exact science teachers, managing to approach some school practices and processes with different levels of depth and relational density. The anthropological report was constructed in a fictional way and fed from his memories, notes from the field diary, audiovisual records and the reviews and comments of the actresses/actors involved. In it, are highlighted episodes and scenes experienced by the author-actor in schools where he obtained approximations with sufficient frequency, duration and relational density to carry out participant observation and attempts at partnership and intervention. In this way, he describes, interprets and analyzes how the environmental dimension is present in the senses and meanings that several teachers of natural and exact sciences offer to their practices in the school everyday of the suburbs of Salvador. This methodological strategy was inspired by field considerations and on the construction of the ethnographic report of Clifford Geertz, as a paradigm of polyphony expounded by James Clifford. In the same way, the proposals of the everyday’s sociology defended by Michel de Certeau are presented; and, the challenges that are expressed, in the field experience and in the anthropological contact, in the level of subjectivities and affections, exposed in the Technologies of the Self of Jorge Larrosa and in the Sentimental Cartographies of Virginia Kastrup and Suelly Rolnik. For the analysis of his experiences, the author-actor built a theoretical framework weaving culture-environment-science interfaces. From the interpretive perspective of the concept of culture (Clifford Geertz), and the different post-colonial developments of cultural analysis, he generates discussions about the scope, limitations and challenges of these developments to understand school processes in urban peripheries in Latin America. In these discussions, the author-actor emphasizes Hommi Bhabha's ideas of cultural translation, Stuart Hall's critical interculturality, Garcia-Canclini's cultural hybridism and Michel de Certeau's arts of doing. Finally, he projects the concept of Anthropophagic Interculturality as a cultural dynamic that would allow the judicious and critical appropriation of hegemonic knowledge and epistemologies, while valuing other knowledge, communal, ancestral and popular, placing them in dialogue and contact according to desires, and needs of the oppressed populations of the Global South. The following highlights some of the characteristics of the expanded representations of the environment expressed by Félix Guattari through the Ecosophy’s concept. This expanded representation of the environment, articulates the ecological, sociological and psychological aspects of the contemporary challenges that humanity faces. Allowing him to establish dialogues with the colorful and complex weaves around the concept of environment made from the political practice of Social Movements in Latin America and, from theorists like Marcos Reigota, from whom the appropriations of the concept of anthropophagy for the field of environmental education are taken; and, Enrique Leff, from whom the concept of environmental rationality is taken, which would establish an axiological horizon for intercultural education practices and processes. This ethical horizon expressed in environmental rationality and which is projected in values of social justice, ecological and economic sustainability, cultural diversity and democratic participation in opposition to the values of technological progress, the market and capitalist accumulation, structures counter-hegemonic or post-normal conceptions of science developed by Boaventura de Sousa Santos and Hugh Lacey. These counter-hegemonic conceptions of science linked to decolonial, inSURgent or intersectional pedagogies by Catherine Walsh, Peter Mclaren and bell hooks, make possible to propose the framework or the substance of an InSURgente Science Education ISE, which escapes any type of teleology or biologicist, ecologicist or economist dogma. The author-actor, applying the theoretical framework described above for the analysis of the anthropological report, perceives and describes the immense potential of Environmental Education for transversalization and curricular integration. As well as some structural and micropolitical limitations for the development of processes and practices of InSURgent Scientific Education ISE in two public schools on the outskirts of Salvador-Bahia, taking as examples the narration and analysis of the contexts of the School Science Fairs that took place in these institutions in 2017 and 2018.

In this research, we depart from the proposal of historical contextualization of scientific
racism, based on a CTSA educational approach, makes it possible to address, in the
classroom, current scientific discourses and practices that are potentially stigmatizing for
some human groups, as happens with sickle cell disease racialization in some biomedical
discourses. Based on this approach, we argue that it is possible to promote a balanced
critique view of science; the education of ethnic racial relations; and health education.
We focus on the case of sickle cell disease, a hemoglobinopathy, often associated with
black people, in a biological sense, in biomedical, school and media discourses. From the
theoretical-methodological framework of the Educational Design Research, we aim, then,
to validate design principles a teaching sequence about the sickle cell disease
racialization, and its relationship with scientific racism, in order to promote a balanced
critical approach to science, the education of ethnic-racial relations, and health education,
in the context of Biology teacher education. In this thesis, we report the results of two
phases of this type of research: the preliminary research and the prototyping phase. The
first two chapters of this thesis are theoretical and reflect the first phase of an Educational
Design Research, called preliminary research. However, due to the cyclical nature of this
type of research, these chapters also reflect the initial theoretical framework increments,
achieved in later stages of the research. In the first chapter, we discuss different uses and
meanings of the race concept in the history of science and its re-signification in social and
political terms to address racism and racial inequities in contemporary times; the
importance of explicitly addressing this polysemy in Biology teaching; and, than, we
focus on sickle cell disease racialization, to exemplify how racial discourses about the
disease, used in different ways, can harm people with sickle cell disease or enable the
recognition of vulnerable groups, based on a political concept of race. In the second
chapter, we detail six refined designs principles to guide the construction of didactic
interventions on the racialization of sickle cell disease and its relationship with scientific
racism. The third chapter, of an empirical nature, reported two prototyping cycles, which
involved the construction, application and evaluation of two teaching sequence
prototypes. The first one was applied in the classroom, in a UEFS Biology teaching
course, and, the second one, was validated by specialists: teachers / researchers in the
field of Biology teaching; sickle cell disease researchers working in the field of Public
Health; and participants in social associations supporting people with sickle cell disease.
We analyzed the collected data in these prototypes from the Critical Discourse Analysis,
proposed by Norman Fairclough, from the discursive practice, in particular, based on
intertextuality notion, and social practice. The results of this two prototyping cycles
indicated the validation of the six design principles, however, with limitations in the scope
of the socio-ecological approach to health in the two prototypes. The principles were
refined and a new teaching sequence structure was porduced.

Due to its explanatory power in relation to genetic and environmental factors for the development and transmission of biological traits, epigenetics brings new elements that problematize genetic determinism and the concept of biological inheritance. For these reasons, considering the field of epigenetics is essential for understanding various biological phenomena, such as the development of certain types of diseases. However, epigenetics can be used to assist the development of public policies, aiming at more effective and inclusive solutions, but it can also support arguments aimed at altering, marginalizing and blaming individuals. Therefore, the field of epigenetics has been considered a basic competence for citizen education, since their knowledge can assist in decision making. Within a perspective of critical formation of students, we consider an education for critical scientific literacy important, capable of forming socially and environmentally responsible citizens who actively participate in the socio-political sphere. To achieve this goal, the use of socioscientific issues (SSI) in teaching has a pedagogical potential to mobilize values and interests in Science, Technology, Society and Environment (STSE) relationships. Among the possible relevant themes related to epigenetics, the presente thesis uses the case of the “epigenetic inheritance of obesity”. Epigenetic inheritance has been considered crucial to understand the increase in obesity worldwide. However, its potential is ambivalent: on one hand, its understanding can lead to the development of public policies for interventions for the prevention and treatment of obesity; on the other, it can generate stigmatization and overload on individual responsibility. The present thesis aimed to investigate what characteristics a didactic sequence (DS) on epigenetic inheritance must have to promote the overcoming of a genecentric vision and critical scientific literacy in the context of Biology teacher education. It was used the theoretical-methodological framework of educational design research, which consists of a systematic study of the planning, development and evaluation of pedagogical interventions. The preliminary phase was carried out through review of literature and dialogue with teaching experiential knowledge for the construction of a conceptual structure and development of design principles, which guided the development of an DS prototype. The prototyping phase was carried out a peer validation of the educational intervention through a questionnaire sent to researchers and teachers of the study area, and a validation of the design principles from the application of the DS. After the suggestions and criticisms from the peer validation, it was refined the learning objectives, the cases and the DS structure. The results from the validation in the classroom indicated the satisfactory reach of all design principles, except the fifth principle, related to the mobilization of sociopolitical actions. The DS has shown promise in using epigenetics to promote a critical understanding of inheritance and development of characteristics in organisms; and the use of cases to discuss the proposed SSI in order for students to position themselves in relation to the issues, recognizing STSE relations and the promotion of values linked to socio-environmental justice. This research covered a first cycle to improve the intervention and design principles, aiming at iterating in future studies.

