This study investigated the perceptions of higher education chemistry teachers about the use of ICT in chemistry teaching and qualitatively analyzed their perceptions on the didactic use of a remotely controlled experiment. The selection criteria for the participants were teachers who had taught General Experimental Chemistry at some point in their career and who belonged to the chemistry course faculty at a Federal University in the south of Minas Gerais, Brazil. With no distinction being made regarding the respective training or area of expertise. The construction of the Remote Controlled Didactic Experiment (ECDR) on Acid-Base Titration and all stages of idealization, modeling, and programming were carried out in a Remote Laboratory. After validating the experiment prototype, semi-structured interviews were carried out with the aim of understand the role of experimentation in chemistry, how the interviewees use ICT in their classes, their understanding of remote experiments, and their perceptions of the EDCR built. The data analysis revealed resistance from these teachers to the use of ICT in experimental contexts and a lack of knowledge about what remote experiments are and how they can be used in the context of chemistry teaching. When presented with an experiment developed with didactic objectives, the teachers' perception changed, leading them to consider using ICT in their experimental practices as an auxiliary tool for the chemistry teaching process.

The Environmental Theme, within all levels of education and subjects , is pointed out as essential by educational specialists and the legislation regarding Environmental Education and Teacher Education. Thus, within this paper there are thoughts on the importance of the study and analysis of the Environmental Theme in teacher development through the project PIBID. A program aimed at involving teachers in development in the daily routine and activities of public schools. This involvement leads to the fusion of practice and theory as it really is. This research was developed at UNIFEI- Campus Itajubá, due to the fact that it holds certain pertinent characteristics to the study such as, the last two issues being executed with different methods and the participants belonging to the four teaching courses of the campus -Biology, Physics, Chemistry and Maths. The fusion and its analysis lead to the development of a critical and conscientious citizen and teacher who is aware of the current correlation between nature-society and the social environmental issues that are a result of a long historical process. The importance of teacher development is stressed as they need to be able to practice what has been learned regarding the Environmental Theme. As a general objective, there is a need to understand the inclusion of the Environmental Theme in the development of the proposals found in the project PIBID/UNIFEI which is composed of the Issues number 07/2018 (period 2018-2019 - interdisciplinary) and number 02/2020 (period 2020-2022 - disciplinary). In search for answers, two approaches were defined to collect data and develop this dissertation, 1) Analysis of the portfolios developed from 2018 to 2022 and 2) Semi-structured interview with institutional coordinators and field coordinators that were on duty during the timeframe mentioned and who were professors at the University at the same time. Due to unique context of this paper, it was determined to analyze data from Conservationists, Pragmatic and Critical Macro tendencies defined by the authors of the article “As Macrotendências Político-Pedagógicas da Educação Ambiental Brasileira”, which led to the findings that the project PIBID provides attainability to the professional development of the teaching students regarding the Environmental Theme in aspects which include interdisciplinarity. Throughout the research it was possible to conclude that the Environmental Theme was developed within the proposal number 07/2018, which had students from the four mentioned teaching courses - though following a conservationist/pragmatic tendency. And within the proposal 02/2020 in which the Theme was only developed by the Science and Biology teaching course students.

In order to enhance teacher professional development, it is essential that teachers participate in contexts that value knowledge sharing and reflection on their practices. This can help develop a reflective and investigative approach in the classroom. This research aimed to understand the joint constructions of mathematics teachers regarding the investigative approach and the type of communication that needs to be established in the classroom in this approach, based on the communication that emerges from a collaborative context of discussion and elaboration of investigative tasks. To achieve this goal, the study analyzed the dialogues established by the participants of Grupo de Estudos Interdisciplinares e Formação de Professores (Geifop), a collaborative group that proposes studies and practices aimed at Basic Education teachers, and whose themes in 2021 were the investigative approach and communication. This research was developed in the Geifop Mathematics subgroup. This subgroup is composed of educators, Basic Education teachers, Master's degree students, and future Mathematics teachers. This qualitative research describes and analyzes the process of sharing and reflections provided by the collaborative context, using recordings of the meetings held remotely via Google Meet. The analysis uses Jürgen Habermas' Communicative Action Theory as a reference. This theory proposes characteristics related to communication, considering the context and coordination of actions resulting from speech acts, allowing understanding to occur. It was possible to conclude, based on the synthesis of joint constructions, that the participants sought to understand the characteristics of an investigative task, discussed possible problems in the classroom and understood the importance of predicting students' responses and interpreting their thinking for the future. research development. Thus, encouraging teacher participation in collaborative groups and studying and reflecting on the investigative approach and the communication that emerges from this process can effectively contribute to professional development.

Although the cell phone is present in the daily routine of many people, even entering the school environment, there is resistance to its use in this context. In this sense, this research sought to investigate possibilities and limitations of using an application for smart phones, mediated by an investigative task, for the apprehension of concepts related to the graphic behavior of trigonometric functions. Seeking ways to reach the established objective, qualitative research procedures were used, an investigative task being elaborated, with the help of the Photomath application, carried out in the context of a class of a 3rd year of High School class. Due to the pandemic of the new coronavirus, SARS-CoV2, the intervention steps took place remotely, through the Google Meet platform. The data sources for the research were the recordings of class moments on Google Meet, a field diary with the researcher's observations, an interview with the assistant teacher, a diagnostic activity and a questionnaire applied to the students. For data analysis, three axes emerging from the intervention itself were used: (1) the manifestation of mathematical knowledge during the stages of the investigative task; (2) student engagement with the Photomath app in remote classes; and (3) the presence of skills such as creating hypotheses, building strategies and verifying them from the investigative task using the Photomath application. It was possible to identify the students' familiarity with the use of cell phones and technology, with some difficulty initially regarding the pedagogical use of the proposed application, as well as the assimilation of the investigative proposal. Despite this, it is clear that in the course of the investigations, the students showed an advance in mathematical knowledge, exploring various graphs, elaborating and testing conjectures, in addition to working on the construction of properties. There were limitations regarding the dynamicity of the Photomath application, as well as the plotting of certain functions. However, the importance of inserting the cell phone in the classroom environment is highlighted, allowing students to feel motivated and able to work with mathematical concepts and to perceive the richness of this tool for their learning.

The Periodic Table is an extremely important resource for Physics, Biology and mainly Chemistry classes, however, the origin of chemical elements is not always addressed in classes. In this context, working with Astronomy in an interdisciplinary way can provide students with a more comprehensive and meaningful understanding of the Periodic Table. Allying to this context the use of digital technologies and classes with active methodologies has been a good way to encourage students to seek knowledge. Therefore, the use of educational digital games has gained space in classes. This work presents and analyzes the application of a digital game called “The periodic table according to cosmochemistry” (TPSC), which was developed to teach the origin of chemical elements. This research aimed to evaluate the quality of the TPSC game based on the opinion of the players and, therefore, the game was applied to Elementary, High and Higher Education classes with the intention of obtaining a wide range of opinions. Data collection took place through questionnaires with essay and multiple-choice questions. The questionnaires were made available by Google Forms and in printed form. Data analysis was performed qualitatively and quantitatively. The results obtained provided subsidies to indicate the game as a didactic resource capable of providing students with motivation, learning and a good experience when playing. This work presents the strengths and weaknesses of the game and proposes future improvements.

