The potential of argumentation for scientific education is defended by several authors of Science Didactics. From a dialogical and dialectical perspective, argumentation is a discursive activity characterized by the defense of points of view and consideration of different perspectives. The negotiation of different perspectives gives argumentation an epistemic potential, that is, knowledge construction. Debate situations are pointed out as important argumentative practices for teaching from this perspective. A didactic strategy capable of encouraging debate is the mock jury (or mock trial), a particular case of role-play game that aims to discuss a controversial topic. However, there are few works in the literature that address the relationships between the simulated jury in Science Teaching and argumentation. Taking this into consideration, this work proposes a case study on the mock jury strategy based on the dialogical and dialectical perspective of argumentation. Our general objective is to analyze the process of constructing knowledge claims based on arguments and counterarguments produced in guided simulated jury activities in a teaching context. As a controversial topic, the New Legal Framework for Basic Sanitation, Federal Law No. 14,026/2020, was chosen due to the controversies involved in its approval and implementation. To achieve the proposed objective, activities were developed and organized in the stages of preparation, implementation, and evaluation of the simulated jury, applied in five meetings in the training meetings of participants in the Pedagogical Residency Program – Chemistry Subproject of UFRN (CAAE - Certificate of Presentation of Ethical Appreciation 57847622.4.0000.5537). Data collection was done through audio recordings of the meetings, in addition to written materials produced by students in the three stages (questionnaires, guided scripts, evaluation forms, and field diary). The data was analyzed using an analytical tool based on Bakthinian elements. As a result, the potential of activities oriented towards a simulated jury in the review and reflection of perspectives stands out as important mechanisms for building knowledge, from preparation to its actual evaluation. Furthermore, the evaluative relationships established with perspectives also seem to influence the construction of knowledge, but more research is needed to better understand this relationship.

The research focused its research efforts on the educational context of training in Biology in the Amazon region of Pará, contributing to the appreciation and understanding of the scenario of action, experiences and perspectives of teacher training courses in a region that, in addition to vast biodiversity, has of significant importance in the sociocultural formation of the country. The main objective was to characterize the theoretical-methodological approaches of Education for Sustainability in Biology Degree courses in the Amazon region of Pará under several aspects: relationship with the Sustainable Development Goals (SDGs) in Course Pedagogical Projects (PPC), the principles of Education for Sustainability in teaching practice, in the perception of students and in Course Completion Works (TCCs). To this end, the study adopted a qualitative and quantitative methodological perspective, assuming aspects of bibliographic, documentary, field and a narrative approach with a trajectory divided into four phases which covered actions ranging from the analysis of PPCs, to the application of questionnaires with teachers and students. The qualitative analysis was carried out by the Iramuteq software, version 0.7 alpha 2 associated with the content analysis, and the quantitative analysis was carried out by the Past software, version 4.07b and Excel 2017. The results elucidate that the SDG 3 (health and well-being), 4 (quality education), 8 (decent work and economic growth), 15 (life on earth) and 16 (peace, justice and effective institutions) are present in all the PPCs of the five educational institutions studied. In contrast, SDGs 5 (gender equality) and 11 (sustaining cities and communities) are not addressed in two analyzed documents. Two 145 CBTs analyzed, 71.72% will reveal that the most represented categories are 2 (direct to education) and 7 (direct to biodiversity). In relation to the teaching approach, teachers give greater emphasis to the principles: “direct to life”, “direct to equality” and “direct to respect”. On the contrary, the principle “directly to culture” was the one that presented the lowest rate of approach by teachers. In short, teachers show educational perspectives that prioritize critical, contextualized and practical training for their students. Meanwhile, we need careful reformulation and updating of teaching practice, mainly, not that it says respect and even strengthening the cultural, social and environmental dimensions. The perception of students is shown in accordance with the guidelines presented in the guiding documents of the courses and with the theoreticalmethodological perspectives presented to the professors, given that it addresses all the principles of Education for Sustainability in their responses to the applied question, in some cases. It also demonstrates insecurity in the established relationships between the topics and the training you are receiving. The gaps presented converge as the finds in the bibliographical research to reveal the small existence of studies that investigate the influence, insertion and consequences of integration between the principles of Education for Sustainability and initial formation in the Bachelor's Degree in Biology. The data presented for the investigation, in general, evident, in a certain degree, in the absence of association of complex issues interlinked with humanity, and which, therefore, form part of the life and history of cultural formation of people, as the course that is being offered. In this sense, consider the principles of Education for Sustainability in teacher training, including curriculum and discipline, because it is closely related to the training of city professionals who act in relation to the education of other people.

