ICB - Artigos publicados em periódicos

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Agora exibindo 1 - 20 de 1812

Ensino de Ciências e Biologia em (re)conexões: desemparedar a escola, mobilizar vida-formação em(na) natureza
(2025) Oliveira Neto, José Firmino de; Cardoso, Elisandra Carneiro de Freitas
This text aims to reflect on the organization of the classroom in Science and Biology Teaching in the challenge of dialoguing with the knowledge, actions and ways of life of the subjects with a view to a new epistemological paradigm that overcomes traditional and abstract practices internalized in the culture of these disciplines. We focus on the perspective of constructing Science and Biology Teaching that allows creating investigative processes in (with) nature. We elucidate the theoretical-methodologicalframeworks to think a paradigmatic change in light of Nigris's (2014) propositions, based on the “didactics of wonder”. Finally, we present, in a metamemory exercise, the narrative about a field class held with students of the Bachelor's Degree in Field Education course, at the Federal University of Goiás, Goiás Campus, in the certainty that for the movements of reinvention of the class by teachers in the time-space of Basic Education, pedagogical-didactic explorations are urgently needed that materialize in teacher training a “didactics of wonder”, enabling their connections with themselves, with the territory and with others.
As implicações das Diretrizes Curriculares Nacionais para a formação docente e o desenvolvimento do Estágio Curricular Supervisionado
(2025) Freitas, Augusto Coelho de; Silva, Raícy Pereira de Araujo; Ramos, Guilherme Lopes; Vilela, Marcos Vinícius Ferreira
El Estágio Curricular Supervisionado (ECS) constituye un componente esencial en la formación docente, reflejando las transformaciones en laspolíticas educativas de Brasil a lo largo del tiempo. Este artículo tiene como objetivo analizar cómo las Directrices Curriculares Nacionales (DCN), publicadas entre 2002 y 2024, influyeron en la concepción y organización del ECS en los cursos de licenciatura, con énfasis en la articulación entre teoría y práctica y en la relación con la escuela-campo. La investigación adoptó un enfoque cualitativo, de naturaleza exploratoria y descriptiva, con análisis documental de las DCN, utilizando la técnica de análisis de contenido categorial. Los resultados evidenciaron que las DCN de 2015 y 2024 presentan avances al valorizar la praxis docente, mientras que las DCN de 2002 y 2019 reflejan una visión tecnicista e instrumental. Los cambios en las DCN reflejan disputas políticas que impactaron la formación docente en Brasil, con la DCN (2015) ofreciendo el enfoque más coherente entre teoría, práctica y formación crítica.
Ensino de Biologia em perspectiva: tessituras analíticas sobre um campo em (re)construção através da materialização dos encontros nacionais da SBEnBio
(2025) Oliveira Neto, José Firmino de; Cardoso, Elisandra Carneiro de Freitas; Marilda Shuvartz, Marilda
This manuscript aims to reflect on the movement to reconstruct the field of Biology Teaching based on analytical frameworks from the nine editions of ENEBIO. To this end, we developed a qualitative study, aligned with the assumptions of bibliographic research, and the data sources for surveying the event's program throughout its history consisted of program notebooks, proceedings, articles, and books published by individual and institutional agents in the field. The research prioritized the collection of information in three axes: 1) Theme, Year, and Responsible University; 2) Poster and/or visual identity; and 3) General Program of the nine editions of ENEBIO. In this manuscript, we focus on information from axes 2 and 3. Given the above, the reflective frameworks that we undertake in this manuscript allow us to elucidate the objects of study and the academic assets that characterize Biology Teaching as a research, scientific, and academic field that are undergoing transformation.
Ensino de ciências e biologia na educação do campo e na educação indígena: aproximações e singularidades
(2025) Cardoso, Elisandra Carneiro de Freitas; Hoffmann, Marilisa Bialvo; Tavares, Marina de Lima; Yamazaki, Regiani Magalhães de Oliveira
This article presents reflections on the similarities and singularities between indigenous education and rural education and their relations with the teaching of science and biology. This analysis is based on the authors' experiences as teachers in teacher training courses in Indigenous Intercultural Degrees and Degrees in Rural Education at four different Brazilian public universities. In this sense, when considering the challenges and potential of these training courses, some similarities such as the specific curriculum, the alternating organization, the collective agendas, the community bond, the valorization of ancestral knowledge and the interdisciplinary actions are highlighted. On the other hand, singularities are also presented, such as the issue of language, the strong link with social movements in the countryside and the particularities of each territory. In view of this, our proposal is to present these aspects as essential in the training of science and biology teachers guided by respect for sociobiocultural diversity.