This thesis presents an investigation on the transition from intuitive to scientific knowledge of the physical concept of force. Applied to students in the 1st grade of high school at a college in the federal education school in Rio de Janeiro, the investigation comprises an innovative teaching strategy developed by the author in partnership with his supervisor. This strategy consists of executing challenges in building physics simulations through the use of a block programming language: Scratch. In this context, the learning of the concepts addressed is conceived as a process that implies the evolution of a latent trait, based on Hierarchical Complexity Theories of Cognitive Development and on the transition from intuitive to formal knowledge, based on the Theory of Knowledge in Pieces of diSessa. Based on the mixed analysis methodology, the research comprised three stages: (1) construction and validation of the instruments used in the research, (2) application of educational intervention for students, (3) qualitative and quantitative analysis of the data collected. In the validation of simulation challenges and tests in three layers, carried out in the first stage, 41 licensed teachers or bachelor's in physics and researchers in the area of science teaching participated, in addition to 493 students from the Federal and State Schools of Rio de Janeiro and Salvador. The application of the intervention was attended by 87 students. During this process, data were collected through the execution of simulation construction tasks, tests in three layers, engagement questionnaires, self-assessment and logbook. Although screen recordings and videos were made, these data were not analyzed in this thesis. For the third stage of this work, the mixed method of analysis was used, which involved, in addition to the qualitative analysis of the logbook, engagement questionnaires and self-assessment, a robust quantitative analysis based on probabilistic models and Rasch modeling. As the first contribution of this work, we have the development of a study carried out based on strict methodological criteria, both in relation to the construction and validation of the tests and the didactic sequence, as well as the analysis techniques, favoring the deepening of knowledge about the potential and limitations the construction of simulations for learning the concept of strength. The results obtained from the data collected in the tests in three layers allowed us to infer that the activities of construction of physics simulations provide a gain of learning of the concept of force significantly greater than that obtained through the expository-dialogued classes on the concept. In this analysis, we still find the limitation of the didactic sequence for the development of the learning of the phenomenological explanatory character of force. The qualitative analysis of the episode maps, the simulation tasks and the questionnaires gave us evidence of the contribution of the didactic sequence to the development of the students' computational logical reasoning, of the perception of learning the concepts in a more playful and pleasurable way, of favoring digital literacy of these students, the influence of school engagement in this process and the limitations and difficulties that permeate the activities developed. Finally, this work provides instructional and evaluation materials to physics teachers that are rigorously validated through empirical research.

This work deals with the historical reflection on the materiality of the collections,
seeking to understand Archeology as a science. Analyzing the several successes or not,
it aims to perceive artifacts and landscapes, researchers and traditional communities in
the southeast of the state of Piauí, in the Serra da Capivara National Park region.
Archaeological research in the Serra da Capivara National Park region is very
significant in understanding the movement of human peoples, especially in America,

since the work under Niède Guidon coordination provided strong arguments about the
occupation of America. Because of its importance, the United Nations Educational,
Scientific and Cultural Organization (UNESCO) inscribed it on the World Heritage List
on December 13, 1991. And in 1993, the Park became part of the Tombo Book,
Archaeological Ethnographic and Landscaper, of the National Historical and Artistic
Heritage Institute (IPHAN). The empirical challenges are enormous, but they can not be
ignored by the historians of the sciences, a region with such potentiality. Finalizing the
dissertation in the "pathways" of Serra da Capivara, one can see the regional potentiality
as to the archaeological sites, the materiality and the gaps present in the records and
historiography of the official sciences. It is before the eyes, one of the most important
patrimonies of the Humanity.

The figure of Ludwig Eduard Boltzmann, a nineteenth-century Austrian physicist, is acknowledged for his great contributions to thermodynamics, electromagnetism and gas kinetic theory, being one of the founding fathers of Statistical Mechanics. Less well known, however, is Boltzmann’s image as a philosopher of science. In his thoughts on the nature and development of science, Boltzmann developed a philosophy that saw in the social process of development of this through an analogy with the Darwinian evolution process. From this idea and from other philosophical bases, Boltzmann developed the thesis of theoretical pluralism. Boltzmann defended this thesis was a fundamental point in the development of Science and warned that the lack of pluralism would lead to scientific dogmatism. The objective of this work is to highlight the image of the philosopher of science who, within the scientific debate of his time, defended both a pluralistic view of scientific theories and his own theories. We will seek to contextualize the development of the thesis of pluralism with the internal and external factors that may have affected Boltzmann's life and philosophy, showing how the main political-social events and scientific discoveries of the period influenced his thinking.

The implementation of law 10.639 / 03, understood as a victory of the historical struggles
undertaken by the Brazilian Black Movement in favor of education, can be considered as a
decolonial pedagogical practice, since it demands that the contents referring to African and
Afro-Brazilian History and Culture be taught in the education can’t deprive itself of
compliance with this law, on the contrary, it must overcome the Eurocentric perspectives of
knowledge and give visibility to the knowledge, histories and cultures of African and Afro-
descendant peoples, without reinforcing the standards of rooted in racialization in order to
promote education for ethnic-racial relations.
The objective of this work is to identify the approaches and distances of decolonial pedagogy
in the discourse of Chemistry teachers, in order to contribute to the understanding of
challenges and potentialities in the teaching of Chemistry for the education of ethnic-racial
relations. Based on the references of Decoloniality, in the studies of Ethnic-Racial Relations
Education and research involving Chemistry teaching and law 10.639 / 03, the research fits
into a qualitative empirical research, as it investigated the teachers' perception of the
relevance of racial themes in chemical education in the reference center of Education of
Young and Adults of Aracaju / SE through the data constructed from semi-structured
interviews. These data were analyzed by the methodology of textual-discursive analysis
(ATD), which generated four categories called: knowledge, difficulties and effectiveness of
law 10.639/03, racism, public policies/quotas and eurocentric curriculum.
Therefore, this research shows that the pedagogical practice discourse of one of the teachers
is closer to the decolonial pedagogy than the other. For when it comes to these questions, the
teacher gives importance according to his life experiences. Thus, in order for teachers to be
able to look beyond their own experiences, there is an urgent need to invest in continuing
teacher training to enable them not only to critically understand the importance of ethnical-
racial issues, but to deal positively with them and, above all, to create pedagogical strategies
that can help to re-educate them in all forms of teaching.

The present research is inserted in the field of research in the training of teachers for the Teaching of Sciences / Chemistry, through the subproject of the Institutional Program of Initiation to Teaching - PIBID / chemistry, having as theoretical reference the Historical Critical Pedagogy (PHC) and its theoretical methodological foundations; We start from the researcher's concerns about the conceptions and actions that support these graduates in relation to a critical formation. Thus, we have as a general objective to investigate the appropriation of the PHC by the graduates of the PIBID / chemistry program of the Federal University of Bahia (UFBA) through the actions taken in the schools. In order to fulfill the objective, we carried out a bibliographical review where we present an overview of the historical constitution of teacher education and the interface with the Public Policies focused on this formation, taking as reference authors: Bomeny (1994); Tanuri (2000); Gadotti (2004); Nascimento (2004), Tardif and Lessard (2005); Saviani (2004, 2005, 2009, 2011), Gatti (2009), Romanelli (2010), among other renowned authors in the area; we seek to bring into consideration the PIBID as a public policy, which promotes the articulation of the academic tripod: research, teaching and extension in teacher training; on the theoretical bases of the PHC we have as reference the works of Saviani, Gasparin, Duarte among others and we raised considerations on the changes in the formation of professors of chemistry of the UFBA; The research was based on the qualitative approach, in the case study modality and for the treatment of the data in the balizamos in the theoretical-methodological foundations of the content analysis; semistructured interviews were used as instruments and documentary analysis of the reports and action plans of six subjects, of the subproject in PIBID / chemistry. The analyzes of the interviews and the documents were carried out from four thematic categories established a priori, based on our theoretical reference: teaching identity and academic formation; critical teacher training and PHC; the PIBID and teaching identity; understanding of the fundamentals of PHC. New non-a priori categories of character emerged, which emerged during the analysis of the data: the role of the teacher teacher; the importance of praxis in PIBID; didactic-methodological understanding of PHC; the role of teacher and school, the relationship between critical teaching and social transformation. Some of the themes analyzed included as subcategory: PIBID as complementary training. The main conclusions reached at the end of the research are that the PIBID / chemistry constitutes a program of relevance and with potentialities to be explored in teacher training, both for the experience it provides and for presenting new theoretical and methodological contributions, such as critical theory PHC; one can also perceive the resignification as to the identity of the licenciando (walks) with the profession chosen. The theory-practice junction with the theoretical contributions of the PHC show that the PIBID can complement the formation of these students within a critical perspective, aimed at new conceptions of the world. For the pibidians the understanding of this theory was efficient to prepare them as more critical teachers, since they consider that the use of the PHC in their actions in the PIBID allows the teaching of chemistry with criticality, since it promotes new mediations of the scientific knowledge with the context thinking about social transformation.