This research is part of the history and historiography of Mathematics education, more specifically the history of Youth and Adult Education (YAE) in the state of Rio Grande do Norte from 2020 to 2023. We conducted a historiography based on interviews with sixteen YAE Mathematics teachers in RN, observing their knowledge and practices. We also used documentary analysis of dissertations, theses and official documents on the subject as data collection procedures, and audio recording as a recording technique. Our research question is: How did the teaching of Mathematics in YAE schools in RN take place between 2020 and 2023? The general aim of this thesis is to record the history of Mathematics teaching in YAE schools in RN (2020-2023). We have tried to examine how teachers have acted in the face of the peculiarities of this teaching modality, before and after the Covid 19 pandemic, as well as their academic qualifications over the years. The role of the YAE teachers in the face of the differences - age, social, knowledge - of the pupils is closely linked to the understanding of these particularities, which are a set of objective structures internalised throughout the life of the individual, acquired both collectively and individually. This is why they must play a fundamental role in guiding the actions needed to shape teaching practice in the classroom. In this sense, we have carried out qualitative research, enriched by educational ethnography. In systematising, organising and analysing the information obtained, we have been guided by the principles of Paulo Freire, always seeking to interpret it with sensitivity and empathy. In light of the above, we defend the thesis that teacher training does not provide the necessary knowledge base for teaching Mathematics in the YAE in RN, since teachers end up presenting the content in a simplified and depleted way, without providing in-depth mathematical knowledge. This research shows that the approach to Mathematics was linear, content-focused and repetitive. Despite the teachers' Freirean discourse, which called for practices committed to the students' reality and daily life, this did not happen. The main reason is that this approach requires teachers to be qualified through a proper training that encourages reflection on the aspects that underpin their pedagogical practices and an understanding of the theme of cultural diversity in the contemporary context, especially in the YAE. The choice for the three years of this decade (2020-2023) was deliberate. We considered the practice of teaching Mathematics in the YAE during and after the period of social isolation resulting from the Covid-19 epidemic, as well as teacher training. Given the difficulties of this isolation, the alternative was remote teaching, which required technology and connectivity that was not available to the students. This created a gap in Mathematics education, a gap that could not be filled by replacing classes, as continued progression was adopted as the general solution, to the detriment of students already damaged.

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The schools were founded in 1983 in the Chico Mendes Extractive Reserve, in the municipality of Xapuri/AC, due to the struggle of rubber tappers over the need for literacy among the population. These rural schools have specific characteristics due to their own constitution and their role. Our research site was The União Rural School in the Seringal Floresta, Rio Branco, a community of this conservation unit. With a multi-grade, historical, geographical, and environmentally protected school context, teachers with temporary contracts, among others, we were interested in knowing how the pedagogical practice of a teacher who was born, raised and lives in the region and studied in this educational space and works as a teacher, occurs. The study's objective was to identify elements that characterize this teacher's practice in this school. Through the qualitative methodological approach and narrative research, we conducted semi-structured interviews with questions about school activities (planning for the teacher's classes) and the relationship with the SEE guidelines and materials, particularly in science classes. We used elements of Discursive Textual Analysis (DTA) by Moraes and Galiazzi (2020) to analyze the discourse in the context of practice, according to aspects from the perspective of Stephen Ball (2011), seeking to understand the expressed meanings of the educational guidelines for rural education in Acre in the teacher's work, identifying aspects of her practice. As main results, we infer that in the materialization of the teacher's planning and practice, elements related to school leveling, reading and writing, creativity in using teaching resources and materials, content related to daily life, and local reality emerge. The dedication and concern for the teaching-learning process arise from the teacher's close relationship with the region. The teacher resignifies her practice based on the rereading of Acre's educational guidance documents, which she adapts to her reality in the planning of her classes, school activities, the organization of her classroom, the execution of activities, and in the evaluation, seeking to give meaning to education for the residents of this location who recognize the school as a space of freedom, opportunity, and hope.