O Estágio Supervisionado na formação de professores de Química: um estado do conhecimento (2014–2024)
(2025-12) Vilela, Marcos Vinícius Ferreira
The Supervised Internship (SI) constitutes a structuring dimension of initial teacher education and has received increasing attention in the field of Science Education, especially in Chemistry teacher education programs. Given the central role attributed to this curricular component, this study aimed to analyze how the SI has been addressed in the education of Chemistry teachers, based on recurring thematic categories, theoretical-methodological approaches, and the implications of these choices for formative purposes, institutional challenges, and paradigm disputes that shape this field. This is a qualitative research study, conducted under the framework of State-of-the-Art reviews (Romanowski & Ens, 2006), focusing on the systematization and critical analysis of academic production on the subject. The corpus consisted of 26 academic works —20 master's theses and 6 doctoral dissertations —defended between 2014 and 2024, retrieved from the CAPES and BDTD databases, according ofthematic relevance, digital availability, and explicit connectionto Chemistry teacher education. The analysis was based on Content Analysis (Bardin, 2011), using thematic categorization as the main interpretative strategy. Eleven analytical categories were identified, with emphasis on those addressing preservice teachers’ experiences, teacher identity construction, and the articulation between theory and practice. The findings highlight not only the regional concentration of studies in the Southeast and South of Brazil, but also significant gaps in themes such as formative tools, cultural mediations, and the formative triad. The study contributes to understanding the meanings attributed to the SI in recent academic literature and points to the need for deeper critical, contextualized, and committed approaches to the complexity of Chemistry teaching.
Mapeamento das Políticas Públicas de Educação Ambiental e das Comissões Interinstitucionais de Educação Ambiental
(2025) Junquiera, Daniela Inácio; Mendes, Michel
Since the 1970s, numerous actions have highlighted environmental issues worldwide, leading to the development of specific public policies in Environmental Education (EE). In Brazil, EE was incorporated into legislation and became a permanent part of the national education system through Law No. 9,795/1999 (PNEA). This milestone increased the prominence of EE, promoting a critical, dialogic, and emancipatory approach. This article examines the implementation of State Environmental Education Policies across Brazil, emphasizing the importance of public actions for their consolidation. A documentary research method was used to map existing state-level EE policies. Nationally, 23 federative units have formal policies, while 17 have programs in EE; however, not all are legally established. The creation of Interinstitutional Environmental Education Committees (CIEA) is notable—they serve as collegial bodies coordinating efforts between government and civil society to implement these policies. Nonetheless, many CIEAsoperate irregularly or are inactive due to a lack of clear legal instruments or discontinuity caused by administrative changes. Despite legislative advances at the national level, there is a need for greater coordination, strengthening, and continuity to ensure effective embedding of EE in states and municipalities. Ultimately, social participation and proper institutionalization of CIEAs are crucial for establishing EE as an effective public policy contributing to overcoming the environmental crisis through integrated and participatory actions.
Interdisciplinaridade em Ciências da Natureza: concepções de formadores na Amazônia Legal
(2025-12) Vilela, Marcos Vinícius Ferreira; Araújo, Cleusa Suzana Oliveira de
This article aims to analyze the conceptions of interdisciplinarity mobilized by teacher educators working in undergraduate programs in Science Education (LCN) offered by institutions in the Brazilian Legal Amazon. The study employed a qualitative approach, drawing on semi-structured interviews with faculty members from UFAM, UFPA, and IFMT. The results indicate the predominance of hegemonic conceptions of interdisciplinarity, centered on disciplinary integration, collaborative work, and dialogic practices. Elements of critical perspectives, which situate interdisciplinarity within its historical, political, and institutional determinants, appear in a less systematic manner. The educators identify relevant contributions of the LCN programs, such as expanding integrative understandings of scientific phenomena, overcoming fragmentation present in basic education, and articulating teaching, research, and outreach in context-based practices. They also highlight significant challenges, particularly those related to institutional organization, departmental structures, external evaluation demands, and disciplinary cultures that shape universities and Federal Institutes. These elements reveal that interdisciplinarity remains a contested formative principle, whose effective implementation depends on material and political conditions that exceed individual initiatives.
