https://repositorio.ifpe.edu.br/xmlui/handle/123456789/447 2026-04-08T00:59:52Z 2026-04-08T00:59:52Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1985 2026-02-11T06:01:05Z 2025-10-03T00:00:00Z

A importância dos metais de transição para o organismo vivo: análise da temática nos livros didáticos do Ensino Médio e uma alternativa para o processo de ensino aprendizagem This work aims to highlight the importance of transition metals for the human organism, proposing an interdisciplinary approach between Chemistry and Biology as an alternative in the teaching-learning process in High School. The research, qualitative and bibliographic in nature, diagnoses nine textbooks used in High School regarding how they address this theme, highlighting the superficiality with which transition metals are presented, generally restricted to structural and technological aspects, without exploring their essential biological functions. The study demonstrates that elements such as iron, zinc, copper, and cobalt play crucial roles in the maintenance of life, being involved in fundamental metabolic processes. The absence of contextualization and interdisciplinarity in the teaching of these contents contributes to the students' lack of interest in Chemistry. As an alternative, the work proposes an active and contextualized methodology through a lesson plan, aiming to promote more meaningful learning connected to the students' reality. It is concluded that valuing themes such as transition metals, with an emphasis on their biological implications, can awaken greater interest in the students and thus aid in the teaching-learning process of Chemistry.

2025-10-03T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1930 2025-12-04T06:01:05Z 2025-10-02T00:00:00Z

Da Licenciatura à prática docente: contribuições da formação inicial no processo de construção da identidade do professor de Química Over the past few decades, teacher training has become a consolidated subject of study in various educational spheres. Studies developed since the 1990s have made teacher training the focus of intense debate. From this perspective, this study aimed to analyze the contributions of initial teacher training to the process of constructing the identity of Chemistry teachers. This research adopts a qualitative, exploratory, and non-structural approach. Data collection involved the use of a mixed-method questionnaire (Gil, 2021) online, using the Google Forms platform. The information obtained through the questionnaire was interpreted based on a priori analytical categories, considering the correspondence between the study objectives and the questions posed to the participants, undergraduate Chemistry students. Data analysis was based on the content analysis proposed by Bardin (2016). Response organization and analysis considered the previously listed categories: Undergraduate Teachers' Conceptions of Teacher Identity; Influence of the Teacher Trainer; Contributions of the Training Process Offered by the Investigated Program; and Knowledge of the Course Pedagogical Plan. The findings of this study revealed that recognizing and valuing these experiences is essential for developing teachers who are more aware, committed, and prepared for the challenges inherent in the chemistry teaching-learning process.

2025-10-02T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1923 2025-11-29T06:00:25Z 2025-10-08T00:00:00Z

Contribuições das atividades experimentais com uso de materiais alternativos de baixo custo para construção do conhecimento químico: uma revisão da literatura This study aims to analyze the importance of experimental activities in chemistry education, focusing on the use of alternative low-cost materials as a strategy to overcome structural challenges, enabling the construction of chemical knowledge. The research is based on a bibliographic review of academic works that address this topic, seeking to understand how these practices contribute to the construction of scientific knowledge and student engagement. The methodology adopted consisted of a qualitative analysis of monographs available in repositories of universities and federal institutes, prioritizing publications between 2014 and 2024. The results demonstrate that the use of alternative materials in chemical experiments allows for a greater approximation between theory and practice, promoting more interactive and contextualized learning. In addition, experimentation with accessible resources favors the development of critical thinking, autonomy, and creativity in students, making classes more dynamic and stimulating. It was also observed that training teachers to implement these activities is essential to ensure their effectiveness, highlighting the need for educational policies that encourage the use of active methodologies in Chemistry teaching. It is concluded that experimentation using alternative materials represents a viable solution to expand access to practical teaching of Chemistry, especially in schools with limited infrastructure. This approach not only facilitates the assimilation of content, but also contributes to awakening interest in the subject and to the formation of citizens who are better prepared to understand and interpret everyday chemical phenomena.

2025-10-08T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1918 2025-11-25T06:00:48Z 2025-04-16T00:00:00Z

Uma abordagem sustentável para o ensino médio: bioplásticos no ensino de Química This study aimed to promote environmental awareness among high school students through a didactic sequence exploring bioplastics made from corn starch, integrating chemical concepts with reflections on sustainability. The qualitative and exploratory research was conducted with a class of 34 students at the Federal Institute of Pernambuco – Ipojuca Campus, and involved the application of pre- and post-intervention questionnaires to analyze the evolution of knowledge regarding polymers, conventional plastics, bioplastics, and environmental impacts. The methodology included theoretical lessons, debates, and experimental activities aligned with the Science, Technology, and Society (STS) approach. The results demonstrated a significant improvement in the understanding of the concepts covered, highlighting the connection between theory and practice. The laboratory synthesis of bioplastic proved to be a highly effective teaching resource, promoting student engagement and consolidating learning. All participants reported a stronger connection between theoretical content and its everyday applications. Most students showed awareness of the importance of bioplastics as a sustainable alternative, emphasizing their biodegradability and renewable origin, but also pointed out challenges, such as production costs and technical limitations. It is concluded that the inclusion of socio-environmental topics in Chemistry education, combined with active methodologies, strengthens students' critical thinking and broadens their awareness of sustainable solutions. The study highlights the importance of innovative pedagogical practices that link science to real-world issues, preparing students for informed and responsible decision-making in the face of contemporary environmental challenges.

2025-04-16T00:00:00Z