The constant development of studies and the dynamics of Education, as an area of research and professional practice, lead to various possibilities for approaching mathematics teaching. Faced with this perspective, it is argued that mathematics contributes to the development of the subject and the exercise of citizenship, by developing and explaining strategies that stimulate reasoning, creativity and autonomy, with collective work, by solving problem situations. The assumed general objective is to study the development of formation of orientation for the action of elaborating problematic situations based on dialectical contradictions in mathematics, from the analysis of a Formative Experiment based on the Theory of Planned Formation by Steps of Mental Actions and Concepts, by P. Ya. Galperin, and the focus on Problematic Teaching. Taking, therefore, as the focus of this work, teacher training, a research is developed that allows the best possible understanding of the importance of solving problems in the teaching and learning process of mathematics, being a didactic strategy that stimulates the assimilation of concepts and the subject's scientific thinking, adopting references from the Historical-Cultural Approach (EHC). With a focus on teacher training, to work on the Theory of Mirza Ismailovich Majmutov (1926 – 2008), a Russian teacher and researcher, the relevance of mastering this knowledge is addressed, which is to teach students to solve problems, to think and know what to do. objective of this thinking as a human activity, on the part of the teacher, who must understand the importance of his student developing intellectually and emotionally when solving problems, as part of mathematical and scientific thinking, from the EHC. It is considered, in this work, that a problem arises in a situation that encourages student involvement, motivated by realizing that it is necessary to reflect and organize thought, seeking their cognitive and affective interests, developing methods and skills, therefore, their knowledge, to achieve what is indicated as a goal in the search undertaken, in overcoming strategies that consider the student in a more passive position, only receiving what he should learn from the teacher, who is in a more active position, bringing finished truths, without much connection with the real experience of the student. Dialectical contradictions are addressed within an ambivalence between teaching and its professionalization, which leads to a search for the organization of the teacher's autonomous work, with control over his activities, but with a certain loss of individuality, due to his own submission to the professional group , imposing charges and rendering of accounts in the school space, as well as in the ambiguity between professionalism and the teaching professional identity. Divided into nine chapters, the work presents an introduction with justifications and objectives, an analysis of the current moment of research on the subject and the State of the Question, a theoretical foundation for the Theory of Planned Formation by Stages of Mental Actions and Concepts, with its structuring categories and with a section dedicated to the Orientation of Action, a theoretical foundation for Problematic Teaching, its categories and discussion about the articulation with Galperin's Theory, a chapter dedicated to methodology, focusing on the formative experiment, a discussion about the results, plus a chapter with additional considerations, timeline, references and appendices.

This thesis is the result of an investigation developed around the work Liber Abaci, written in the thirteenth century by the Italian Leonardo of Pisa. The Liber Abaci is an encyclopedic work that explains and exemplifies the use of the Indo-Arabic numeral system and contributed to the diffusion of this system in the Western world. The work is composed of 15 chapters that deal with the arithmetic and algebraic knowledge of the time, addressing examples involving practical and recreational problems of a mercantile, commercial and financial nature. Starting from the conception that the History of Mathematics can contribute to the training of mathematics teachers and the hypothesis that the work Liber Abaci is potentially didactic for this training, the investigation was developed from the following question: how can the work Liber Abaci contribute to the training of mathematics teachers? We delimit as a general objective: to identify in the work Liber Abaci potentially didactic elements for the training of mathematics teachers. Throughout the investigation, several potentially didactic elements were identified. One of these elements is the way in which the division of integers is presented and developed in the work. To confirm the didactic potential of the way the division is developed in the work, an eight-hour workshop was held with mathematics teachers linked to a professional master's course in mathematics, during the History of Mathematics classes. The workshop was structured and developed based on the methodology of Luis Radford's Theory of Objectification. In addition to enabling the awareness of another historical-cultural way of thinking about the division of integers, the workshop allowed the participants to reflect on the difference between the concept of number and its symbolic representation, on the possible meanings of division and on the historical-cultural nature of mathematical thinking.