The environmental actions promoted by companies in elementary schools draw our attention to try to understand the possibilities of encouraging political praxis among young people. Therefore, we directed our inquiries towards the characteristics of the actions promoted by the business sector in the school space, such as those of the Socio-Environmental Program for the Protection and Recovery of Water Sources - Pró-mananciais, led by public-private companies. To this end, we aimed to identify and analyze understandings about environmental issues, the educational process, and the perspectives of the dimension of political praxis based on the relationships between Pró-mananciais and an elementary school located in the Sapucaí River Watershed. Data were obtained through semi-structured interviews with education professionals and members of Pró-mananciais. Meetings promoted by the program aimed at defining actions in the locality in question were also observed. We relied on Transkriptor software for audio transcription and NVivo for data systematization and analysis. We adopted Content Analysis, in the modality of Thematic Analysis, as the methodological procedure. The results and discussions raised indicated that Pró-mananciais' actions have the potential to influence the teacher and student formation process. These actions, above all, favor the establishment of consensus on Environmental Issues and the educational process in the school space, which can be interpreted as the establishment of a teaching obstruction regime. In this sense, the relationships between the framework of environmental disasters and the capitalist society model were superficially addressed, limiting the discussions to the individuality and immediate actions' scope. The environmental actions executed by Pró-mananciais in the elementary school attributed environmental problems to personal choices, focusing their mitigation on techno-scientific aspects and behavioral change. Discussions like these can obscure the possibilities of questioning and critically thinking about the capitalist society model. It became evident that the school has been a stage for the dissemination of understandings, values, and practices that are dear to Pró-mananciais in the local community. Despite some education professionals having criticized Pró-mananciais' posture, there were no opposing positions. This finding suggests that there is a silencing, albeit involuntary, of dissenting voices within the school. In addition to this, we noted that the idea of collective participation, which is one of the bases of the program's environmental actions, was re-signified, not allowing the community to participate in decision-making spaces. This process of privatizing the school space can contribute to maintaining an educational model that emphasizes individualism and behavioral change, rather than advocating for critical and emancipatory teaching. Thus, the relationship between Pró-mananciais and the school contributes to the crystallization of meanings about political praxis different from those we consider relevant to students' formation. Finally, it is crucial that education professionals, especially those involved in relationships between companies and schools, reflect and oppose the impacts that environmental business actions have had on the educational process.

The growing number of research in Mathematics and Art, in the last decades, was one of the factors that motivated the present study. Its objective is to map the Brazilian researches that investigate the interfaces between Mathematics and Art, weaving the state of knowledge of those that articulate Mathematics and Art in the pedagogical proposals applied in the context of teaching Mathematics in Basic Education. Qualitative in nature, this study constitutes a systematic review, of the “state of knowledge” type, based on theses and dissertations, available at the Brazilian Digital Library of Theses and Dissertations. For the searches, the following terms were considered: “Art”, “Mathematics”, “Teaching” and “Mathematics Education”, in addition to terms related to artistic languages, according to the National Common Curricular Base, such as: “Visual Arts”, “Dance”, “Music”, “Theatre” and “Audiovisual Arts”. The analysis consisted of two stages, the first one was based on a more descriptive and panoramic perspective, in which we carried out a mapping from the reading of the abstracts of the 110 selected theses and dissertations, which investigate interfaces between Mathematics and Art, published from of 2003 to 2020. In the second stage, aiming at an analytical-comprehensive perspective, we selected 34 mapping works, presenting some pedagogical proposals applied in Mathematics teaching in Basic Education. We prepared a file on Google Forms to conduct the reading of parts of the texts to identify relevant aspects for this study. From this, we delimited three axes of analysis: (1) methodological approaches for teaching; (2) mathematical focus of pedagogical proposals; and (3) use of Art for Mathematics Education. Each axis's groupings emerged from the works' readings and references. From the mapping, we identified the formation of three research groups on the subject located in the Southeast and South regions, where they cover most of the academic production. Among the artistic languages, the one that stood out in the research was visual art, especially, the relation between visual art and geometry. Among the trends in the interface between Mathematics and Art, we highlight the use of Digital Information and Communication Technologies in teaching some content, the focus of most works and Art to contextualize teaching, highlighting the use of Art as a context for teaching Mathematics. We also identified several approaches that indicate other paths for teaching in the interface between Mathematics and Art, still little explored, which is why they point to the need for further investigations. Therefore, with this study, we hope to boost new work, especially in fields that are scarcer.

The objective of this work is to verify the results of the application of a Didactic Sequence for teaching the content of nuclear fusion using the stellar evolution as generator theme. This work was developed in the discipline AST 001: Concepts of Astronomy of the Degree in Physics course of a federal university, during the month of July 2022, in a total of 16 classes, each of 50 minutes. Questionnaires, audio recordings of classes, logbook and evaluative activities developed during the development of the didactic sequence were used as a data collection instrument. All activities developed were structured based on Delizoicv's Three Pedagogical Moments: initial problematization, organization of knowledge and application of knowledge. Two questionnaires were applied, the first (pre-DS) at the beginning and the other at the end (post-DS) of the work application, and five evaluative activities. Data from the pre-SD questionnaire were used to identify the “profile” of the student entering the Physics Degree course, as well as to verify which knowledge in thematic relation was studied by them in high school. The second questionnaire was used to verify whether the proposal to teach nuclear fusion from stellar evolution was successful, that is, to verify the students' learning in relation to the contents covered during the application of the DS. The evaluative activities dealt with the theme of stellar evolution and its relationship with nuclear fusion. Although only 7 students participated in all the activities carried out in the DS, it was possible to perceive that the students were involved in the classes and that the results found showed that the work was successful and that the answers provided by the students in the post questionnaire questions -SD were much more elaborate than those provided for the pre-DS questionnaire questions.

