SRB - Campus Senhor do Bonfim

URI Permanente desta comunidadehttps://repositorio.univasf.edu.br/handle/123456789/31

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Navegando SRB - Campus Senhor do Bonfim por Assunto "Ensino de Ciências"

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    Contribuições da astronomia indígena para a sociedade contemporânea: um estudo baseado em fontes bibliográficas
    (Universidade Federal do Vale do São Francisco, 2025-07-15) Santos, Thalyta da Silva; Barbosa, Jaderson de Araujo Barros
    This study investigated the contributions of indigenous astronomy to contemporary society, highlighting how ancestral knowledge about the sky and natural cycles influences culture, spirituality, and even modern science. Through a literature review and studies on different indigenous peoples of Brazil, it was possible to understand that these groups developed their own systems for observing the sky, using constellations and natural phenomena to predict events such as rain and floods, in addition to guiding activities such as hunting, fishing, and planting. The results show that indigenous astronomy is a rich and integrated knowledge that dialogues with modern science and reinforces the importance of careful observation of nature. It is concluded that this knowledge is not just part of the past, but a living source that contributes to valuing cultural diversity and offering new perspectives for science and sustainability in today's society.
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    Ensino de ciências e metodologias ativas: análise de práticas aplicadas no ensino fundamental
    (Universidade Federal do Vale do São Francisco, 2021-06-15) Souza , Josiene Dias de; Pereira, Jocilene Gordiano Lima Tomaz
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    Sequência didática inclusiva sobre os reinos moneras, protoctistas e fungos para turma com estudante autista: relato de experiência
    (Universidade Federal do Vale do São Francisco, 2025) Ireno, Ivanilde Pereira; Boas, Anderson Camatari Vilas
    Autism Spectrum Disorder (ASD) is a condition that compromises the way individuals are and lives, and may involve difficulties in language, communication, as well as restricted and repetitive behaviors and interests. In this context, the importance of meaningful learning and the essential role of the teacher in adapting the teaching process is emphasized, aiming at understanding the contents and the inclusion of students with ASD. This paper presents an experience report, with a qualitative approach, which describes the application of an adapted didactic sequence in the discipline of Science, in a class of the 7th grade of Elementary School of a public school in the city of Itiúba-BA. The proposal was prepared based on semi-structured interviews with the pedagogical coordination, the regent teacher, the teacher of the Specialized Educational Service (AEE) and the mother of the student with ASD, in addition to observations in the classroom. The didactic sequence was built considering the level of learning, abilities and difficulties of the student with ASD, with the objective of promoting their active participation, stimulating reasoning and favoring interaction with colleagues. The results showed that the use of active methodologies contributed to greater involvement and learning of both students with ASD and other students. It is concluded that it is essential to train teachers to use inclusive strategies that value all students in their singularities
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    A utilização de aulas práticas no ensino de ciências no 4°ano do Ensino Fundamental das escolas públicas e privadas da zona urbana da cidade de Campo Formoso-BA
    (Universidade Federal do Vale do São Francisco, 2016-05-25) Souza, Caliandra Nascimento de; Menezes, Maria Cilene Freire de