This research is part of the context of investigating the relationship between language and Mathematics Education. Considering a plurality of theoretical references on the subject, we chose to develop this study from the historical-cultural perspective, based on Vygotsky's writings and on the Theory of Objectification advocated by Luis Radford. Thus, we defined as a general objective to understand how language and its relationship with the teaching and learning of mathematics in Basic Education are considered in Brazilian theses and dissertations based on the Theory of Objectification. More specifically, we seek: (a) to identify theses and dissertations that are based on the Theory of Objectification, whose research was carried out in contexts of Brazilian Basic Education, and to situate those that discuss language and its relationship with the teaching-learning process of mathematics; (b) describe and analyze aspects related to the language approach and its relationship with the teaching-learning process of mathematics in theses and dissertations identified. With the intention of achieving the objectives outlined in our investigation, carrying out a bibliographical research inspired by the State of Knowledge based on the guidelines of Fiorentini and Lorenzato (2006), Romanowski and Ens (2006), Vasconcellos, Souza e Silva (2020) and Morosini, Birth and Nez (2021). From the definition of descriptors, collection in the Capes Portal database and application of pre-defined criteria, twelve theses and dissertations were identified that deal with the teaching-learning process of mathematics in contexts of Basic Education based on the Theory of Objectification. A preliminary synthesis of the corpus of analysis indicated the predominance of research directed towards the teaching-learning process of algebra in the final years of elementary school. The analysis of the corpus was based on three categories defined a priori: language conception, language role in learning and language representations. With that, we highlight that: not all researches conceptualize language; the researches presented conceptions of language as a means of social interaction, body modality, expression/manifestation of thought and semiotic means/cultural artifact. Among the main functions of language evidenced by research, we have: social interaction, communication, expression/manifestation of thought, mediation and organization of thought.

The present investigation aims to carry out, with the help of the Theory of Objectification (TO), a study that helps to identify ways that lead the mathematics training teacher to develop multiple perspectives for the same mathematical object. In different periods of history, knowledge in general, and the mathematical objects in particular, were seen from perspectives different from those of our days. Upon seeing that Omar Khayyam in his Algebraic Treatise develops all the resolutions of cubic equations by geometric procedures, we carried out a historical study supported by Depth Hermeneutics in order to seek in the mentioned work of the Islamic scholar potentially didactic historical elements to compose an investigation methodology. On the other hand, the Theory of Objectification (OT) when dealing with the different views of the same mathematical object, says that vision is a cultural organ, as a collective act that depends on the interactions and needs of society and thus the vision in historical moments distinct have particularities, which can be observed and compared. In addition, TO, which conceives learning how to know and become, aiming at the dialectical formation of reflective, critical and ethical subjects, was the framework that guided us in the use of the didactic potential that emerged from the historical text and subsidized the elaboration of the tasks that composed the pedagogical intervention. In order to improve the research, a pilot intervention was applied, a test task that offered answers and decision-making parameters in our study. The pilot intervention brought changes to the activity, making it more conducive to sustaining the argument of the proposed thesis whose statement says that TO enables the creation of a methodology for investigating the didactic potential of a historical text revealed by depth hermeneutics, which points to the paths that lead the mathematics teacher in training to develop multiple perspectives on a mathematical object. In addition to the thesis defense statement, the present investigation allowed us to see that the theoretical framework of OT allows us to investigate issues related not only to mathematical knowledge in the teaching and learning process, but also to investigate issues related to the skills and postures of the subjects involved in the process. of teaching and learning.

Esse trabalho trata da formação inicial de professores abordando em particular um dos programas recém-implementado nos cursos de licenciaturas que é o Programa Residência Pedagógica, instituído pela Portaria Nº 38 da Capes no ano de dois mil e dezoito. A pesquisa foi realizada com os licenciandos que participam do Núcleo de licenciatura em matemática, no Centro de Ensino Superior do Seridó (CERES), na Universidade Federal do Rio Grande do Norte. A questão que está norteando essa pesquisa é: Como ocorre o processo de formação docente no Programa Residência Pedagógica de matemática no CERES/Caicó? A partir dessa questão traçamos como objetivo geral: Investigar o processo de formação docente no Programa Residência Pedagógica de matemática no CERES/Caicó. Nos pautamos como referencial teórico e metodológico na Teoria Histórico-Cultural de Vigostki e na Teoria da Atividade de Leontiev. Como percurso metodológico, inicialmente realizamos um levantamento das publicações sobre o Programa Residência Pedagógica para compreendermos melhor o nosso objeto de estudo e identificar possíveis contribuições que este trabalho pode oferecer. Posteriormente, foi realizada pesquisa de campo, no período entre julho a dezembro de dois mil e vinte e um, com a imersão da pesquisadora no contexto da pesquisa, utilizando os seguintes instrumentos para apreensão dos dados: observação participante, questionários, analise documental, diário de campo, entrevista semi-estruturada e sessão reflexiva. A análise dessas informações está sendo realizada buscando revelar unidades de análise, conforme foi definida por Vigotski (2009) e a apreensão da realidade está sendo exposta por meio de episódios segundo Moura (2004). Os dados estão sendo sistematizados em quatro eixos de análise, e ao final esperamos trazer elementos que possam contribuir para a discussão sobre o programa e a formação do professor que ensina matemática. Desse modo, pelo que foi possível analisar a partir dos dois eixos de analise produzidos, concluímos com a tese de que: a formação docente no Programa Residência Pedagógica de matemática do ceres/Caicó ocorre, mediante certas condições objetivas e subjetivas, no processo de imersão docente na escola que desencadeia a significação da atividade de ensino, por meio das experiencias compartilhadas entre os diferentes sujeitos.