Research about the contributions of the History of Mathematics in teacher training has been developed by several researchers at the national level over the last few years. In this sense, we ask ourselves: What are the contributions of the study of historical episodes of Mathematics to the formation of Mathematics teachers? In view of this, we sought to identify and analyze the knowledge of Mathematics teachers mobilized by Mathematics undergraduates in the study of historical episodes. For this purpose, data were collected in a study group with undergraduate students in Mathematics at a Federal University in the south of Minas Gerais, which was created with the aim of discussing historical episodes in mathematics. Five meetings were held, so that the first four took place through the online dating platform Google Meet and the last one in person. All meetings were recorded and later transcribed by the researcher. In these meetings, three episodes were discussed, namely: (i) the emergence of non-Euclidean geometry; (ii) the emergence of infinitesimal calculus; and (iii) the emergence of complex numbers. The transcripts were analyzed in order to identify evidence of teachers' knowledge evidenced in the participants' speeches and comments. The results of this investigation indicate that the study of historical episodes can contribute to the mobilization of diferente knowledge of teachers, such as the Content Knowledge domain and its subdomains: Knowledge of Mathematics (CdM) and Knowledge about Mathematics (CsM) and, also, the Pedagogical Content Knowledge domain (PCK) and its subdomains such as Common Content Knowledge (CCK), Content and Student Knowledge (KCS) and Content and Teaching Knowledge (KCT).

Faced with the advancement of COVID-19 cases and the respective need for social distancing, educational institutions in Brazil and around the world were temporarily closed to face-to-face interaction, and the various actors in the complex educational system found themselves limited, whether due to cyclical reasons or training, to meet the educational demands that were imposed remotely, and sought alternatives to continue their pedagogical practices. In the State Public Education Network of the state of Minas Gerais in Brazil, the Special Regime for Non-Personal Activities (SRNPA) was implemented on an emergency basis, which attempted to give some continuity to the current pedagogical planning. With the aim of understanding how these adjustments and implementations occurred, and what teachers' expectations are in relation to the continued use of digital technologies after the pandemic period, this work analyzed the reports of high school teachers in the area of Natural Sciences, who faced the challenges of the SRNPA model in the state public network in the city of Pouso Alegre, regarding the implementation of Digital Information and Communication Technologies (DICT) in their pedagogical practices. We identified that the training of teachers for the effective use of DICT still requires substantial improvements and that the transition period at REANP highlighted the need for better-planned approaches and continuous investments in pedagogical training, in order to allow educators to meet the demands of the contemporary educational environment in a confident and effective manner.

It is understood that providing the future Mathematics teacher with opportunities to reflect on pedagogical actions with Manipulative Materials and Games for inclusive education is a significant training practice. Thus, guided by the study of the Knowledge Base for Teaching, proposed by Shulman (1987), and the Mathematics Teacher's Specialized Knowledge (MTSK) model, developed by Carrillo et al. (2013) and Montes et al. (2014), this research sought to investigate and understand the knowledge mobilized by future teachers when developing proposals for activities based on the use of Manipulative Materials and Games for teaching Mathematics in an inclusive perspective. With a qualitative approach, this investigation is characterized as a training-research by enabling the researcher teacher to produce meanings and meanings for their own training. With the field phase of the research carried out in a subject of the Mathematics degree course, with a focus on Practice as a Curriculum Component, we sought to answer the following question: What knowledge is mobilized by future Mathematics teachers when developing proposals for activities based on the use of manipulative materials and games for teaching the discipline in an inclusive perspective? From the development of seminars by the undergraduates, in the analytical process of this investigation, we sought to identify in the speeches and productions of future teachers evidence of teaching knowledge, based on the Knowledge Base for Teaching and the MTSK model. Even with the limitations of the remote teaching format, imposed by the Covid-19 pandemic, the results were positive, indicating the mobilization of Mathematical Knowledge related to the Topics and Structure of the discipline, as well as Pedagogical Content Knowledge (PCK) about Teaching, the Characteristics and Parameters for learning Mathematics. In this sense, it is worth emphasizing the greater recurrence of knowledge related to the PCK subdomains, of which the Mathematics Teaching Knowledge (KMT) is highlighted as the one mobilized in greater number, in all the analyzed proposals. Mostly, the KMT evidence referred to the possibilities that can emerge from the use of Manipulative Materials and Games, in teaching actions of Mathematics in the Inclusive perspective. From the categories of Knowledge of Educational Contexts and Knowledge of the Purposes and Purposes of Education and its historical basis, knowledge was mobilized about the school reality and the importance of training processes for the exercise of teaching in inclusive contexts. Therefore, the results suggest the formative actions of this research as significant alternatives to professional teacher development, by providing the mobilization and articulation of disciplinary and pedagogical knowledge, based on the inclusive teaching of Mathematics.

The recent Covid-19 pandemic highlighted the important role of scientific communication in promoting the population's access to up-to-date information on science and technology, enabling people to make informed decisions on matters related to this topic. This research aimed to analyze the presence of elements of the Science-Technology-Society (STS) approach in popularization of science texts (PST) of the Pesquisa FAPESP magazine that addressed the theme Coronavirus, discussing its potential and limitations for STS education in the context of the science teaching. The research is qualitative and documental approach. The corpus consisted of 17 PST, related to the theme Coronavirus, published from 2020 to February 2021 in Pesquisa FAPESP magazine. The PST were analyzed using a priori categories defined in an instrument for analyzing of STS aspects in TDC. From the results obtained, several elements of the STS approach were found in the analyzed texts, especially discussions related to the functioning of science and its role in society. The study allowed us to identify in the TDCs great potential to work on the Coronavirus theme, within the CTS perspective, in science teaching

The impact of technology on education has been bringing new challenges to the teacher in last decades, causing changes in the educational context of schools and breaking with traditional ways of teaching and learning. The Digital Information and Communication Technologies (DICT) are frequently used by students in their daily lives on multiple digital platforms, what highlights challenging situations for teachers in public and private schools, situation that could be minimized by an introduction of innovative methodologies, making teaching more interesting and closer to the reality of “digital natives.” In this context, this thesis has the general objective of establishing a relationship between Active Methodologies, Personalization and Universal Design for Learning, in an experience in Natural Sciences hybrid teaching, demonstrating, that they can contribute to make the student more and more participatory and autonomous. The COVID-191 pandemic has accentuated the teacher's responsibility to learn about the new uses of DICT in teaching and learning and improving communication with their students through remote teaching. In this way, this work sought to deepen the studies on active methodologies applied to the Natural Sciences teaching, to demonstrate the relationship between them and student personalization, and between both of Universal Design for Learning, as a contribution to improving the performance of students and teachers. The work methodology was based, firstly, on the bibliographic review about the subject, with reading and recording of books and articles, seeking the foundations of the proposed objectives, in situations used in the teacher's pedagogical practice within the Science classroom. To verify the frequency of use of active methodologies in the Science classroom, with or without DICT, a survey was conducted among Elementary School students, from a private school in the South of Minas Gerais and an interview with the teacher responsible for the class. The results of this study indicate that active methodologies provide greater learning and increase student interest, especially if combined with DICT. On the other hand, the research confirmed the importance of the teacher knowing the active methodologies applied in classroom situations, with or without the use of DICT, revealing that democratic access to them by all students is an essential condition for the general improvement of teaching learning.