Organização pedagógico-didática da carga horária a distância nos cursos técnicos integrados ao ensino médio do Instituto Federal Goiano - Campus Trindade
(2025) Oliveira, Natalia Carvalhaes de; Silva, Maria Eduarda Marques
This research aimed to understand the pedagogical work with distance learning in technical courses integrated into secondary education at theInstituto Federal Goiano -Campus Trindade, from 2015 to 2020. The methodology consisted of a documentary analysis of current legislation and institutional guiding documents, and a data collection from the virtual learning environment (VLE) on the activities indicated in the planning and evaluations. As a result, we observed that: 1) there is an alignment between current legislation and institutional documents; 2) in the VLE, solving exercises prevails as a proposal for study and evaluation activities, in the form of a questionnaire and task submission.
Inteligência artificial e educação: o fetiche tecnológico em questão
(2025) Peixoto, Joana; Oliveira, Natalia Carvalhaes de
This article analyzes the relationship between artificial intelligence and education, criticizing the technocentric view that attributes an autonomous transformative role to technology. Recent research questions technological determinism, but still defendsdigital tools as indispensable to education. From a Marxist perspective, the article discusses how artificial intelligence, in capitalism, reinforces labor exploitation and alienation, being used to extract surplus value. In education, its adoption is driven by global policies, promoting platformization, precarious teaching, and the fetishization of technology. Public policies that link artificial intelligence to education demonstrate commodification. Artificial intelligence, far from being neutral, reproduces inequalities, requiring a critical and counter-hegemonic appropriation, linked to the interests of workers.
Entre automação e precarização do trabalho: a formação humana tensionada pelas inteligências artificiais
(2026-04) Peixoto, Joana; Echalar, Adda Daniela Lima Figueiredo
This article analyzes the tensions between automation and the precariousness of work in contemporary capitalism, considering artificial intelligence as an expression of the contradictions of capital. From a Marxist perspective, we discuss how artificial intelligence reinforces labor exploitation and alienation, whether by replacing jobs or by intensifying productivity through the extraction of relative surplus value. In education, its adoption is driven by global policies that promote the platformization and financialization of education through the fetishization of technology, deepening structural inequalities. Artificial intelligence, as a historical product of the social relations of production, does not overcome the contradictions of capital, but rather radicalizes them. We conclude that the counter-hegemonic appropriation of this and all technologies requires the political organization of the working class, linking technology to projects of socialization of the means of production.
O antropoceno em sala de aula: um convite pedagógico a olhar para o ontem, a analisar o hoje e a pensar o amanhã
(2025) Mendes, Michel
This work aims to structure a pedagogical proposal based on possible and necessary articulations and dialogues between the Anthropocene and the teaching of Science and Biology, in order to foster students’ political formation in the face of the current life scenario. It is a reflective movement that invites us to look at the past and at our own life history as humanity, to critically interpret the present, and to think about the future, through pedagogical problematizations and suggestions that go beyond the specific content of Science and Biology teaching and bring it closer to the issues of our time, of our Epoch, the Anthropocene.
A relação do povo indígena Yanomami com o território no contexto do Antropoceno
(2025) Costa, Filipe Araujo; Mendes, Michel
The concept of the Anthropocene proposes a new Geological Epoch in which humanity becomes a force capable of profoundly altering the Earth's functioning, generating negative environmental consequences. However, this recognition goes beyond merely acknowledging the changes, requiring a critical reflection on the planet's future and the redefinition of relationships between human beings and between them and nature. In the Brazilian context, the capitalist view of territory perpetuates a Cartesian thought thatseparates society and nature, treating the latter merely as a resource. Historically, indigenous peoples, such as the Yanomami, have been victims of civilizing processes that reflect this disconnection, with consequences for their ways of life and their relationship with the land. This relationship is the subject of interest in this work, which seeks to understand the Yanomami people's connection with their territory in order to problematize it within the context of the Anthropocene, exploring their perspectives and resistances as alternatives to “suspend the fall of the sky” and “delay the end of the world” The research adopts a qualitative approach and utilizes bibliographic review, drawing on the work of Krenak (2019), Danowski and Viveiros de Castro (2014), and Kopenawa and Albert (2015) to characterize the Yanomami's cultures, worldviews, relationships with the land, and myths, bringing elements that can contribute to re-signifying historically and socially constructed relationships.