Numerous studies in the field of science teaching have shown that dialog between science and art can promote greater involvement, participation and critical thinking on the part of the subjects involved, since the cultural approach takes into account the social and historical contexts that can help students build a more comprehensive understanding of the production of science in our society. In such manner, this study aims to evaluate the contribution of theatrical language, in dialogue with literature, to the learning process in science, particularly physics, in Youth and Adult Education (EJA). This research, which is qualitative in nature, first aims to characterize teaching in the EJA and its current challenges, recognizing Paulo Freire's contributions to this type of teaching, in particular his perspective of a humanistic education, which seeks to promote being more, understood as the ontological vocation of the man and the woman, as opposed to the "banking" model of education. In our study, we realized that the language of Viola Spolin's theatrical games establishes a coherent dialogue with Freirian ideas, and can help to build a more critical, participatory and liberating individual in the EJA. In the empirical part of the research, we designed and carried out an interdisciplinary project involving teachers of Physics, Arts, Portuguese Language and Entrepreneurship, and a group of EJA students from the Mascarenhas Homem State School, for one semester. The project made use of the literary work Dialogues on the Plurality of Worlds, written in the 17th century by Bernard le Bovier de Fontenelle. This work was a landmark in its time because it featured a woman as the protagonist, at the same time as she was being educated about the most modern subjects in astronomy: heliocentrism. The reading, interpretation and problematization of this work resulted in the preparation of a presentation, in the language of Spolin's improvisational theater, entitled Reports, by the students involved. Through their experiences in the project, the students gradually found in theatrical language a tool for personal and collective expression, to communicate their understanding of elements of astronomy, as well as some aspects of our society drawn from their personal experiences.

This research is being developed within the scope of Mathematics Education (EM), in which we address the insertion of the History of Mathematics (HM) in Teacher Training (FD). In this vein, Brito (2007) argues that HH can contribute to DF, filling the gap between specific training, pedagogical training and teaching practice. Morey (2013) proposes the use of the historical (original) source as a strategy for inserting HH in MI. In this way, we intend, from an exemplary case study, to show possibilities and contributions of HH in FD. In view of this, we assume the following research questions: What contributions can the history of quaternions provide to the training of Mathematics teachers? What philosophical, conceptual and contextual aspects of Mathematics does this case study reveal? The general objective of this research is to investigate the history of quaternions from the philosophical, conceptual and contextual perspectives to clarify how to build a narrative that brings contributions to the training of Mathematics teachers. For this, a search and bibliographical analysis of primary and secondary sources related to the quaternions theme during the 19th century was carried out and a historical narrative was made, highlighting elements that can contribute to the training of Mathematics teachers. The historical study of this research is mainly based on the works of Hamilton (1866), Robert Graves (1882, 1885, 1889) and Hankins (1980). The historical narrative we developed highlights the contextual, philosophical and conceptual aspects that were revealed when we came to understand quaternions as a product of human action and as part of an unfinished Mathematics, whose development is non-linear, non-continuous and non-progressive. From a historiographical perspective, we consider the contextual and temporal contingencies pertinent to the historical development of the quaternions. We consider Fried's (2001) ideas pertinent to the dual synchronic and diachronic view that evidences Mathematics, according to Fried (2008), as a set of signs and a product of human action. In this sense, we seek to know which nature of the quaternions could be revealed in this historical study. Thus, the justification that fostered this research is based on the double vision (synchronic and diachronic) that reveals the nature of quaternions and their possible implications in the training of Mathematics teachers. Therefore, we can understand, that for the understanding of the quaternions in its totality, it is necessary to study it synchronic and diachronically. With this, we understand that quaternions are composed of human actions and sign systems. The human aspects are explicit when Hamilton proposed algebra as a science of pure time assuming assumptions of an intuitive order. The formalization of quaternions as a system of signs occurs through their algebraic constitution (imaginary components and operations). Finally, we intend to carry out a pedagogical intervention that allows the understanding of the contextual, philosophical and conceptual aspects of the historical development of the quaternions through the discussion of this historical narrative in the FD, in order to provide the licensee with the opportunity to develop a conception about the nature of Mathematics that part of the Friedian double vision.