Considering the gap in the field of Science Education of works directed to the schools that adopt the Pedagogy of Alternation, this investigation sought to develop a teaching proposal that promotes emancipatory formation of the subjects that access such schools, based on Freirean philosophical vision, principles of Pedagogy of Alternance, an educational perspective of Humanistic Scientific Education and the use of Socio-Scientific Issues (QSC).

Considering the peculiarities of this system of education, we assume that Science Education should dialogue with the agenda of the struggles of rural people, as well as the principles that guide them. Thus, this study aimed to investigate what characteristics a pedagogical proposal of Humanistic Science Education, based on Freirean pedagogy, should have to promote emancipatory formation in the context of a Rural School.

More specifically, we aim to: a) examine the potential of the use of QSC as a methodological strategy for a Humanistic Science Education that promotes emancipatory formation in schools that adopt the Pedagogy of Alternace; b) investigate the challenges and possibilities of an emancipatory formation in Humanistic Science Education, in contexts of the Pedagogy of Alternance, besed on the experience of a Rural School; c) develop design principles for QSC-based pedagogical proposals that promote emancipatory formation in the context of schools that adopt Pedagogy of Alternace.

These objectives contemplate the preliminary phase of an Educational Design Research, methodological approach adopted in this study, since we construct a conceptual structure based on the identification and analysis of the problem and the demands of the specific context, as well as a review of relevant literature, whose results were systematized through responses to specific objectives a and b. In addition, we have built the design principles for pedagogical proposals based on QSC that promote the emancipatory formation of the students in the context of the schools that adopt the Pedagogy of Alternace, which is the beginning of the second phase of design research, in which empirical prototypes of educational innovations are elaborated and tested, contemplating objective c.

The transition from the late nineteenth century to the early twentieth century was marked by profound changes in science and art. We highlight the emergence of the theory of relativity and cubism, themes of our interest. The two theories are fruits of the same time and were immersed in the circulations of ideas of this period of intense transformations. We will discuss the cultural environment that gave rise to relativity and Cubism. The contextualization of these historical and cultural aspects allows us to find links between the two theories. We highlight here, Poincaré as a central character of this story. The mathematician's ideas were of paramount importance for the two men in the construction of their works. Relativity and cubism are apexes of movements that have caused ruptures of previously dominant worldviews. It was a break from the classic world. The present work has as main objective to investigate how the cultural and intellectual environment influenced both restricted relativity and cubism in the construction of new notions of space and time. The connections between modern physics and modern art can be thought of as the need to investigate new forms of representation of reality more fundamental than apparent reality. In art, we have cubism that emerges with new concepts of representation in the pictorial space, is an avant-garde artistic movement that emerged in Paris in the first decade of the twentieth century and which had as one of the main exponents in the plastic arts the Spanish Pablo Picasso. In physics, the theory of relativity proposed by Albert Einstein came about by modifying concepts that lasted for more than 200 years maintained by Classical Mechanics and offered us a new way of seeing the world. There is no doubt that both the theory of relativity and cubism made it possible to open new gaps in the constitution of reality, in the human quest to try to understand the world and the place we occupy in it.

The present research involves the study of how discourses on sustainability are legitimized and about how the concept of sustainable development is disseminated in academic production, related to what is advocated in the official documents and the literature on Environmental Educationin the light of the critical Theory of Sustainability. For this, the qualitative method will be adopted, contemplating a bibliographical research and a systematic literature review. The process of organizing the monographic text is in progress, as the connecting thread is being constructed while the chapters are being systematized. This thread answers the following research question: what possible paths are signaled by the academic production in Environmental Education so that we have individuals who seek sustainable solutions to the environmental problem. How researchers in the field of environmental education compromise their academic writing, with the formation of critical and socially conscious citizens, involved in the economic and cultural reality of their neighborhood, city and country. The theoretical bases that support research are elements of critical theory, whose epistemology allows the appropriation of discourses and their criticism, and not only reproduce them as if they were the only possibility. In an attempt to achieve the general objective of understanding the use of the term sustainability in academic papers, we have the following specific objectives: to analyze the annals of the Research Meeting on Environmental Education, which contain in their keywords the term sustainability and sustainable development; identify in official documents and scientific articles discussions that contemplate the terms sustainability, Environmental Education and sustainable development, approaching them in connection with the concepts of environment and nature in a critical line; to establish connections between the critical discourses advocated in the literature on Environmental Education and in the official documents of that field in Brazil, and what has been presented in the main event of the area, the Environmental Education Research Meeting. These research intentions are pertinent to the questions that motivate this research, which involves the attempt to problematize certain discourses that do not recognize the complexity of the Environmental Education field and the environmental problematic. Throughout the analysis, we see that the authors approach the term sustainability as being polysemic because it reveals in their social use and in academic productions different contexts and does not always reveal the complexity that the term carries throughout its construction.

Mathematics Teaching has been widely discussed since early in the last century, European and American countries were concerned about the direction of this, resulting in important changes in teaching and learning processes. Different contents have already been addressed in Brazilian research involving the teaching of mathematics, including the content of Function, present from the most fundamental questions, such as counting operations, to elements, which are in more advanced questions as infinitesimal calculus and probability. In addition, the function can help you understand what relations between geometry and algebra when discussing, for example, solving equations and graphic constructions. Therefore, it is necessary the effort in favor of the teaching of the Function, especially with regard to a research that uses the categories of logic and history in the construction of the concept and its use by humanity, a discussion not developed in the research in the area. To eliminate this gap, this research aims to discuss the process of the appropriation of the function content in the classroom from a task that involves aspects of virtual history, and based on the theoretical framework of Historical-Cultural Psychology (PsiHC). To achieve this goal a qualitative research was carried out, procedures for data collection, observation, interview and documentary analysis. From the analysis, we come in three categories: 1) Conversion of the elements of the function into graphic language: limits and potentialities of the narrative; 2) The daily life in narratives empirical thinking: obstacles in the development of conceptual thinking; 3) The interaction between peers in the context of the narrative. From these, we conclude that it is important to be careful with the discrete function approach and the transition to continuous function; elaborate narratives that contribute to the development of conceptual thinking; and how affective attachments, emotions, and peer relationships can contribute to the process of appropriating content of function. Thus, such categories will be important for thinking about possibilities and advances to be made during the elaboration and application of virtual histories for the teaching of mathematics, thinking about the process of appropriation of concepts.

The Brazilian Educational Cinema is defined as a film genre that was established in the first half of the twentieth century, and its national legal support established in the government of Getúlio Vargas, more specifically in 1932, from the promulgation of decree 21.240 / 32, and It focuses mainly on the use of documentaries to help the school process of teaching, or to transmit knowledge of various shades to the general public. Educational Cinema is strengthened in Brazil through the performance, above all, of scientists and educators linked to the Escola Nova Movement, who sought a transformation in the traditional forms of education, while seeing in the cinematic potential a way of putting their own education into action. modernization agenda of the country and its population. Film studies from a cultural perspective have grown exponentially since the 1980s, with a growing focus on the “cinematic fact” or the entire contextual construction in which films are embedded. In this way, the construction of a film is analyzed not only as an artistic or communicational act, but focusing on which contexts, articulations, representations and social, political and cultural attributions the cinema carries in itself. In the case of Educational Cinema, an analysis of this aspect allows us to understand how this tool was used in congruence with a scientific discourse in Brazil in the first half of the twentieth century, aligning this work with recent trends in studies of film history and history of science. In this work, divided into two chapters, we will deal with: in chapter 1, the general bases that allowed the structuring of the Brazilian Educational Cinema, identifying the main legal frameworks - especially occurred in the educational reforms of some states - as well as identifying the main international influences that guided this process in Brazil. Chapter 2 will discuss the influences of physician and anthropologist Edgard Roquette-Pinto, a frequent advocate of Educational Cinema as a form of popularization of scientific discourse in the process of consolidation of this type of cinema. Roquette-Pinto pioneered the use of cinema as an educational tool, and her entire career is marked by the exchange between science - especially natural science - and cinema. An approach to Roquette-Pinto's main professional initiatives will be contextualized with discussions about the moral and political construction embedded in the films.