The incorporation of Digital Information and Communication Technologies (DICT) in the school environment has proved to be necessary and viable, favoring the teaching and learning processes of students at various levels of education, including those belonging to the target audience of special education. The production of digital material with narrative approach by students is part of this context. It presents itself as a promising pedagogical resource for the use of DICT and can also be used with students with Autism Spectrum Disorder (ASD) for learning of science content. The approximation of Science Education from an inclusive perspective with the DICT and narrative thinking deserves to be reflected by/at the school and, in this sense, investigations in this area are relevant. The aim of this study is to describe and analyze the mediation process of students with ASD in the production of digital material with narrative approach related to science contents. The study is part of qualitative research. The methodological path included a survey on the subject in the database of dissertations and theses of CAPES, the observation of science classes in the 8th grade of elementary school and the mediation process for the production digital material with narrative approach, performed during meeting with two students with ASD. By the end of the process, these students performed an oral presentation of the materials they produced themselves. Data processing and analysis followed the phases suggested by Yin (2016), related to qualitative research. Through mediation it was possible to contextualize science content, providing students with the opportunity to build knowledge related to the subject, some of which are associated with ASD. The production process of the digital material highlighted the importance of narrative for the construction of the adolescent’s identity, evidencing a cyclical process of self-knowledge in which narrating produces the self as much as it is produced by the self. The use of the computer and the internet enabled the students with ASD to learn about digital literacy. We highlight the cooperation among students during the production of the digital material with narrative approach.

This investigation aimed to analyze how inclusive education is proposed in the Pedagogical Projects of Courses (PPC) of degree in Biological Sciences of the federal universities of the state of Minas Gerais. For this, a qualitative research of the documentary type was carried out, having as material for analysis, the PPC of the 17 mapped licensure courses. The data were analyzed based on the analysis of qualitative data by Robert Yin, which made it possible to recompose the data in terms of the “places” intended for the discussion of the topic in the curricula and the “purposes” associated with its presence in the disciplines. Regarding places, it was evident that the theme is addressed in mandatory curricular components, optional curricular components and in the space of extracurricular activities. Of the 78 disciplines identified, 79.5% (62) are mandatory disciplines, while only 20.5% (16) are optional, which shows a beginning of recognition of the theme of inclusive education in the surrounded territory of the curricula of Biology teacher training. It is noteworthy that this achievement of spaces in the curriculum was also represented by the diversity of purposes associated with the presence of the theme that could be identified and analyzed. These were organized into six categories, namely: i) Learn about Libras and aspects of education for the deaf; ii) Have teaching experience with PAEE students; iii) Train the Biology teacher to create inclusive didactic proposals; iv) Understand inclusive education in its different aspects; v) Reflect inclusion/exclusion beyond school; and vi) Develop scientific research on special education. It is expected that the analyzes constructed in this work will support future updates in the curricular structures of teacher training courses, mainly by pointing out and analyzing different paths for the inclusion of the theme inclusive education in the curricula. This will make it possible to transcend the space/time of the Libras discipline and focus on resources and teaching materials, in which inclusive education has been restricted.

With the COVID-19 pandemic, schools were closed due to the need for social isolation. In order not to harm the school year, the Ministry of Education (MEC) proposed remote learning, to keep the student in daily virtual contact with the teacher. At Minas Gerais, the Special Regime for Non-Presential Lessons (known in Brazil by the Portuguese acronym, REANP) was regulated in basic education schools through virtuais tools and specific procedures to organize mandatory school activities. So teachers migrated their classes to the virtual environment without time for previous training. Given this scenario, analyzing teachers' perceptions about the use of Information and communication technologies (ICT) is necessary to scale the space and time of the school for digital technologies during the pandemic. Seen in these terms, this project aims to understand the perceptions of elementary school teachers and managers of public schools in Itajubá´s micro-region about the use of ICT based on the REANP. Data will be obtained through semi-structured interviews and qualitatively analyzed, according to the Content Analysis proposed by Bardin (2016). The results showed that the pedagogical use of ICT by teachers and managers faces personal, structural, legal, and methodological didactic challenges that can be overcome through teacher training that adds literacies, public policies that are less imposing and more adaptable to the specific demands of each school and resignifications of teaching practice that allow students to take ownership of their training paths through the multiple modes of communication provided by digital technologies.

The objective of this work was to analyze the meanings that the term everyday
assumes in the research presented at ENPEC, based on Agnes Heller's vision of
everyday life. We analyzed 75 articles published in all editions of ENPEC that dealt
with research that made use of everyday activities in basic education written in
Portuguese and classified the meanings assumed by the term everyday into 4
categories, namely: Habituality; Prior Knowledge; Contextualization and Reality,
which we divided, based on Agnes Heller's theoretical framework, into 2 large
groups: Daily life as non-conscious generic human activity and Daily life as conscious
generic human activity. The results showed that most of the research presented at
the events present excerpts that have meanings linked to the Habituality category
and that the same researcher uses the term everyday with different meanings, since
we noticed that the same work could contain excerpts in all categories. The research
showed us that there is a need to deepen the understanding of what is everyday,
since it is much more complex than one imagines, to use it in science teaching, since
using it in a wrong way, there is a risk of restrict learning to something that is
commonplace and that does not need further understanding to be accomplished or
understood.

The articulations between History of Mathematics and teacher education have been the object of research in the area of Mathematics Education. In such investigations, a wide range of justifications favorable to the insertion of historical approaches in teacher education is presented. However, we identified that there are still few studies that specifically analyze the contributions of a History of Mathematics subject to teacher education, especially from the perspective of mathematical knowledge for teaching. In this sense, the present research aims to describe and analyze the contributions of the study of aspects of the History of Mathematics in the mobilization of mathematical knowledge for teaching in the light of the model "Mathematical Knowledge for Teaching", known by the acronym MKT, and proposed by Deborah Ball et al. Therefore, data collection was carried out during a course specifically focused on the study of the History of Mathematics of a Mathematics Degree course. Data were collected through a questionnaire to identify the participants, audiovisual recordings of the classes and a field diary, throughout the course and interviews carried out after the end of the course. In addition, the activities performed by students during the course were analyzed. The data obtained through the different collection instruments were triangulated and analyzed using groupings by similarity that were related to the domains and subdomains proposed in the model by Ball et al. The analyzes indicate that the licensees expressed knowledge referring to “Specific Content Knowledge” specifically to the subdomains: Common Content Knowledge; Specialized Content Knowledge; Knowledge of Content in the Horizon appearing more frequently in activities related to Mathematics in Antiquity. It was also evidenced in an expressive way, knowledge related to “Pedagogical Knowledge of Content”, specifically, to the subdomains: “Knowledge of Content and Students”, “Knowledge of Content and Teaching” and “Knowledge of Content and Curriculum”. The analysis of this investigation indicated that activities on the History of Mathematics have the potential to enable undergraduates to mobilize mathematical knowledge for teaching and, therefore, their study can contribute to the initial training of teachers.