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Some research in the field of studies of Science, Technology and Society Education (CTS) indicate that the proposals and approaches in recent years tend to privilege only the secondary elements (C and S) - Science and guide the debate on Society Technology and/or merely to a broad instrumental definition, without proposing a further discussion of this element so as not to consider its epistemological character. In this perspective, in order to give greater visibility to the element (T) in STS Education, the present study aimed to investigate how concepts of Technology of Degrees in Natural Sciences in two Higher Education institutions in the state of Rio Grande do Norte. To this end, a survey was carried out on the topic of Technology in the area of Science teaching in the 2010-2020 decade; and we identified how these parts are addressed in the curricular and extracurricular activities of the courses to which the participants are linked. This research is exploratory, with a qualitative approach. The instrument used was a Physics applicator (UFRN) with the help of Google Forms with 8 undergraduates, Chemistry and Biological Sciences courses (UFRN) and the Federal Institute of Rio Grande do Norte (IFRN). The research was promoted to the Research Ethics Committee (CEP) of UFRN, approved by Opinion No. 5.26.294, thus close to the norms of Resolution 510/2016 of the National Health Council. To analyze the corpus, we used elements from Bardin's content analysis (1977). The results indicate that the dimension Technology as a human activity was the most frequent, followed by the dimensions Technology as object/artifact and Technology as a mode of knowledge. We observed that most of the answers allude to the prevalence of Restricted Conceptions of Technology, as these are close to deterministic and instrumentalist concepts of Technology. For the researched universe, technologies are useful to satisfy human needs, in addition, aspects such as non-neutrality and the volitional dimension of Technology were not mentioned in the answers acquired. Therefore, we consider the need for discussion and insertion of curricular proposals for the Biological Sciences, Chemistry and Physics Licentiate courses of these institutions in order to consider the aspects of the Nature of Technology in a broad way. In this way, we emphasize that, for the rise of the element (T) to occur in a way that it is equivalent to the other elements (C and S) of the CTS triad in the Brazilian context, it is necessary to propose and carry out more studies that involve this theme in the formation initial and/or continuing education of Science teachers.

Historically, vaccines have been successfully used to control and eradication of epidemics and pandemics and, therefore, essential to public health and individual and collective well-being. On the other hand, hesitation and anti-vaccine movements such as, Brazil’s 1904 Vaccine Revolt and currently in the Covid-19 pandemic, influence vaccination coverage rates and bring other concerns regarding to social and educational aspects. Thus, this work aimed to understand aspects of the anti-vaccine movement and its implications for Science Teaching, based on a dialogic examination literature data and biological sciences undergraduates’ perception on this issue. A literature review on the subject was crucial to define the theoretical framework to approach our study and also pointed out its multifaceted character. In order to gather empirical data that could support the analysis, an educational intervention was carried out in a remote teaching scenario with biological sciences undergraduates at Federal University of Rio Grande do Norte (UFRN). Discursive interactions during the meetings were recorded in audio and video subsequently analyzed by using Textual Discourse Analysis. Findings suggest that undergraduates recognize the importance of vaccines and its immunological action, the potential influences that affect vaccines decision-making, misunderstanding as a factor of vaccine acceptance or rejection, and that science teachers have a relevant social role regards to this issue. Nevertheless, historical, epistemological and nature of science aspects related to the topic addressed were least evident from the perspective of the participants’ analysis, highlighting the need for problematizing these issues in both science teaching and teacher education, in view of contribute to building of a wider knowledge about vaccination and on how well-founded decisions can be made on the subject.