The implementation of inclusive policies is one of the current challenges of Brazilian education. With the arrival of the new century, there were changes and social restructurings, which demanded efforts for adaptation and development, of subjects who assumed their previously ignored positions in society, including the insertion of women in the labor market, the renewal of religious relations, the rights of persons with disabilities, among others. Thus requiring a new positioning of the school. And in this context, the scientific field cannot be neglected. In this paper we propose to analyze the potential with which the Didactic Laboratory of Physics Teaching can collaborate with the inclusive teaching of Deaf students. In order to know what has been discussed by authors in the field and what they attribute to this teaching tool focusing on inclusive teaching. To develop this question we first look at the historical and social construction of inclusive policies in order to clarify the more subjective nuances that involve developing work in this scenario. We also consider it is necessary to take a close look at the issues of deaf culture in order to educate the reader about what we consider extremely necessary for those who intend to work with deaf students. During the research, we identified the potential of the didactic laboratory for the inclusive teaching of deaf students, pointed out in the works carried out in the last decade and published in the main magazines and events in the area. The choice for such vehicles was given that we believe that in them, knowledge will be more democratized and accessible to teachers, who face this demand in the basic education system, when compared to theses and dissertations for example. The search was done in the annals of the 3 main events in the area of physics education; ENPEC, EPEF and SNEF, and was based on the title of the works and keywords, searching for the words; inclusion, deaf, non-hearing and hearing impaired. In addition to the events, we searched the CAPES periodical portal and through academic google, for articles that worked on the didactic laboratory for teaching physics and the inclusive education of deaf students. Then the works found were filtered by the abstract and made the investigation through their documentary analysis. The purpose of the research is to deal with the didactic laboratory and the inclusion, so we selected the works that mentioned experimentation, experiments, practices and laboratory for a deeper reading. We found articles that worked with laboratory practices with deaf students, from an inclusive perspective. We look at the surveys made by the authors to list the potential contributions of the didactic laboratory to inclusive education.

This study has as its object of study activities related to the teaching of Mathematics developed by the Municipal Secretary of Teresina (PI) in partnership with the Alfa and Beto Institute through a Pedagogical Intervention Program. It is organized as a collection of two articles: in the first article, we seek to characterize the principles of the performativity device of a pedagogical intervention program for the teaching of mathematics in the early years developed in the city of Teresina (PI) in partnership with Instituto Alfa and Beto. In the second article, we present a study that sought to understand the way teachers recontextualize the aforementioned Pedagogical Intervention Program. These are two qualitative studies in which data were collected through observations, document analysis and semi-structured interviews. The results of the first article point to three principles as regulators of activities related to the teaching of mathematics developed in the studied context: monitoring the execution of class scripts, training students to perform external evaluations, the award as a stimulus to performance improvement. In turn, the results of the second article indicate that participants recontextualize activities advocated by this program including other activities designed by themselves to meet Prova Brasil descriptors and performing textual transformations to meet the student leveling policy by performance standard. expanding them or associating them with others elaborated by themselves and operating variations in the rhythm to adapt it to the specificities of each class.

We present a Didactic Sequence, by the methodological assumptions of Didactic Engineering,
containing problem solving activities with natural numbers. This presents problems that we
present from the textbook in use and that we elaborate from the studies carried out, as well as
didactic moments that aim to analyze what conditions and restrictions act on the implementation
of this Sequence in the 6th. year of Elementary School, aiming at the development of algebraic
thinking. We outline as general objective: to investigate what contributions and conditions and
restrictions of implementation of a Didactic Sequence - elaborated for the teaching of operations
with natural numbers, in the 6th. year of Elementary School and with problems solving activities
for the development of algebraic thinking; and as specific objectives: (a) to analyze the conditions
and constraints for the development of algebraic thinking from problems of operations with
natural numbers; (b) investigate strategies mobilized by students from oral and written
productions in solving problems with natural numbers that indicate the development of algebraic
thinking; (c) to analyze the written and oral productions of the students in the answers given to
the proposed problems regarding the development of algebraic thinking. We interweave our
research to a qualitative approach, of an interpretive nature that seeks to know, describe and
analyze the actions of students and the reasoning that mobilize when they are faced with problems
that may evoke algebraic thinking. The contribution to the analysis came from the
Anthropological Theory of Didactics in the studies of Chevallard, Bosch, and their collaborators;
Kaput; Kieran; Squalli: Radford; Almeida; Oliveira and Câmara, Duval, among others. This
research was carried out in a state public school in the interior of Bahia, with 111 students, who
participated in three phases of experimentation. Results indicate that thinking algebraically
manifests itself mainly by manipulating unknown objects analytically as if they were known; in
the ability to establish relationships between the data of a problem; evoking non-ostensible
objects from the ostensible ones present in the problems, meaning them. Arithmetic problems
proved to be conducive to the establishment of relations that indicated the development of
algebraic thinking, in terms of sequential, equational, equilibrium, and functional reasoning, the
latter with more difficulty of perception. It was under the use of algebraic resolution strategies
with the use of letters and symbols, it is justified because they are not yet formally introduced in
algebra by the curriculum they obey. We consider that algebraic thinking is not necessarily
associated with the use of these elements. Considerations of the study indicate that the way the
activities are proposed to the students, their conduction, exploring ostensible and varied records
of semiotic representation, such as the natural, iconic and numerical language, contribute to the
development of algebraic thinking. We thus find evidence to validate our sequence, discussing it
by the theoretical bases and referring to the domains of algebra, and thus promoting knowledge.

Starting from the problematic that the cell biology teaching has been developed in a conceptualist and scientism way, with little or no space for the historical, epistemological and axiological discussion of science, this research sought to develop, from the Freirean philosophical grounds, the Science-Technology-Society-Environment educational perspective and the use of Socio-Scientific Issue, a teaching proposal - with generalizable design principles - that promote the debate about an ethical problem of othering negative, focusing on racism, sexism and class oppression. Such negative othering are revealed substantially in the Henrietta Lacks' case - a woman, black and poor who had cervical cells used for cancer research without her knowledge and consent in the context of segregationist laws in the first half of the twentieth century, in the United States. Researches that evidence the absence of school approaches that discuss ethics are not uncommon, while many studies emphasize the importance of triggering this type of discussion for student critical thinking. Thus, this work aimed to investigate the design principles of a teaching sequence about mitosis and cancer, inspired by the history of Henrietta Lacks, designed to promote critical thinking skills and sociopolitical action proposition by high school students. More specifically, we aim to: a) to analyze cell biology approaches proposed for High School, through a review of the didactic experiences reported in the specialized literature; b) to analyze forms of othering based on the articulation between racism, sexism and class oppression present in the Henrietta Lacks’ case; c) to develop design principles of a teaching sequence about cell biology, to mobilize content in different dimensions, with the objective to promote critical thinking skills and sociopolitical action proposition by high school students; d) to analyze the implications of the previous validation process of a teaching sequence on mitosis and câncer, by biology teachers and feminists, for the development of an Educational Design Research, and e) to investigate design principles for the teaching of mitosis and cancer of a teaching sequence that aims to promote critical thinking skills and sociopolitical action proposition. From a collaborative work and adopting a qualitative approach, we developed this research based on the Educational Design Research, contemplating the preliminary phase, in which we carry out analyzes on the context and the needs, the development of a conceptual framework based on literature and teacher knowledge, systematized through the answers to the specific objectives a, b and c. We also developed the prototyping phase, through the design of the didactic intervention, the validation of the same by teachers of biology and feminists and the investigation of the design principles, contemplating the objectives d and e. Thus, a prototyping cycle was carried out with formative evaluation for the improvement of the intervention, through which we analyzed the potentialities and the limits of empirically tested design principles in the real context of the High School classroom of the Instituto Federal da Bahia, Campus Camaçari. This research was conducted by analyzing the reach of planned teaching expectations, using four specific analytical tools: focus group interactional analysis, critical discourse analysis,analytical tool on developing critical thinking skills, and analytical tool on the elaboration of proposals of sociopolitical action. The results point to a set of evidences that indicate the validity of the three design principles investigated. However, for each design principle and its expectations, some ways of improving teaching practices were listed to better meet the expectations that were expected, aiming at iteration in future studies. We hope that our research contributes to the teaching of biology articulated with the education of ethnic-racial relations, which promotes gender equity and is committed to positive social transformations.