Os biomas do Brasil na 21ª semana nacional de ciência e tecnologia: uma experiência extensionista
(2025) Mendes, Michel; Bueno, João Pedro Brito; Ramos, Gabriel Martins; Jayme, Thiago Gonzaga; Rabelo, Luciano Souza
The National Science and Technology Week (SNCT) is the main scientific dissemination event in Brazil and, in2024, its actions were guided by the theme: Biomes of Brazil: diversity, knowledge and social technologies. Therefore,this work aims to describe the actions developed in the 21st SNCT, held in October 2024, in order to reflect on the roleof academic extension. The protagonists of the action, also authors of this report, are members of the Laboratório deEnsino, Pesquisa e Extensão em Educação Ambiental (LEPEEA) and the Sala Verde - Educar no e para o Antropoceno,linked to the Universidade Federal de Goiás (UFG). Interactive panels and a game about Brazilian biomes were created,both used in the institutions selected to carry out the activities. Based on the action developed, we understand thatacademic extension acts as a two-way street, redefining the practice of the external community and universityrepresentatives.
A Teoria da Evolução na BNCC e no Documento Curricular para Goiás: análise a partir da estrutura conceitual da Biologia
(2025) Barbosa, Gabriel da Rocha; Duarte, Mel de Oliveira; Guimarães, Simone Sendin Moreira
This study investigated the presence and approach of the Theory of Evolution in the Brazilian National Common Core Curriculum(BNCC) and the Curricular Document for Goiás –Upper Secondary Education(DCGO-EM). Its objectives include analyzing these documents in order to identify conceptual and political aspects. Based on the Conceptual Structure of Biology, the Statutes of Biological Knowledge, and Historical-Critical Pedagogy, this textadopts a documentary analysis that considered the ontological, epistemological, historical-social, and conceptual dimensions. With regard to the BNCC, the study identified the erasure of the Biology subject, which unfolds in the lack of emphasis on the Theory of Evolution. As for the DCGO-EM, conceptual weaknesses were found, particularly in failing to address the gradual and contingent nature of the evolutionary process. Based on these results, the study reflects on the need for a more contextualized, conceptual, and epistemologically comprehensive approach to the Theory of Evolution in curricula.
Meal patterns in children and adolescents with autism spectrum disorder
(2026) Hoffmann, Laura Vargas; Teixeira, Eduarda de Souza Silva; Machado, Laura Beatriz Roman; Grokoski, Kamila Castro; Vilela, Ana Amélia Freitas; Valle, Sandra Costa; Vaz, Juliana dos Santos
Objectives: Eating difficulties associated with autism spectrum disorder (ASD) influence food choices and mealtime routines, making it essential to investigate meal characteristics in this population. This study aimed to identify and examine factors associated with the meal patterns of children and adolescents with ASD. Methods: A total of 361 patients diagnosed with ASD, aged 2 to under 19 years, were included. Dietary intake was assessed using three non-consecutive 24-hour recalls. Food items were grouped based on nutritional similarity. Principal component analyses were conducted for each meal (breakfast, lunch, afternoon snack, and dinner), with food group intake (g/d) as the input variable. Crude and adjusted regression models were used to evaluate the association of selected variables with meal patterns. Results: Two patterns were identified for breakfast, while three were identified for lunch, afternoon snack, and dinner. Traditional Brazilian foods, including coffee, bread, rice, beans, and meat; and ultra-processed foods, such as fat spreads, biscuits, sweets, chips, beverages, and processed meat, were observed across meals. Fruits were absent from all patterns, while vegetables were identified in lunch and dinner patterns. The afternoon snack had the highest energy intake (30.3% of daily energy) and energy density (1.6 kcal/g) compared to the other meals. Sociodemographic variables, anthropometric status, and antipsychotic use were associated with adherence to most patterns. Conclusion: Meal patterns included traditional Brazilian foods and ultra-processed items. Given the influence of meal composition on health, these findings may support the development of nutritional interventions for this population