Integral and Integrated Education considers the importance of the person's development, in addition to his / her preparation for the exercise of citizenship, together with his / her training. This type of education requires teacher training and also research that focuses on the practices developed to achieve its goals. Seeking to fill this gap, this study is configured as a research of the practice itself, which unites teaching with academic research, and aims to investigate the contributions to a set of activities on Financial Education, based on literacy practices, so that the Mathematics teacher achieve the principles of Integrated Comprehensive High School. The set of activities elaborated by the researcher professor had the participation of a collaborative and interdisciplinary group of studies, being implemented together with a class of 1st year of a Computer Technician course in the integral and integrated perspective. To analyze the results, three axes were created, based on the principles of the EMII: (1) Pluralism of ideas and pedagogical concepts; (2) Valuing extra-school experience and (3) Linking school education, work and social practices. The results, analyzed in a narrative way, point out that the mathematical and financial literacy practices, when permeated by moments of discussion and socialization, help the teacher to reach the principles of the program and that the research of the practice itself allows the teacher, especially Mathematics, rethinking your posture and your role as an EMII teacher.

Through digital information and communication technologies (TDIC), the emergence of new forms of access and production of knowledge happens, directly influencing education at all levels of education. As a result, as a training environment, the school has also been facing new challenges and looking for ways to promote pedagogical proposals that consider these innovations. A fundamental axis within this perspective is the teacher training, which needs to offer subsidies for a pedagogical practice consistent with the needs of the teaching and learning processes in the context of digital culture. In this scenario, this research analyzed how the students of on-campus undergraduate courses in Physics, Chemistry and Biological Sciences of a public higher education institution in Minas Gerais understand their initial training for the pedagogical use of TDIC integrated into the school curriculum. The methodological organization is based on the premises of qualitative research and the investigative path is initially composed by the collection and analysis of documentary data from the pedagogical projects of the undergraduate courses (locus of the research); then, by applying a questionnaire to undergraduate students who are finishing their undergraduate course and have already experienced subjects that address the theme of technologies in education as well as internship situations. Finally, the data from the questionnaire served as a basis for conducting semi-structured interviews with the participants (who indicated their interest in participating in the interview) to deepen the information on the subject investigated. The result of the triangulation of the data showed that, although the undergraduate students consider initial training important for the integration of TDIC in the curriculum, it is still something that is far from actually happening; among the reasons is: the non-linearity of discussions during graduation; the scarcity of approaches with this focus (mainly related to science teaching) and the lack of moments of reflection and practice on the pedagogical use of these tools. The undergraduate students' understandings are, therefore, more focused on the utilitarian aspect of the use of TDIC, as well as the lack of understanding about what it would in fact be to integrate TDIC into the curriculum. By raising reflections on the undergraduate students' understandings, this research hopes to bring contributions to future scenarios of initial teacher training courses within the perspective of the curricular integration of TDIC.

This dissertation aims to analyze how the daily life of students in the Education of Young and Adults (EJA) teaching modality has been used in the classroom by Physics teachers, within the scope of the Professional National Masters in Physics Teaching (MNPEF). For this, we used the dissertations produced in this program as a data source, which aims to train teachers of Basic Education at Masters level in the domain of Physics content and current teaching techniques for application in the classroom and requires a product educational application in this environment. In a time frame from 2013 to 2019, we found 95 dissertations that related the daily lives of students and the teaching of Physics. With this sample, a mapping was made that sought to identify the original pole of the dissertations, the Physics content addressed, possible themes worked, the type of teaching, the type of institution where the educational product was applied and the teaching resources used in the construction of the proposals. Within this sample, we realized that the dissertations that were focused on EJA brought a strong connection with everyday life, especially in terms of its target audience. We decided, then, to focus on these productions, with the understanding that it would be a good analysis option, as established in the objective of the work. This choice provided us with a documental corpus with 8 dissertations for further analysis. First, the mapping of these 8 dissertations was carried out in the same way as that carried out with the 95 dissertations previously selected. The mapping carried out with the 95 dissertations showed that the works were mostly applied in public schools and in high school; that the most worked content of Physics was Modern and Contemporary Physics; that some works used themes in the teaching of Physics, with a great diversity of subjects and that, in the case of teaching resources, they used more than one resource in the application of the proposed work. Performing the same mapping for the 8 dissertations focused on EJA, we saw that all were applied in public schools; that the most discussed content was Electromagnetism; that only one work used themes in Physics Education and that they also used more than one resource in the application of the proposed work. The next step was to analyze how the daily life of students in the EJA teaching modality was being used by Physics teachers, within the scope of the MNPEF. For this, the categories established in the work of Pierson (1997) were used, in which the author performs an analysis of the works presented at the National Symposium on Physics Education (SNEF) in 1991, 1993 and 1995 in order to verify whether everyday life was part of the research carried out. Among the categories used in our analysis, it was possible to notice that the category aimed at the application/exemplification of physical knowledge from the daily lives of students was the one that most appeared in our results, while the category aimed at problematizing the daily lives of students in relation to physical knowledge was the least present. The analysis was performed from the selection and classification of excerpts present in these 8 dissertations, which, in our opinion, were the most representative of each of the analysis categories used in this work.

Technologies are present in our daily lives, which makes us a society called technological. Within this context, the integration of technologies in teaching becomes of great importance from the premise that the school needs to assume the role of preparing students to be creative and critical citizens, inserted in the society in which they live. For integration to happen, it is important to work on pillars that fully support the use of technologies with pedagogical intent. The objective of the research is to identify which challenges related to the use of Information and Communication Technologies are presented by professors who have graduated from Professional Master's Degrees with a line of research in Information and Communication Technology. The data collection instrument used was the semi-structured interview. The data were analyzed from the Content Analysis procedures, in order to bring to light what are the difficulties and obstacles to the use of Information and Communication Technology in the pedagogical practice of the graduating teachers. Thus, it is expected that the research will contribute to the development of future educational practices in teacher training, for the insertion of Information and Communication Technology in teaching practices with pedagogical intent, for the development of practices capable of overcoming some of the challenges encountered. outside the scope of teacher training, as seen by managers and infrastructure problems in schools.

