https://repositorio.ifpe.edu.br/xmlui/handle/123456789/452 Sun, 10 May 2026 09:02:24 GMT 2026-05-10T09:02:24Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2153 A percepção ambiental de estudantes e educação ambiental EA: impactos no aprendizado de física em escolas públicas de Pesqueira, Pernambuco This exploratory study investigated the environmental conceptions of high school students from public schools in Pesqueira, Pernambuco, establishing a correlation with general physics concepts. Data collection was conducted using semi-structured questionnaires administered to students from various classes. The central objective was to identify the classes' understanding of physical phenomena, such as thermodynamics and energy, and the students' perception of the impact of human activities on the environment. Preliminary results revealed a diversity of conceptions, with some students demonstrating difficulty in articulating classroom-taught physics concepts with real-world environmental problems. Thus, the study aimed to provide an overview of existing conceptions to support future pedagogical interventions. The proposal is to integrate physics education with environmental education, promoting a more critical and engaged understanding among young people regarding socio-environmental issues and climate change. Wed, 13 Aug 2025 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2153 2025-08-13T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2106 O soroban como recurso didático na formação inicial de professores de matemática: contribuições para o ensino da adição em uma instituição pública de ensino superior This article aims to analyze the potential of the Soroban in initial teacher training, with an emphasis on presenting the results of a pedagogical intervention carried out with undergraduate mathematics students. The research adopts a qualitative approach, designed as a case study and of an interventional nature, based on the works of This article aims to analyze the potential of the Soroban in initial teacher training, with an emphasis on presenting the results of a pedagogical intervention carried out with undergraduate mathematics students. The research adopts a qualitative approach, designed as a case study and of an interventional nature, based on the works of Sun, 05 Mar 2006 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2106 2006-03-05T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2097 O método de Galileu para medir montanhas lunares e o impacto na história da ciência This study analyzes the telescopic observations of the Moon made by Galileo Galilei (1564-1642) and the mathematical method used to estimate the height of lunar mountains. The overall objective of the research is to demonstrate the calculation method employed by Galileo to measure lunar relief. Specifically, it seeks to analyze how his observations influenced the Astronomical Revolution of the 17th century—by replacing the paradigms of Aristotle and Ptolemy with a new conception of the Universe—and to discuss the application of this historical content in science education to stimulate reflection on the Nature of Science. The methodology consisted of a literature review, with a survey of sources and authors for the analysis of the topic from a historical and epistemological perspective. The results highlight that Galileo, by using the refracting telescope, broke with the Aristotelian distinction between the sublunar and supralunar world, revealing that the Moon was not a perfectly smooth sphere, but composed of valleys and mountains. It can be concluded that the crater measurement episode is a fundamental milestone in the History of Science, as it exemplifies the transition from a qualitative model to a quantitative and experimental approach, being a relevant resource for teaching by humanizing scientific knowledge and promoting reflective learning. Mon, 29 Dec 2025 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2097 2025-12-29T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2064 Desafios para a implementação de um laboratório de ensino de matemática em uma escola indígena do povo Xukuru de Cimbres: uma análise teórico-reflexiva a partir das necessidades e interesses comunitários This work aims to analyze the challenges for the implementation of a Mathematics Teaching Laboratory (MTL) in the context of Indigenous School Education of the Xukuru de Cimbres people, considering the pedagogical needs and community interests of the indigenous school. The study is characterized as a theoretical-methodological essay of a qualitative and exploratory nature, developed from reflections and documentary analyses in a process constructed throughout the formative meetings guiding the Course Conclusion Project. The methodological approach is based on theoretical frameworks of the Mathematics Teaching Laboratory, Ethnomathematics, and Indigenous School Education, as well as on the analysis of guiding documents, such as the National Common Curricular Base, the Intercultural Curriculum of Indigenous Schools of Pernambuco, and the Political-Pedagogical Project of the investigated school. The reflections presented do not stem from the empirical application of the proposal, but from the theoretical-reflective systematization of the author's teaching experience in the context of the indigenous school, mobilized as a pedagogical and contextual reference. Through this process, it was possible to demonstrate that the implementation of a MTL in indigenous schools involves challenges related to structural conditions, teacher training, collective organization, and the need for alignment with the principles of interculturality, community autonomy, and the collective construction of the educational process. It is concluded that the implementation trial constitutes a pertinent methodological approach for organizing reflections and outlining possible paths for the implementation of the Mathematics Teaching Laboratory, respecting the timeline of the indigenous school community, its needs and collective interests, in accordance with the principles that guide Indigenous School Education. Fri, 27 Feb 2026 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2064 2026-02-27T00:00:00Z