The present investigation has as a general theme the processes of production of
educative curricullum materials in a professional community of professors who teach
mathematics. Participated from this experience, researchers and/or trainers, professors
who teach mathematics and future teachers, who met periodically in order to elaborate
educative curricullum materials on mathematics whose purpose was to support learning
of teachers . Three objectives guided the course of the investigation: Identify and
describe how mathematicals concept realizations are recontextualized by a community
of teachers who teach mathematics; To analyze how the processes of
recontextualization of texts of the schools “forms of life” reorganize language games of
school mathematics in an educative curricullum material; Describe and characterize a
strategy for the development of educative curricullum materials as a process of
desobjetification of mathematical concepts. In the way of these objectives, the present
research follows a qualitative approach, whose data were produced through
observations and documents. We identified and analyze, inspired by the Wittgensteinian
notions of language games, rules and forms of life, as well as in the notion of
pedagogical recontextualization of Basil Bernstein and the desobjetication of Anne
Sfard, the communications of professors who teach mathematics, when they
participated in discussions with a view to constructing an educativel curricullum
material for the teaching of mathematical concepts. The results suggest that the stages of
development of this material can be described by four interrelated processes:
recontextualization, reverse recontextualization, desobjetification in realizations in the
context and desobjetification in achievements possible . Through the processes of
recontextualization and reverse recontextualization, we describe how teachers displaced
texts from academic and school forms of life for the context of MCE production. This
movement of texts promoted variations in the set of rules that regulate the language
games of school mathematics expressed by the MCE, maintaining specific power and
control relationsover the uses of language in the material produced. In the third and
fourth processes, we describe how teachers established associations between uses of
concepts in different language games and routines that are common in school forms of
life in order to delineate the educational characteristics of MCE. In the desobjetification
in realizations possible, we describe how teachers associated moved realizations of
academic forms of life with the uses and habits established in literature as typical of
school forms of life. In the desobjetification in achievement in the context, teachers
associate the use of words and symbols by specific students, in particular contexts, with
the routines in which students perform to produce mathematical narratives. As
implication, we suggest that the description of such processes shifts the attention of the
MCE production field to the participation of professors in different forms of life as a
reference for the development of MCE, overcoming a tendency of the MCE developers
to establish the educative characteristics from theoretical categories derived from the

theories of knowledge. Finally, we point out that such a description allows greater
visibility of researchers and professors to communications in the classroom as a
structuring of the educative characteristics in the texts of the MCE, constituting also a
viable methodology for the development of this type of curricular material.

The research proposes to investigate the degree of appropriation of formative aspects of chemistry graduates participating in the Initiation to Teaching Program, Federal University of Sergipe, through writing, rewriting and mediation of the reading of science fiction short stories. As contributions to discuss the use of science fiction literature in science teaching, we use national and international authors who have subsidized the latest research that seeks to interrelate between Science and the Genre of Science Fiction. As a theoretical basis we rely on the perspective of liberating education and Paulo Freire's thematic research, in addition to discussing some aspects regarding the educational needs of science teachers, as well as about the Initiation to Teaching program and its role in this context. Data were collected through documents and non-participant observation. The documents analyzed were the written and rewritten short stories, as well as the thematic workshops elaborated by the licenciandos for the mediation of the writings in the classroom. We selected the short story because it is a fast reading genre, not tiring. The analysis of appropriation occurred through the Bakhtinian discursive way, and the appropriation is perceived when the subjects re-signify the concepts by making them their own, in an enunciative process where the "words of others" are reworked in a dialogical way to the point that they become "my other words". We perceived that appropriation occurred to a greater or lesser degree for different formative aspects and, therefore, three emergent categories were created called low appropriation, intermediate grade and abstract degree so that we could differentiate such degrees. From the analyzes carried out for the first data stage, we can affirm that the process of writing and rewriting contos contributes to the appropriation of formative aspects that encompass the conceptual and pedagogical field and contextualization as a bridge between literature and science, besides contributing with the promotion of writing skills and of fostering creativity.

This work aimed to investigate how the learning process of mathematics teachers in initial formation happens when they engage in learning practices in a discipline on geometry and that aims at teaching in Basic Education. At this point, we sought inspiration from the theoretical assumptions of Etienne Wenger's (1998) social learning theory and some aspects of the situated learning perspective, through which we understand a possible characterization of learning through two theoretical constructs: social practice and identity. Notably, these two elements were able to describe part of the dynamics of learning processes, pointing them as a possible basis and characterization for the professional development of future geometry teachers, by the close relationship between the dimensions of what / how we do and who we can be in the process. For that, the classes of a discipline of a public university in the interior of Bahia were analyzed qualitatively. The data were produced by observation recorded in audio and video and recorded by the researcher by logbook, as well as by conducting interview at the beginning and end of the discipline. The results suggest the delineation of differentiated ways of learning and teaching geometric concepts, thus demarcating rich processes in their learning histories that are negotiated in the situations to which they were submitted. Therefore, the conclusion points to the need to delegate to the future teacher to negotiate in the act of his own participations and reifications when using the concepts of geometry, that is, the future teacher must investigate, question and raise hypotheses about "doing" in "doing" ". This movement collaborates in the sense of demarcating learning with an emphasis on the negotiation of meanings of geometry teaching situations in Basic Education as a natural, necessary and constant action, corroborating the perspective of the development of the subject throughout life.

We present the results of a research whose general objective was to investigate how an extension course in ethnoecology could collaborate in the initial formation of biology teachers that are sensitive to cultural diversity. As specific objectives: a) To characterize aspects of the training of biology teacher for cultural diversity, regarding ethnoecology issues for science teaching; b) Identify future teachers' conceptions about the topic addressed before and after their participation in the course; c) Evaluate pedagogical interventions developed by future teachers in biology, after the course, based on intercultural dialogue between school ecological knowledge and traditional knowledge about natural resources. The extension course was attended by students in biology from three universities in the state of Bahia, public and private, and addressed issues related to ethnoecology and science education, both in theory and practice. It is a qualitative research that sought to investigate the life of collectivities in their diversity, assuming a socio-analytic intervention, accompanying the daily practices and seeking to create a problematization field. Data collection was done through a semi-structured interview, video-recordings and field diary, and analyzed the concept. In general, the results point out that there are no curricular bases for undergraduate degrees in biology, components that address ethnoecological issues and the teaching of science and biology based on intercultural dialogue. In addition, it points to the direction that greater efforts are required for the training of biology teachers who are sensitive to cultural diversity, which implies, among other things, the insertion of ethnoecological approaches in curricular components, or even the insertion of a specific component for ethnoecology, since it may generate possibilities for problematizations between the innumerable relationships that are established between human beings, their cultures and the natural world, which will guide a future pedagogical practice based on the respect and consideration of the cultural diversity present in the class. The extension course, despite having many limiting factors, led to reflections on the environmental themes, which need to be associated with the ethnoecological knowledge that the communities have, especially in the training of biology teachers. This research may strengthen further studies in the areas of Science Teaching, Teacher Education and Ethnoecology, by offering subsidies that could enrich understanding about the relationship between science and other cultures.

The thesis analyzes the "Seabrist" public policies at the height of urban and sanitary reforms in the City of Salvador during the First Republic, which faced a set of oppositions present in the hearts and minds of those who formed the local medical corpus at the time of J.J. Seabra.

This work aims to construct chapters of Quantum Field Theory (QFT) in Brazil, through the tracks of Quantum Electrodynamics (QED), from 1948 to 1980, involving the contributions of physicists J. Leite Lopes, T. Maris, and J. A. Swieca. The thesis starts with the analysis of the scientific researches carried out by these physicists, based on renormalized QED, which gave support to physics and related sciences. By highlighting the scientific, social, economic, and political contexts, biographical sketches of the aforementioned physicists are made, locating them in these contexts in which they acted. The narrative is focused on the evolution of QFT research, aiming at the practice and development of QED in Brazil, and the ensuing researches which were guided by this QED, especially when applied to fundamental interaction of particles other than the electromagnetic, as the weak interaction. To this end, Brazil had in the beginning of the 1950’s the intellectual and presential support of one of the creators of renormalized QED , R. P. Feynman, who visited Brazilian research institutions several times, such as CBPF and ITA. Next, the motivations, invitations and effective contributions of the three protagonists are analyzed, culminating with a significant understanding of the formation, in its first and next steps, of the research centers at CBPF, USP, UFRGS and PUC, aimed at the development of TQC by the conceptual formalism of EDQ, with emphasis on the contents of symmetry and spontaneous symmetry breaking, which effectively had a Brazilian contribution in the country or abroad, whether performed by Brazilian physicists born or not in the country, or by a foreign physicist acting at a Brazilian university.