Affective and interaction social support early in pregnancy are associated with a healthy dietary pattern among pregnant Brazilian women
(2025) Santos, Francine Silva dos; Valério, Inaê Dutra; Vilela, Ana Amélia Freitas; Kac, Gilberto; Vaz, Juliana dos Santos
Introduction: Social support is an essential factor for health-related behavior, including eating habits. Little is known about whether social support could promote healthier eating habits during pregnancy. Objective: The aim of the study was to test the association between social support early in pregnancy and gestational dietary patterns. Methods: This is a secondary analysis of a prospective cohort study with data from 185 healthy adult pregnant women from Rio de Janeiro, Brazil. Social support was assessed at 5–13 weeks of gestation using the Medical Outcomes Study Social Scale, and five dimensions (material, affective, emotional, information, and interaction) were evaluated. Diet was investigated using a food frequency questionnaire applied at 30–36 weeks of gestation. Three gestational dietary patterns were identified (“Healthy,” “Common-Brazilian,” and “Processed”) using principal component analyses. Results: Women’s age was 26.8±5.5 years, and the highest mean social support scores were for the affective (91.2±17.0) and the interaction dimensions (83.5±17.4). In adjusted linear regression models, the affective (β 0.011; 95% confidence interval [95%CI] 0.001;0.021) and the interaction (β 0.011; 95%CI 0.002–0.020) domains of social support were positively associated with the “Healthy” dietary pattern. No association was observed with the “Common-Brazilian” and “Processed” dietary patterns. Conclusion: Affective and interactional social support in the early stage of pregnancy can promote healthier eating habits during pregnancy.
Interpersonal violence and dietary markers among adults: evidence from the Brazilian National Health Survey 2019
(2025) Marques, Emanuele Souza; Vaz, Juliana dos Santos; Hasselmann, Maria Helena; Santos, Leonardo Pozza dos; Buffarini, Romina; Valério, Inaê Dutra; Vilela, Ana Amélia Freitas; Moraes, Claudia Leite de
This study aimed to assess the relationship between psychological and physical interpersonal violence (IV) and healthy and unhealthy dietary markers of food consumption among Brazilian adults. The study utilized data from the 2019 Brazilian National Health Survey, which included a representative sample of 88,531 residents 18 years or older. The exposures encompassed psychological and physical IV within the 12 months preceding the interview. The outcomes focused on regular consumption (≥ 5 times/week) of healthy dietary markers and unhealthy dietary markers. Multinomial logistic regression models were employed to analyze the interest relationship, considering the complex sample design. The findings revealed that male victims of psychological and physical IV had lower consumption of healthy dietary markers. Additionally, both men and women victims of psychological violence had a higher consumption of unhealthy foods. Women who reported physical violence and men who had physical violence inflicted by others were also more likely to report regular consumption of unhealthy foods. The results underscore the potential role of IV victimization as a risk factor for inadequate consumption. Further research is needed to ascertain whether similar associations occur in other populations and contexts.