The literature reports different studies related to critical reading in science teaching referencing analytical instruments, some focusing exclusively on the study and analysis of the skill others addressing teaching strategies and activities, among others. In particular, our investigation seeks to compare some of these instruments with Paulo Freire's perspective of critical reading in news disseminated by the media. To this end, we designed activities from the CRITIC instruments developed by Bartz (2002) and their adaptations supported by Paul and Eider (1998) and Silva, Bargalló and Prat (2017). Specifically, our intention was to analyze the reading process developed from a Freirean perspective and compare these instruments with the reading of texts addressing biochemistry concepts. The intervention was developed in 2 moments with high school students of technical level in food at IFRN - Campus Currais Novos. In the 1st moment it included 3 stages: before reading (images and title); during reading (text of the news and use of CRITIC); after reading (clippings of the article text). In the second moment, we inserted a 4th stage for rewriting the news, seeking approximation to the Freirian referential. We observed in the students' speeches, discrete relations with the technical formation in food. They questioned the scientific methodology used to present the information in the texts, such as data collection and treatment. In addition, they pointed out social concerns regarding such information for "lay" readers, alerting to the manipulative possibilities of the same. Regarding the analysis of the acronym CRITIC, we identified 2 characteristics that distance from Freire's perspective of critical reading, which correspond to the student's world context and dialogue, essential pillars in Freire's pedagogy. As for the analysis directions, we highlight that they are possibilities to help the teacher in the interpretation of the results obtained from the use of the generating questions and the rewriting of the news. Such results originated two publications (a book chapter and a scientific article) and a proposal of a critical reading activity in the light of Freirian thought (involving the student from the choice of the generating theme, the use of generating questions in substitution of CRITIC, and the free rewriting of the news). We emphasize, that the reading of news texts with scientific content, added positive ways in the search for relating the students' world context with the disciplines worked in the food technical course, and can contribute in a fruitful way in the formation for criticality.

 The present study, entitled Teaching and Learning of Geometry from the perspective of the Theory of Objectification, seeks to bring some answers to questions of an epistemological and methodological nature, in this order: How the Theory of Objectification can support the elaboration of a proposal for teaching and learning Geometry Euclidian in the teacher-training course at Uni Púnguè (Mozambique)? The research was carried out in the Graduate Program in Science and Mathematics Teaching at the Federal University of Rio Grande do Norte, in the research line “Culture, Epistemology and Education in Science and Mathematics”. Its purpose is: to point out the essential and necessary parameters to design a proposal for teaching and learning Geometry, based on the Theory of Objectification (TO), in the Mathematics teacher training course (Bachelor in Mathematics), at the Púnguè University, in Mozambique. Therefore, the research is of a theoretical nature and the methodology built is based on Luís Radford's Theory of Objectification. Starting from the Euclidean Geometry program already in vogue at Uni Púnguè and from Mozambican documents on the curriculum of school geometry, I made the first approximation of the curriculum of the proposed geometry course. As the theoretical framework of OT became a pillar and compass for my studies, both in didactic, pedagogical and epistemological aspects, I had to review the course curriculum. Classroom activities follow the OT recommendations, allowing the teaching and learning process to add at the same time an organized set of theoretical principles, a methodology and some paradigmatic research questions (RADFORD; 2021d; p. 21). Therefore, TO be vision on teaching and learning mathematics revealed the need to include Ethno mathematics and History of Mathematics issues in the geometry course curriculum for future mathematics teachers. Concerning part of the proposed curriculum, following the recommendations of the TO, thus bringing the present study closer to the format in which it will be used in the classroom.

The object of study of the present research was the conception of algebraic thinking and its forms of expression of future mathematics teachers. In this sense, we seek to analyze how the process of becoming aware of the algebraic thinking of undergraduates in the Mathematics course takes place, from an approach to the algebra-arithmetic relationship in the perspective of the Theory of Objectification. At first we tried to identify the algebraic thinking conceptions of future mathematics teachers; then we started to identify possible contributions of the Theory of Objectification in updating the knowledge of undergraduates about algebraic thinking in a non-alienating perspective. In order to achieve the objectives mentioned above, we developed a research with a qualitative approach from the perspective of the Theory of Objectification (TO). To this end, teaching an extension course to students of the distance teaching degree in mathematics from a federal public university in the semi-arid region of potiguar, who participated in the Pedagogical Residency program at that Higher Education institution. The aforementioned extension course was taught online, remote mode, with a workload of twenty class hours (20 h/a), divided into five (5) “Meetings” of four class hours (4 h/a) for each meeting. The tasks developed were designed to be performed in synchronous and asynchronous moments of the mentioned course. To support the present study, we sought references such as Radford (2010, 2011, 2012, 2014, 2015, 2016, 2017, 2021, 2022), Kaput (2008), Lins and Gimenez (1997), Filloy and Rojano (1989), D'amore and Radford (2017), Abbagnano (2007), Al-Jwarizmi (2009). As a result achieved by the present study, we observed a progressive and gradual awareness on the part of future mathematics teachers, regarding what could or could not be considered as an expression of a typically algebraic thought. In addition, evidence of changes in the conception of the role of the teacher and the student in the teaching-learning process.