The present investigation has the general objective identify and analyze dimensions of teaching professionality in future professors of a Licentiate Physics course in the process in which they develop and apply pedagogical practices involving contextual themes. For this, a qualitative research was carried out with undergraduate students of the Physics degree course, from a Federal University located in the south of the state of Minas Gerais, in the municipality of Itajubá. These graduates develop, in the disciplines of Instrumentation for the Teaching of Physics I and II, a project that involves the approach of themes, which is applied in a real situation with high school students. The data collection was carried out through open questionnaires, semi-structured interviews and during the observation of the classes of discipline II and the application of the project in schools. For analysis, Content Analysis procedures were used from the perspective of Bardin (2016), who sought to identify, from the understandings of the undergraduates, dimensions of the teaching professionality that emerged from the contact with the ideas of practice carried out with the approach of themes. For the analysis process, seven categories were elaborated, classified as Citizenship training of students, Democratization of Physics teaching, Redefinition of Physics teaching, Interrelation between context and content, Learning of Physics content, Students' perceptions of a new perspective of teaching Physics and Approaching themes and teaching practice. In this sense, the analyzes showed that when some undergraduates associate the practice with the approach of themes to a citizen formation and a more democratic teaching of Physics, it is noticed the emergence of a dimension of the teaching professionality called Moral Obligation. When, however, undergraduates associate the approach to themes with the possibility of giving new meanings to the teaching of Physics, another dimension of teaching professionality known as Commitment to the Community can be seen. Regarding the understandings of the undergraduates regarding the construction of pedagogical practices that involve context and content, as presented in the approach to themes, it was possible to identify the emergence of a dimension called Participated Self-training and, in relation to their understandings about the learning process of the students, there was the appearance of a last dimension classified as Professional competence. In general, it was possible to observe the emergence of some dimensions of professional teaching that contribute to the professional training process of these future physics teachers. However, although the disciplines and the project have contributed to the emergence of these dimensions, it is difficult to measure how much of these dimensions were actually appropriated by the undergraduates, despite all the undergraduates claiming that they would develop a practice of this nature in their teaching practice as future teachers. of Physics.

The present work sought to evaluate how undergraduate students of a public Brazilian university located in southern Minas Gerais express their knowledge about the Nature of Science (NOS) and the Pedagogical Content Knowledge (PCK) in the development of a teaching material about the history of a physics concept for Basic Education. We also sought to understand the joint mobilization between these two types of knowledge to form the PCK/NOS. To carry out this investigation, didactic materials prepared by 8th period physics undergraduate students were selected. In all, twelve didactic materials were selected for analysis, which were complemented with audio recordings of the participants' presentations about the elaborated didactic materials. For the data analysis, we investigated the aspects of NOS, PCK and the relations between PCK/NOS communicated or that can be inferred from the materials. For this, we elaborated analysis categories related to the visions of elements of NOS and KPC, based on the references adopted in this research. After performing the analyses it was possible to identify visions about the NOS, the subcategories of the PCK explicit in the materials, moments in which the undergraduates mobilize their PCK to teach elements of NOS (PCK/NOS) and reflections about the use of the History and Philosophy of Science by the undergraduates as a didactic strategy to prepare the didactic material. As main results, it was possible to find adequate and inadequate views about NOS, as well as the majority expression of the subdomain of Knowledge of Didactic Strategies in Physics Teaching, regarding PCK. In addition, limitations and difficulties related to this study were identified. The analyses raised some issues that deserve attention in future research, among which we can mention training about History and Philosophy of Science in teaching and the formative practices proposed in initial training.

The research presented here aimed to analyze the skills manifested by first and second year high school students when a Didactic Sequence (SD) occurred in the form of a pedagogical intervention based on the Science-Technology-Society-Environment (CTSA) relationship. thematic “Energy Sources”. Based on the perspective of CTSA references, a pedagogical intervention on the subject was carried out with a total of 42 students from a secondary and technical school. After the development of the DS, the students' productions and speeches were analyzed based on the skills and abilities available in the official curricular documents of Natural Sciences and its Technologies in High School, the Common National Curriculum Base (BNCC). The results demonstrate that all records expressed at least one skill, some very coherent with the proposed theme, others more general, however, all in relation to the CTSA. They were manifested mainly related to the theme of Energy Sources, and it is possible to relate the abilities manifested with the SD's CTSA approach. The skill that presented the highest number of excerpts related to EM13CNT106, which is the relationship between science and technology involving generation, transport, distribution and consumption of electricity, considering local characteristics and socio-environmental conditions. Thus, a didactic sequence based on CTSA, even without having been developed to achieve these skills, as long as it is well planned, is capable of expressing competences and abilities in students without running away from the classroom content.

Based in a socio-historic theoretic foundation, the stregth of hegemonic ideas in education, science and enviromental issues is decribed. The inset of biological evolution and enviromental themes is analised, and the existence of relation and aproximations between these themes is inquired, for in the face of the actual enviromental and knowledg crises, we see they can help each other. Data has been collected through documental analysis of the pedagogical projects from undergraduate courses in Federal Universities in the state of Minas Gerais. For the analysis, we have leaned in the methodology of Laurence Bardin. Results indicate that the inset of biological evolution is mostly restricted to a scientific curricular component, in a isoladed fashion, characterizing living being groups studied in zoology of botanic, filling topics in paleontology e sistematization, in any case without any relation to the pedagogical area. Environmental themes have no emphasis in the curricula, where the a conservative major tendency prevails, when present. The relation between society and nature and the socio-environmental crisis is presented in curricular topics connected to environmental education. The polical feature intrinsic in education is practically absent, as well as its integration with teachers and students reality. In face of this scenary, the relations stablished by the courses between the two themes are incipient, requiring detailed descriptions in the syllabus and/or curricular restructuring that may contribute, in the frame of a national critical education, with citzenship emancipation, scientific alphabetization and a transformation in the relation between society and nature.