Unprocessed/minimally processed foods daily intake reduced anxiety symptoms in a brazilian academic community during the period of social isolation during Covid-19 pandemic
(2025) Vilela, Ana Amélia Freitas; Aguiar, Cláudia Dinali Silva; Cavalcante, Rayanne Maciel Fernandes; Rodrigues, Maria Luiza de Moura; Silva, Luiz Fernando Gouvêa e; Fernandes, Eduardo Vignoto; Oliveira, David Michel de
Introduction: Social isolation affected the mental health of the population in an extensive way and led to changes in eating habits, causing people to reduce their consumption of healthy foods and increase their intake of unhealthy foods. Objective: To evaluate the association between the consumption of unprocessed/minimally processed foods and anxiety symptoms among members of a Brazilian academic community. Methods: A cross-sectional study was conducted involving individuals of a Brazilian public university, by way of online. The academic community was composed of university students, professors, and administrative technicians in education. Only subjects aged 18 or above were included. Unprocessed/minimally processed foods were evaluated through a questionnaire, based on Dietary Guidelines for the Brazilian population that evaluated the type of processing used in food production to which each food item. Anxiety symptoms were assessed using the State–Trait Anxiety Inventory for a general population. The following variables were included as covariates: age, sex, physical activity, smoking, alcohol consumption, academic role, and Body Mass Index (BMI). Descriptive analyses were performed to characterize the population, and linear regression models were evaluated to verify the association between unprocessed/minimally processed foods and anxiety symptom scores. Results: A total of 195 subjects filled out the online questionnaire. The means (standard deviations) were as follows: anxiety symptoms 49.57 (8.55); age 28.46 (10.40) years; unprocessed/minimally processed foods daily consumption 0.87 (0.24) times a day; and BMI 25.44 (5.49) Kg/m2. Most of the academic community was female (72.68%), did not practice physical activity (59.79%), did not smoke (91.75%), consumed alcohol (51.55%), and were students (71.13%). In the multivariate linear regression, after adjusting for potential confounders variables, higher daily consumption of unprocessed/ minimally processed foods was associated with lower anxiety symptoms during social isolation due to Coronavirus Disease 2019 (ß = −6.69; 95% Confidence Interval = −11.73; −1.66; p-value = 0.009). Conclusion: The consumption of unprocessed/minimally processed foods reduced anxiety symptoms in individuals of the academic community at the university studied.
From DNA to ecosystems: why molecular taxonomy matters in ecology education
(2026) Alves, Kenned Fellype Francisco; Borges, Geovanna Gonçalves; Pinto, Rafael Barbosa; Telles, Mariana Pires de Campos; Nunes, Rhewter
Molecular Ecology has become a key field for understanding biodiversity, evolutionary processes, and ecological interactions. Despite its growing relevance, molecular taxonomy remains largely underrepresented in ecology education. This article argues for the urgent inclusion of molecular approaches in ecology curricula, highlighting how tools such as DNA barcoding, metabarcoding, and bioinformatics can enhance student understanding and professional preparedness. We present didactic strategies, low-cost alternatives, and interdisciplinary project ideas that link molecular methods to real ecological problems. Finally, we propose a research agenda to assess the educational impact of these methods and suggest policy and institutional pathways for broader integration. Including molecular taxonomy in ecology education is not only an academic advancement, but an essential step toward training professionals capable of addressing 21st-century environmental challenges
Mapping scientific production in the Tocantins–Araguaia Basin in Brazil Central: application of automated content analysis in freshwater studies
(2026) Soares, Philip Teles; Bini, Luis Mauricio; Diniz Filho, José Alexandre Felizola; Vieira, Ludgero Cardoso Galli; Telles, Mariana Pires de Campos; Nunes, Rhewter; Nabout, João Carlos
The Tocantins–Araguaia Basin, one of the largest and most ecologically significant watersheds in South America, harbors high biodiversity and provides essential ecosystem services. This study offers a comprehensive assessment of the scientific literature on the Tocantins–Araguaia River Basin using automated content analysis. We compared publication trends and research topics across major Brazilian river basins and applied Structural Topic Modeling (STM) to identify dominant themes, their relationships, and temporal dynamics in studies focused on the Tocantins–Araguaia Basin. Publication trends showed a steady increase in scientific output across all basins, with the Amazon and Paraná accounting for the highest number of papers. Keyword analysis revealed distinct thematic profiles, with research terms for the Tocantins–Araguaia Basin closely resembling those of the São Francisco Basin, both emphasizing aquatic biodiversity, hydropower, and land-use change. For the Tocantins–Araguaia Basin specifically, STM identified ten main research themes, with “Fish Morphology” and “Aquatic Communities” being the most frequent. Topics such as “Biodiversity & Fossils”, “Dams & Fisheries”, and “Agricultural Practices” showed high lexical overlap with other themes, indicating broader thematic integration. Temporal analyses revealed the growing prominence of applied and interdisciplinary themes, such as “Aquatic Communities”, “Agricultural Practices”, and “Land Use & Cerrado”, reflecting global scientific priorities in biodiversity conservation and water management. Despite increased scientific output, topics such as invasive species and eDNA remain underrepresented. The analytical framework applied here provides a transferable approach for identifying research trends and gaps in other understudied regions.

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