This qualitative research analyzed ontological and epistemological aspects of the darwinian concept of adaptation in the pedagogical discourse of Biology in high school. Different contexts of presentation of the concept of adaptation in textbooks (TBs) were examined; the meaning of this concept by teachers; and the relationship of teachers with the teaching of this concept. We performed categorical content analysis (CAs) of pedagogical discourse with the aid of the semantic matrix of adaptation (SMA). In the light of the Conceptual Profile Theory, SMA organizes students' different ways of thinking about the concept of adaptation, based on ontological and epistemological commitments that constitute their conceptions and stabilize zones that make up the conceptual profile of adaptation. Conceptual Profile is a way of modeling students' heterogeneity in thinking and speaking, and the SMA is a step in the construction of this model. In this work, the SMA was an effective tool for producing inferences about ways of talking about adaptation, due to its heuristic potential to recognize ontological and epistemological aspects of this concept in the plurality of ideas presented in the pedagogical discourse, as well as for the comprehension of this discourse in its contexts of application. We define pedagogical discourse according to Bernstein's Pedagogical Device Theory, which describes the process of recontextualizing a specific field of knowledge in the constitution of the school curriculum. In this process, rules of symbolic control of consciousness exert selective actions on potential meanings to be recontextualized. Through this control, consciousness receives specialized forms of communication that convey a distribution of power resulting from disputes between different social groups for the right to socially impose their cultural constructions. This notion aligns with the Vygotskian idea that collective constructions impose themselves on individual cognition, since it develops through the internalization of cultural tools through social interactions. The theoretical framework described above substantiated the research question of this thesis, namely: how is the meaning of the darwinian concept of adaptation in pedagogical discourse configured when examined from the analysis of systematized ontological and epistemological commitments in a semantic matrix about this concept? Our analyzes showed the prevalence in TBs of the ontological dimension of adaptation as a characteristic associated with natural selection. The narratives that presented adaptation as a process and as a state of being made use of functional explanations to justify the adjustment of the organism or some characteristic to the environment. The recurrence of functional explanations highlights the role of teleological language in school science discourse, especially to explain evolutionary phenomena, despite the typically negative reactions to it found in part of the literature in Science Education. The concept of adaptation presented by one of the groups of teachers proved inappropriate to the darwinian perspective, as natural selection was not even mentioned. Several approaches, both those whose ontological dimension of adaptation referred to a characteristic and those that referred to a process or state of being, suggest that the poor understanding of the action of natural selection has given rise to compromises with the adaptationist and prospective view of evolution. The continuing education of teachers was an influential factor in the way of talking about evolutionary concepts, and the approach to scientific research, especially through research groups, proved to be a promising way to produce discourses more appropriate to the school context.

This research is characterized as an investigation in the subject of the school curriculum in the Basic Education in the country, thematic which is very dear for the Brazilian educational field, under the light of a theoretical referential based on Historical-Critical Pedagogy and its philosophical foundations on historical-dialectical materialism. We consider the historical-critical approach to education as the one capable of giving direction to human formation in its maximum potential for the formation of a more just and egalitarian society, for the overcoming of class society and of the current capitalist sociability to surpass, therefore, the education that privileges only the layers of the elite of the society as it is configured in the present time. Therefore, this work sought to achieve two objectives in this theme: to analyze in a historical and critical manner the documents and curricular policies in Brazil from the beginning of the twentieth century to the present day for Basic Education, in general, and for Chemistry, in particular; and to investigate, in curriculum and curricular documents, the relation between their conceptions and the category of freedom and the flexible learnig theory.. The research was performed, to meet these objectives, in the form of a theoretical-bibliographic research, also aligned with the documentary analysis, in order to obtain an analysis based on historical-dialectical materialism under the perspective of the historical-critical pedagogy regarding the movement of curricular reforms in the country in the period studied, on one hand, and for the investigation, in these documents, of the presence and relations of its content with the freedom category and the flexible learning category, on the other. We show in this research that the movement of curricular reforms that have taken place in Brazil since the 20th century has been characterized as a constant maintenance of the elite's favoring and the formation of the working classes for the needs of capital, which, in the last reforms proposed by BNCC and REM, have intensified vigorously with the adoption of neoliberal ideology and its aspects, especially the flexibility of curricula and of learning and multiculturalism, with the exacerbation of the emptying of scientific knowledge in these proposals. We have identified that in scientific-historical pedagogical theory, in its foundations in historical-dialectical materialism and in historical-cultural psychology, the scientific contents, knowledge historically and collectively elaborated by humanity, play a fundamental role in the curriculum problem, establishing as curricular principles the identification of the classic contents and the proper dosage, in time and depth, and sequencing of these as primordial for the educational activity, celebrated in the triad content-form-recipient, in order to obtain a project for education towards freedom. We understood that the analyzed official curriculum and curricular documents, specially the current ones, relate strictely with the flexible learning theory conceptions, which, although show itself as a way for giving autonomy to students in its educational choices, reflect themselves in a contraditorial, antagonistic, way with the freedom category.

In the field of anthropology of didactics, the didactic knowledge (professionals) can be used to question the curricular contents and the strategies for their teaching. In this research, it is proposed that the integration of didactic notions in mathematical theories is a way to promote such questioning. This is closely watched on the diffusion of the mathematical quadratic function object in a mathematics teacher training course. This implies that the restrictions on the practices that constitute the mathematical activity of teachers and students constitute the object this investigation. Thus, the objective is to analyze the conditions and / or institutional constraints of a proposal to construct an alternative praxeological model for the study of quadratic function, to work out situations that lead us to the quadratic function as a parable in teacher training course. It is also a discussion of the status of the parable, as well as the interrelationships between mathematical domains. This investigation is based on the paradigm of  questioning of the world, supported theoretically in the framework of the Anthropological Theory of Didactics, from which some notions necessary for the interpretation of the data built in its development are taken. It is part of a second generation Didactic Engineering, called Engineering of the Study and Research Path - SRP, which constitutes the methodological path of this investigation. The results indicate that the proposition of situations that take the quadratic function to the parable through the experimentation of a SRP potentiated the integration of didactic notions in the mathematical praxeologies of the research participants and, consequently, the questioning of the contents to be taught. This also characterized a kind of reconstruction of didactic-mathematical praxeologies in this formative context.

The notion of ways of speaking and their relation to modes of thinking were associated with the conceptual profile by Mortimer from the 2000s. From then on, research in conceptual profiles assumed that different modes of thinking are related to different ways of speaking certain concept. From a review about the theoretical and methodological treatment given by researchers in conceptual profiles to the investigation of the notion of ways of speaking, we identified two perspectives regarding their identification, characterization and relationship with the construction of profile models. The first of these, historically the one that inaugurates the studies of ways of speaking associated with modes of thinking found in the works of Mortimer (2001) and Amaral (2004), is an approach to ways of speaking as a description of the discursive-pedagogical context when a zone of a conceptual profile emerges. The other was initially developed by Coutinho (2005), followed by Nicolli (2009) and refined by Sepulveda (2010), and identifies ways of speaking typical of each of the zones of a conceptual profile. These latter results in a theoretical-methodological movement of internalization of the ways of speaking into profile models as one of the elements in the characterization of zones. From the survey and analysis of the theoretical dialogues and methodological procedures used by the authors in their work to identify and characterize the ways of speaking, we propose, in this work, a theoretical-methodological framework for the characterization of conceptual profile zones, especially with regard to the ways of speaking. From the survey and analysis of the theoretical dialogues and methodological procedures used by the authors in their work to identify and characterize the ways of speaking, we propose, in this work, a theoretical-methodological framework for the characterization of conceptual profile zones, especially with regard to the ways of speaking. This methodological structure fulfills the following roles: (1) rescue and associate methodological steps used by the authors to characterize the ways of speaking along the research program trajectory in conceptual profiles; and (2) integrating new theoretical and methodological propositions, specifically, the use of Lemke's (1990) notion of science dialogue patterns - organizational pattern of dialogue and thematic pattern - and the top-down analysis of the discourse genre proposed by Rojo (2007). The analytical structure proposed in this paper was applied, in an integrated way to the conceptual profile of  adaptation proposed by Sepulveda (2010), to the discursive analysis of evolutionary teaching episodes, produced during a sequence of classes on “Darwinian Theory of Evolution: analysis historical and epistemological of challenges and perspectives of teaching ”, in a class of the 4th semester undergradued studente of biological sciences at a state university in Bahia. The results produced from this analysis allow us to conclude that: (1) the theoretical-methodological structure proposed in this work, when employed in an integrated manner with a conceptual profile, in our case, the profile of adaptation concept modeled by Sepulveda (2010), made it possible to describe, in semantic, social, and linguistic terms, the discursive contexts in which there is negotiation and construction of meanings; (2) the characterization of the epistemological and ontological commitments of the zones of the conceptual profile of adaptation (SEPULVEDA, 2010) presented some limits for discursive analysis in evolutionary higher education, for example, the commitment to a prospective view of adaptation that can be shared between providential adjustment zones and adaptationist approach to organic form; (3) the conceptual profile of adaptation proposed by Sepulveda (2010), after evaluation and sophistication, constitutes a tool for analyzing the heterogeneity of modes of thinking about this concept in higher education of evolution. Moreover, this study has implications for the research program in conceptual profiles, among them, the proposition of a systematized methodology for the enunciative characterization of the ways of speaking that seeks to reconcile the perspectives historically used in the program through the top-down methodology of Backhtin´s analyisis of enuciantion proposed by Rojo (2007) and Lemke's thematic pattern (1999). 