Based on the principle that disability is a natural characteristic, intrisic to human diversity, and that the concept of disability is socially constructed, in history we seek to understand the conceptions of disability that permeate society's social and political discourses, which served as a basis for the elaboration of laws and public policies for the group of people who have such characteristics, guided by the metaphysical model, medical model and social model of disability. Thus, the concept of disability is constantly changing and is not linear, and although it gains strength in the speeches of researchers, in the struggles of social movements and in the laws of the State, they can still be present in social discourses, conceptions already overcome by scientific knowledge, influencing people's attitudes towards the group. Thus, the social model advocates, today, that disability should not be seen as a disease to be normalized so that, only in this way, people with disabilities can enjoy social rights and duties, but understood in relation to the barriers that society imposes for the social participation of those who differ from the accepted standard, generating disadvantages and exclusion. Therefore, it is understood today that people with disabilities must, by law, be included in society. When it comes to the fundamental right to education, Special Education, field of knowledge, responsible for the education of people with disabilities, assumes an inclusive character when it advocates that it is the right of all students to be together, attending the same school, receiving quality education, with learning opportunities, matched by the school and the teachers so that students can develop their individual skills and competences.Thereby, no school content should be neglected for students who, perhaps, have some special need, as may be the case for students with disabilities. Inclusion is the reality of current educational policies, so we turn our attention to the Teaching of Natural Sciences and raise the following problematic questions: how have teachers in regular classrooms, who teach the disciplines of Science, Biology, Chemistry and Physics have understood the process of school inclusion of people with disabilities? How do they understand disability and inclusion? What importance do they attach to teaching these contents to students with disabilities in regular classrooms? Thus, the present study aimed to analyze the conceptions of these teachers, working in regular public schools in the Microregion of Itajubá, about the inclusion process of students with disabilities. To this end, a field research was carried out, of a qualitative and exploratory nature and, using a semi-structured questionnaire, 12 teachers were interviewed who teach the referred subjects and who teach in classes that include students with disabilities. The results obtained in the interviews were analyzed from the Content Analysis, which pointed out three guiding axes, which guided the discussions of the emerging themes in the teachers' speeches. So, we found that the teachers interviewed understand disability as the individual's inability, characteristic of the medical model of disability. Still, they understand inclusion as integration, with the purpose of socializing students with and without disabilities. The teaching of Natural Sciences, in this context, has the character of guiding small actions of daily life, since they are permeated by the stigma of the difficulty of learning the contents. In this way, the potential of initial and continuing education that addresses the issue of school inclusion emerges as indispensable to break social paradigms arising from the beliefs of teachers.

The theme on which this work deals is related to an issue that has been little explored in research in science education and that can carry relationships with the initial training of teachers, namely, the issue of planning and the performance of teacher educators in disciplines related to the teaching in undergraduate courses. It is noticed very often, teachers who teach in higher education working alone and unrelated to joint planning between teachers in the same area. In this sense, this research aims to promote spaces of communicative interaction between teacher educators who teach the disciplines of teaching practices as a curricular component in order to plan and re-elaborate their disciplines together. From the main references arising from the Theory of Communicative Action, by Jügen Habermas, it was possible to outline a scenario of rationality in the formation of a degree in chemistry in Brazil. A Joint Planning Group (GPC) was initiated with teachers who teach the disciplines of teaching practices as a curricular component, since all meetings were recorded, transcribed and analyzed using the methodological resource of analysis of intersubjective interactions based on Theory of Communicative Acting, by Habermas. It was possible to list a set of elements of the communicative process and systematize characteristics of group work. From the analyzes made it was possible to understand how the process of interaction between teachers and the survey of characteristics of these interactions took place. Thus, it was possible to verify that the participation of teachers in the process of constituting the group of joint planning on restructuring the menu of the disciplines of teaching practices as a curricular component made it possible for them to be involved in joint construction processes, providing a communication environment . In addition, the joint constructions carried out in this group point to the defense of the formation of GPCs in degrees in chemistry as training of the teacher teacher.

In view of the scientific and technological advances that have been influencing and changing people's lives and education, specifically Science Education, in order to achieve Scientific Literacy (SL) with Basic Education students, it is essential to prepare them to make decisions and intervene in the environment they live in ethically, responsibly and criticaly, having as base comprehended and problematized scientific concepts. Thus, this approximation between SL and Digital Information and Communication Technologies (ICT) is worth being reflected at school and by scientific investigations, since it directly implies the role of Science Education in contemporary times. This research aimed to identify and analyze evidence of Scientific Literacy in digital narratives (DN) of Elementary School students after the completion of a didactic sequence (DS) based on the three structural axes of SL in a context mediated by ICT. The research has a qualitative character. The methodology consists of systematically reviewing literature on the topic; attending meetings with the teacher of the researched class; constructing and applying, along with the teacher, the DS using ICT and monitoring the students' DN production about the content. The fundamentals of Content Analysis was taken for treatment and analysis of data, through categorical analysis. As a result of the study, it is possible to assert that the majority of students codified scientific terms and knowledge on the topic addressed in the DS, as predicted by the first structuring axis of A; in addition to representing them with different languages through ICT. The second axis, related to the nature of science and the factors that influence its investigative practice, and the third axis, which corresponds to the understanding of the existing relationships between science, technology, society and the environment, were not as much evident in the DN, though represented in the process of some narratives. Such fact may be a reflection of concept and theory-based teaching, as well as students’ little ICT and DN mastery. The applied teaching practice proved to be interesting and motivating. The analysis of the data also revealed evidence that the SL developed with the mediation of ICT requires teacher and student’s ability to relate scientific, pedagogical and technological knowledge. Based on the possibilities found in the inclusion of ICT, the DN proved to be capable of raising knowledge and consolidating learning, allowing students to make their own knowledge base. Hence, we consider that the association SL / ICT, presented in this study, can bring to Science Education an alternative work in order to reach students' SL based on a methodology focused on the pedagogical use of digital technologies in teaching, a subject which is not regarded nowadays. Therefore, due to their reflective and integrative functions, DNs proved to be effective for the development of a pedagogical work capable of combining students’ criticality and authorship, contributing to a more contextualized and transformative teaching.

First Degree Equations, which are often studied in grade school (primary school), are fundamental to conceptually understanding certain aspects of Algebra. Studies show that students frequently have difficulties learning First Degree Equations because, as Algebraic functions, they differ from simple Arithmetic. Given this fact, new ways of teaching these equations should be studied, and the study of the History of Mathematics (HM) may serve as an auxiliary in this process. Many studies in the existing literature point to the effectiveness of studying the History of Mathematics in math classes. We conducted an investigation to better understand the advantages and disadvantages of using the History of Mathematics for teaching First Degree Equations in primary school. We have carried out set of activities that addressed teaching First Degree Equations from within a historical context using the False Position Method and Inversion. These activities, consisting in five stages, were conducted at a State school with 7th graders. Students carried out the activities, and data were collected using audio recordings and observational annotations made in a daily register. The data were analyzed according to four criteria set forth in existing literature. The results indicate that the elements related to HM contributed to the learning of mathematics and about mathematics, as it brought contributions to: the motivation of some students to learn mathematics; the contextualization of the studied concept; the learning of resolution procedures for solving a first degree equation and a change in perception in relation to mathematics. It is worth mentioning that we encountered some of the same difficulties already mentioned in existing literature with respect to the fact that HM does not motivate all students. Nonetheless, this study highlights the effectiveness of using historical methods for teaching First Degree Equations in a way that gives students a greater understanding of what it means the resolution of a First Degree Equation.

The present work “Conceptions and inclusive practices of science and mathematics teachers: a study in the municipality of Itajubá” aims to know the reading, which teachers have, about inclusion and how it influences their actions in the classroom and, in particular, in Science and Mathematics Teaching. By understanding what their representations are, we will be closer to understanding their practice in school routine. This research took a qualitative approach. Data collection was carried out by means of an electronic questionnaire and had the spontaneous participation of 27 (twenty-seven) teachers from the municipal school system and who had at least one (01) PAEE student and semi-structured interview with 06 (six) regular class teachers and 01 (one) AEE teacher. The analysis of the results indicated that, in general, the difficulties / barriers pointed out by the teachers participating in this research are not different from those found in the literature, such as: lack of professional preparation, school and family partnership, absence of a multidisciplinary team, classroom with an excessive number of students, among others. They understand that the inclusion of a PAEE student in regular education is a right guaranteed by law and that goes far beyond the offer of places. You need to offer quality education. It is hoped that this work can promote discussions and reflections for the construction of an inclusive school, which welcomes everyone and offers a quality inclusive education.

The objective of this research was to analyze how the graduate students of a course of Master's Degree in Science Education select and propose, in the elaboration of didactic sequences (DS), the use of popular science texts (PST) from Minas Faz Ciência, a magazine published by the Foundation for Research Support of the State of Minas Gerais (FAPEMIG). In this sense, we sought to understand how the aspects of scientific literacy are being articulated in the proposals and how the graduate students propose the use of PST in their teaching planning. The DS were elaborated by graduate students in the context of the Scientific Dissemination discipline which is offered in the graduate program in Science Education of the Universidade Federal de Itajubá, Minas Gerais. The seventeen DS produced by graduate students in 2015 and 2016 were analyzed based on theoretical references related to the characteristics of scientific dissemination and aspects of scientific literacy. According to the results, we found that the majority of the PST used in the DS is concentrated in the area of biological sciences and that the main criterion for the choice of PST was the relevant relation between the scientific contents presented with the school content. The approach of scientific concept is one of the most cited objectives in such DS. Among the didactic strategies proposed in DS are the reading and discussions of the PST. Regarding the presence of the axes of scientific literacy, we observed that proposed DS has potential for the development of the students’ SL, even if that objective isn’t centered in the didactic plan. The structuring axis of the Scientific Literacy most adopted by the graduate students was the “understanding of the existent relationships between science, technology, society and the environment”, with about 65% of DS. We conclude that, in planning SD with the use of TDC, post-graduate students bring elements capable of promoting scientific literacy in the classroom.

This work is the result of a qualitative and exploratory research that aimed to identify the understanding of science teachers from 6th to 9th grade in three state schools about the relationship between the theme of Human Rights Education and Science Education.. To make this possible, this study was based on theoretical references to deepen the knowledge about Human Rights Education, Science Education and Curriculum. The data collection strategy used was the interview to learn about their practices, analyzed by Bardin's content analysis, as well as reading curricular documents, such as the Common National Curriculum Base and the National Curriculum Parameters of Natural Sciences and Cross Themes to verify the existence of elements of human rights education in them. At the end of the analysis process the research presented as a result that the teachers present superficial conceptions about the subject, although, according to the reports, they give examples in their speeches that in the classroom practices there is a connection between the subject and its contents. and that did not have this theme in their formations. It is considered the importance of working on science education from the contextualization to become a set of accessible knowledge and interest of students and human rights education become a great ally in the teaching-learning process, thus developing an education that humanizes and helps the student to be a subject of rights. For this, teacher education courses play a fundamental role.

This research focuses on the teacher, having as its general objective to characterize and understand the perception of teachers of the disciplines of Biology, Physics, Chemistry and Mathematics about the use of Digital Information and Communication Technologies, specifically Mobile Devices, in schools of two cities of southern Minas Gerais. This is a qualitative approach study with descriptive bias. The theoretical framework was constituted by the concept of mobile device; network society; mobile technologies in the educational context; information and communication; teaching; public policies of educational technologies; digital literacy. The research corpus was analyzed based on data collected in semi-structured interviews, recorded and transcribed with high school teachers from a state school and a private school in southern Minas Gerais. For the analysis, it was chosen the content analysis of Bardin (1977), with the creation of groupings that later led to the elaboration of emerging categories. In addition, the Pedagogical Political Plan of schools was analyzed in order to identify the indication, or not, of the use of mobile devices. This research views the teacher as a centerpiece in the incorporation of mobile devices in the educational context, capable of provoking transformations in teaching management. In this sense, it was considered that teacher education are school management are guiding axes for the accession of the processes of incorporation of mobile devices in the pedagogical practice. Thus, this research indicates ways to continue investigations and deepening that will contribute, critically, to the role of learning with mobile devices in the formation of the subject.

Several researches report problems related to the teaching of astronomy in elementary education. Due to this scenario, continuing education actions that focus on astronomy themes are held in order to mitigate eventual formative gaps of teachers. Aiming to contribute to empower elementary school teachers to teach astronomy subjects, this research aimed to characterize the teaching of astronomy in rural schools of the municipality of Brazópolis-MG in which the final grades of elementary school are taught and to analyze the potential for in-service training for teachers by means of a hands-on course focused on teaching astronomy subjects. The study is qualitative and the data were collected using focus group techniques, questionnaires and audio recordings of the teachers' speeches during the research stages. The analysis of the collected data points out that, as far as astronomy contents are concerned, the teachers report many difficulties due to little pre-service training in astronomy and little availability of continuing education in-service courses in astronomy that meet the needs of teachers who work in rural schools. The data analysis also showed the existence of some alternative conceptions, specifically those related to popular knowledge typical of rural life. The proposal of a continuous training course with a hands-on approach proved to be an important method for teachers to understand the concepts and make correct relationships regarding the astronomical phenomena that were taught. The course activities provided moments of collective meaning construction, sharing ideas, questions and learning, as well as being an important ally to minimize difficulties and disseminate new resources and methodologies that teachers can use to help and enhance their classes regarding the teaching of astronomy subjects.

In this work, from the elaboration and application of a didactic sequence, was investigated the influence of the teacher's speech in the students' understanding about concepts that address the topic of the nature of science, taking as basis the aspects of Science, Technology and Society approach. By performing a reflection about the process of formation of the researcher / teacher, was identified the need to verify if the teacher's speech - based on STS approach - enables the students' understanding about the concepts addressed. In our methodology, we delimit the research as a case study in order to characterize the context that takes into account the teacher ideological and professional formation. This research was held in a private school at São Paulo state, region of the Vale do Paraíba, which is the researcher's / teacher's workplace. The instruments used for the data constitution are: the transcriptions of meetings recordings made during the application of the didactic sequence, a logbook format as written records made by the teacher and a questionnaire answered by the students at investigation's end. The results showed that a teacher's speech using the STS approach has a controversial speech that is capable of establishing an interlocution instance maintained by an ideological game between students-students and students-teacher and sometimes an authoritarian speech is needed to represent the classroom authority to complete and define the discussed knowledge. Thus, the students presented understandings in the following categories: The understanding that Science is a social construction provided with values; Understanding the importance of society's participation in scientific and technological decision-making and the understanding of the relations between Science, Technology and Society.