This research aimed to evaluate the process of participation of undergraduate students in Chemistry of the Federal Institute of Education, Science and Technology of Bahia (IFBA) - Porto Seguro Campus, BA, in an Interpretive Trail in the Pataxó Village of Jaqueira Reserva in Porto Seguro, BA conceived according to the assumptions of Environmental Education and situate them in the unequal situations that mark capitalist society, to rethink consumption patterns and to move away from an anthropocentric reality. Critical Multiculturalism, on the other hand, seeks the dialogue of knowledge between different cultures, questioning prejudices and hierarchies. Hardly, in a trail, the activities of Environmental Education and Multicultural Education follow the critical profile. The trails ensure proximity to nature elements, species of fauna and flora, areas in recovery or preserved, and may have historical points, interpretation, leisure and environmental awareness. Hardly, on an interpretative track, the activities of Environmental Education and Multicultural Education follow the critical profile. Aiming to bridge this gap, the Lagoa Seca trail was studied in the light of criticality. When education is not only about punctual practices, often with a naturalistic focus, but proposing to carry out a more complex, in-depth and critical reflection, it becomes possible to address the environmental and multicultural issues in a non-reductionist manner. A qualitative approach to data production and analysis was adopted, based on the principles of participatory research and following the critical theory paradigm. The results indicated that it is possible to develop Environmental Education and Multicultural Education following a critical approach in an indigenous trail, favoring awareness, change towards critical thinking and attitudes of reciprocity towards the environment and society itself. However, there was also the need for further discussion and debate of these themes in an interdisciplinary and critical way, in the Higher Degree Course in Chemistry at IFBA, Campus Porto Seguro.

The general objective of this thesis is to understand the formation of teachers for professional education (EP) in the Electromechanical Degree Course (CLEM), of the Federal Institute of Bahia - Simões Filho campus, in the perspectives of students and teachers. The work is structured in a multipaper format, in which each chapter, except for the introduction and conclusion, deals with one of the specific objectives, which are: to discuss teacher education for vocational education and relevant legislation; present the perspectives and challenges of the Structuring Teaching Center (NDE) for the construction of the course; understand teachers' perspectives and involvement with the curriculum; and understand students' perspectives on CLEM and their professional identities. The choice of CLEM as a research object is justified by the unprecedented course - unique in the country with the goal of training teachers to work in PE, bringing a mix between two engineering (electrical and mechanical) and pedagogy. Therefore, the research is empirical of the Case Study type. The information presented here was extracted from direct sources through semi-structured interviews with NDE members and questionnaires for teachers and students of the course. The approach was primarily qualitative, however, the method used encompasses a quantitative part of data collection, manipulating simple measures of frequency. As a result, it is understood that the CLEM represents an innovative initiative that promotes teacher education for PE, however, has many problems and therefore needs changes in its curriculum, so that it does not become extinct and reach the desired social gains.

We argue in this paper that experiences based on Epistemological Pluralism (EP) and Critical Multiculturalism (CM), during the initial formation of teachers, may contribute to them developing proposals aiming at the deconstruction of prejudice and overcoming inequalities. Thus, the project consists of three studies: The first and the second are bibliographic modalities, corresponding to a theoretical essay and a systematic literature review, respectively, and the third represents an empirical study. Study one aims to problematize the possibility of a new epistemological position on demarcation of knowledge and curriculum, from the discussions on the convergences and divergences between universalism, the EP and the CM, in order to understand how these theoretical perspectives could be teachers to subsidize different pedagogical practices. Study two aims to analyze ways of approaching the content of genetics to raise a practice consistent with the EP and CM, through a review of didactic experiences reported in the specialized literature. Study three presents as a general objective to understand how biology teachers in initial formation integrate the discourses of EP and CM in their professional repertoire, in the context of a discipline of teaching genetics. The latter is characterized as an explanatory research of qualitative nature, developed from the perspective of symbolic interactionism, with the insertion of elements of critical theory. The empirical study was conducted with undergraduate students in Biology, from the Federal University of Sergipe, in the form of an optional 60-hour course, taught by the researcher, which was organized from the perspective of the EP, by addressing the different forms of knowledge; as well as from the perspective of the CM, when discussing the power relations built around the diversity of socio-cultural groups. As procedures for data production were used documents produced by the undergraduates, observations and individual interview, the last two with audio and/or video recordings. Data analysis was conducted with reference to the sociocognitive theory of discourse proposed by Van Dijk. We conclude that knowledge, which was not apprehended by experience, is constructed through discourse. Thus, a formation committed to cultural diversity is fundamental for teachers to think about such practices in teaching practice.

In the 1960s and 1970s, Brazil experienced the implementation of the United States of America (USA) and Europe Curricular Reform Projects, such as the Biological Science Curriculum Study (BSCS) and the Nuffield Science Teaching Project, and the creation of six Science Teaching Centers created by the Ministry of Education in partnership with Universities and Departments of Education with the objective of promoting a renewal and modernization in secondary education of sciences, including the Bahia Science Teaching Center (CECIBA) and the Teaching Center of Northeastern Sciences (CECINE) in the Brazilian northeast. These two centers were important in the development of projects for the renewal and modernization of biology secondary education in the region, working in training courses (as it was then called continuing education) or updating teachers and producing school or didactic materials, as was the case of the edition of the Biology Collection - Northeast, which was attended by Professor Oswaldo Frota Pessoa and other teachers who worked at CECINE. This study aims primarily to analyze historically from the perspective of a contemporary historiography activities developed in the Section - Biology, as well as documents such as records and reports of teachers participating in these activities at the Bahia Science Teaching Center (CECIBA) in the 1960s and Brazilian bibliographic materials of Science Education and Biology Teaching on memories of Science Teaching Centers in Brazil. Three books from the Biology - Northeast Collection published by the Northeast Science Teaching Center (CECINE) in the 1970s and 1971 are also being analyzed. Aspects related to mythical conceptions and other characteristics of Nature of Science and characteristics and conceptions of practical activities and didactic laboratory present in CECIBA historical records or sources and in the books of the Biology - Northeast Collection published in 1970 and 1971 by CECINE, are being investigated, as rhetorical of the movement of modernization of the school biology discipline that circulated in the period as marks of the renewal of the secondary education in the northeast of Brazil. In general, the rhetorics of modernization of biology are associated with the adoption of ideas from the theory of evolution and the field of genetics in school materials. This research broadens this discussion by including as rhetorics of modernization and renewal, ideas or conceptions of science. and of scientist and of practical activities that were adopted and diffused in the activities and didactic materials of the time. The analysis presented here is unprecedented for teaching Biology based on the sources and documents researched. The research uses a qualitative approach with documentary textual analysis and content analysis through a thematic categorization. Preliminary results showed that CECIBA, in its Section - Biology, played a leading role in the propulsion of renewed ideas in science and biology education through teacher training courses using BSCS and the production of school materials. The presence of various categories of mythical conceptions of the Nature of Science, especially that of monumentality, paradoxically denotes deformed characteristics around conceptions of science and scientist throughout the collection. The evolutionary rhetoric and the insertion of practical activities that bring the student closer to the scientific practice are preponderant elements of the renewal of teaching and discourse of the modernization of biology present in the activities of CECIBA and in the books of the Biologia - Nordeste Collection. It is believed that these results may generate discussions about the role of conceptions of metascientific contents (Nature of Science) and practical activities as important rhetorical in the movement of renewal and modernization of secondary education involving the school subject Biology.

Telegraphy gained ground in Brazil at the beginning of the second half of the nineteenth century,
through the initiatives of Guilherme Schüch, Baron de Capanema (1824-1908). Although initially
there was lack of investments and interest from the Government, during and after the Paraguay War
(1864-1870), the telegraphy reached a fast speed of expansion and became present almost all the
country at the beginning of twentieth century. More than just a means of communication, the
telegraph was optimized in such a way that it became a strategic tool in the military and social
fields, but it was difficult to integrate the capitals of the Amazon region to the rest of the country
and overcome the adversities that the forest imposed on the fragile cables. Radiotelegraphy, a new
technology for the transmission of telegraphic signals through radio waves, also took a long time to
develop and expand in Brazil, however, driven by communication problems in Amazonia, the
General Telegraph Office, from technology transfer agreements and the commitment of its
engineers, ensured a quick advance in the introduction and expansion of a wireless communications
network that operated in parallel and integrated with the electric telegraphy network in the 1910s,
becoming the subject of continuous study involving the development of research and teaching to
adapt foreign technology. Thus, for a given period, the radiotelegraph service ceased to be seen as a
support for conventional telegraphy to be defended as a strategic necessity for the interests of the
Brazilian Government.

There are many discussions about the inclusion of students with special needs in
common classes and the state has assumed the responsibility to guarantee this right,
but it is necessary to understand the training that teachers and future teachers have
been receiving to develop inclusive practices. Thus, this work aims to analyze the
conceptions related to the performance of the chemistry teachers for the inclusive
education of deaf people in the regular network of education. The research involved
the participation of teachers who teach in the education network of the State of Bahia,
undergraduate students of the chemistry course of the Federal University of Bahia,
members of the PIBID-subproject, since this program allows the contact of the student
in formation with the reality of the school and with the experience of teachers. For the
accomplishment of the work, theoretical studies were carried out in productions in the
area of inclusive education, besides the articulation with the studies of L. S. Vygotski,
specifically his productions in Defectology. Seeking to collaborate with the discussions
that support the inclusion of deaf students in the regular network of education. A
workshop was held to sensitize participants on the theme of inclusion. The instrument
of data production was the semistructured interview and the analysis of the same was
done from the technique of content analysis with the elaboration of categories. With
the analyzes, it is considered that effective changes in the training courses (initial and
continued) are necessary so that the teachers feel prepared to act in the new school
reality, besides that, although some changes in the curriculum of the course of
chemistry of the UFBA, these are not yet insufficient for future teachers to work with
the reality of inclusion in schools.

The liberating education of Paulo Freire and researchers who work with question socio-scientific (QSC) in CTSA education emphasize the importance of working, in the classroom, with themes that have a connection with the context of the students. This was considered when choosing a context-based problem on the construction of a nuclear power plant in the municipality of Itacuruba in Pernambuco. Due to the nature of the theme, we use Modern Physics topics and Contemporary (FMC) and knowledge of moral philosophy to give subsidies to the students in understanding the problem in question. Our educational proposal is innovative and promising for working on FMC topics in high school through an articulated QSC to Freire's pedagogy, to CTSA education, and to use the the theoretical-methodological assumptions of the Educational Design Research (design research). The objective of this work was to elaborate in a collaborative and validate in pairs a didactic sequence (SD) based on a QSC about within the Freirean perspective and the CTSA education, with a potential for promoting the development of socio-political actions and position by the high school students of IF Sertão Pernambucano Campus Salgueiro, through the mobilization of the scientific and ethical contents involved in the QSC. We use a qualitative approach to analyze in detail the peer evaluations with the purpose of verifying the validity of the intervention proposal. Two very important aspects validated the didactic sequence for application in the context of teaching: 1) The vast positive evaluation of the intervention didactic; 2) The rigorous analysis for each criticism, comment, suggestion and / or justification, done by the pairs, with the intention of perfecting the didactic sequence. This validation attributed rigor and reliability to the didactic sequence, conferring great potential to achieve the proposed objectives in order to promote conceptual apprenticeship, positioning and the development of actions sociopolitical.

The present work is inserted in the History of Medicine, in particular of the so-
called PSI sciences (psychology, psychiatry and psychoanalysis). In an attempt to
understand the invisibility of women in the historiography of science, the aim of this
research will be to analyze the life and work of Sabina Spielrein, from 1911 to 1942,
that is, from the year of her graduation in medicine up to her death. Sabina's graduation
in this case interests us, seeing that, this marked the beginning of the cure of the
symptoms, which developed from the cure of the symptoms to the intellectual and
clinical engagement with psychoanalysis, psychiatry and psychology. Sabina, at first, a
patient diagnosed with hysteria, admitted in 1904 at Burghölzli Hospital in Switzerland,
became in the year 1911 a doctor and since then she worked as a psychiatrist,
psychoanalyst and later as a child psychologist. Russian, Jewish, woman in a
predominantly masculine environment, Sabina was sometimes excluded and left at the
margins by some of her peers. Nevertheless its work influenced prominent authors such
Sigmund Freud, Carl Gustav Jung, Jean Piaget and Lev Vygotsky. The analysis of the
history of women in psychoanalysis is extremely interesting because it not only
challenges how women are portrayed in most cases by the traditional discourse of the
history of science; this in turn narrated from an androcentric bias, but also outlines a
different narrative where women appear as producers of knowledge, in this case,
psychoanalytic knowledge. This story takes place in Vienna, where the psychoanalysis
was created by the Austrian physician Sigmund Freud, still in the year 1902, but also in
the places where Sabina Spielrein acted.

The concept of orbital is of fundamental importance for the teaching of Chemistry, since the understanding of quantum theories of chemical bonding depend on the understanding of the concept of orbital. However, concepts important to your understanding as: (a) quantum of a greatness; (b) the dual nature of matter and radiation; (b) atom as structure; (c) electronic movement without trajectories defined; should be taught previously. The literature consulted indicates that the students have difficulty understanding the concept of orbital even after of their teaching. Therefore, the objective of this work is to investigate how the process of formation of the orbital concept in higher education students in a historical-cultural perspective. The class took a historical approach to the concept of atomic orbital, since Vigotski (2001) affirms that historical analysis makes the concept logical. In addition, the students were led to solve exercises, so that in this way the concept use in problem solving was observed. 

It is investigation of an empirical nature, of the Action-Research type, was carried out in the 2016.1, 

of the discipline QUIA49-Quimica Quântica I which counts with about 35 students, among undergraduate and 

bachelors in chemistry). Content Analysis, will be used to analyze the data obtained with the survey, 

solved exercises, assessments, observation and filming of classes. Initially, a to perceive the students' 

spontaneous conceptions about the concept of atomic orbital and the probabilistic interpretation of the 

wave function and as result was obtained that the students in their majority used more the terms referring 

to the concept of orbital as a region of space and also for them the probabilistic interpretation can be

 interpreted as the probability density of finding the system in a given region of space. 

From the analysis of the video it was possible understand how important the teacher's work is for 

therefore learning the concept, because only someone more experienced is able to act in the zone

 of imminent development and making the student take a cognitive leap and become aware of the concept. 

The evaluations served as problems in which students would have to demonstrate that they became aware 

of the concept of orbital. According to the terms used in the answers given, possible to verify that there has 

been a development of the higher functions of the students. Through this research it was possible to perceive that a teaching in which encouraged to discuss, write and solve problems, cognitive development of this student

This research deals with the defense of the socio-historical approach to work on the modern concept of chemical transformation, considering that this approach advances in the critical analysis of social reality and education, with the main goal of human emancipation. In this sense, the work seeks to bring together the modern concept of chemical transformation of matter with the socio-historical context in which it was produced and consolidated. It is a theoretical-bibliographical research, which uses as basis the methodological reference of historical-dialectical materialism. The choice of this reference was based on the understanding that it allows us a broad understanding and explanation of the object studied in the research. In this sense, it was imperative to refer to the literature dealing with the following areas of knowledge: work as a foundational category of the social-being; mode of subsistence production; and the history of science and chemistry, in addition to revising the terms in which the relationship between work and education would be placed on the Ontology of Social Being. We analyze the texts of Lessa, Tonet, Marx, Duarte and Saviani, as well as other authors who helped us to contextualize the concept of chemical transformation from the centrality of work to the constitution of man as a social being. The study sought to establish connections between the way of producing material goods and knowledge / science. We try to explain that, after the industrial revolution, science has systematically entered into the productive system, forming itself as a driving force for social and technological development, from the point of view of political economy, the accumulation of capital. In this historical-critical path, we discuss elements that seek to establish the interrelationships of chemical transformations and development in the modern mode of production, with an emphasis on their epistemological and political economic roots, and we think of a didactic proposal that aims to integrate and contextualize history and socially teaching the concept of chemical transformation. The proposal was based on Historical-Critical Pedagogy, which was developed by the philosopher of education Dermeval Saviani, and presupposes historical and dialectical materialism. In this process, it broke with the naive vision of education, knowledge, teaching and learning.

This research aims on understanding the execution of the sanitation Project of the semi arid area through the analysis of the prophylaxis rural stations created in the countryside region in Bahia. Therefore, we aim through the investigation of the inaugurated units in Juazeiro 1922 and Bonfim 1924, to understand the strategies used by the government to sanitize this sick and abandoned semi arid, taking its inhabitants out of the delay and apathy and lining up its development to the national interest. On a private matter, the focus falls under the agreements signed between the Union and the state of Bahia to the execution of these services, as well as, the observation of the development of the prophylactic works in both units located within the North region of the state between the years of 1922 and 1930. We studied about the progress of the activities in the stations from their creation, until the 1930, year that the stations were closed, because of the rising of Getulio Vargas to the power. In the analysis of these spaces, we aimed to perceive the services provided, identifying the population who was benefited, the illnesses treated and the difficulties that arose during the service.