The present work is the result of an investigation that had as its object of study the relationship between the work Ex Ludis Rerum Mathematicarum (1450) by Leon Battista Alberti and its cultural context, Renaissance Italy in the 15th century. The work was written as a gift to Prince Meliaduse d'Este of the court of Ferrara in Italy in the face of his supposed appointment as Marquis d'Este. Starting from an old desire expressed by Meliaduse, related to procedures that could be used to measure fields and to control the waters of rivers and streams, Alberti addresses in the work a set of everyday problems involving technical knowledge linked to the manual arts of the time - surveying, cartography, navigation, architecture, etc. - which could be solved, with the help of very simple material resources such as arrows, wax, plummets, pearls, strings and small spheres, using procedures that made use of mathematical concepts, mainly geometric and arithmetic. Throughout the investigation, it was noticed the close connection that the content of Ex Ludis Rerum Mathematicarum has with Alberti's technical treatises, especially with his architectural treatise De re aedificatoria. Assuming the Theory of Objectification as a theoretical and conceptual framework, we start from the principle that the relationship between a work and its context is dialectical, and we define as a general objective to analyze the historical-cultural forms through which the work Ex Ludis Rerum Mathematicarum emerges and at the same time at the same time it expresses and ideologically affirms the conceptual, social, political, and economic structures of its time. The two historical-cultural forms identified and analyzed, which explain the emergence of Ex Ludis Rerum Mathematicarum, are: the process of secularization of society and the new way of approaching the relationship between manual and intellectual work, or between theory and practice. These two forms are closely related and explain the three main ideas that the work expresses: the constitution of a new ideal of ruler, the inclusion of architecture among the liberal arts and the elevation of the social status of the architect.

For decades, research in Science Education has directed part of his interests to discussions involving History, Philosophy, and Sociology of Sciences. In this interface field, the discussions promoted by philosophers of science who sought to build theoretical explanatory models from the understanding of the historical development of science deserve attention. Among them, we can highlight Gaston Bachelard (1884-1962), a French epistemologist and philosopher of science, who proposes to analyze the history of sciences, their revolutions, as well as the démarches of the scientific spirit, developing work with profound pedagogical implications. One of the central concepts inaugurated by the Bachelardian historical epistemology is that of an epistemological obstacle, which inevitably arises in the process of construction of scientific knowledge that is intended to be objective. Based on this framework, the objective was to investigate the appearance of some epistemological obstacles in the studies on electricity by Benjamin Franklin (1706-1790), mainly in the ideas contained in the work Experiments and Observations in Electricity, made in Philadelphia in America (1769), that was taken as the basis for the analyzes. From this study, it was possible to recognize the presence of obstacles, among them, the substantial and the verbal, mentioned by Bachelard in his work The Formation of the Scientific Spirit (1938). In this direction, without imposing parallelism, the knowledge of the “historical” epistemological obstacles can be useful for the understanding of the conceptions and difficulties manifested by students in teaching situations, concerning the contents of electricity.

Considering that the predominance of science and technology are clearly present in every citizen's daily life, it is necessary to relate them to investigative processes, analyzing the social implications of scientific and technological development. Associated with this conception, which aims to form active subjects in the context in which they are inserted, since the seventies, science education curricula have discussed the Science, Technology and Society (STS) perspective, emphasizing the importance of understanding the existing relationships between Science and Technology, and their social and environmental implications. Linked to the field of STS studies, the introduction of Socio-Scientific Issues (SSI) in Science teaching emerges as a great ally in the approach of issues related to current issues, which students face the need to take a stand on the issue presented, and understand the existing relationships between Science, Technology and Society. In this scenario, this research aims to analyze the presence of socio-scientific Aspects and Issues in chemistry textbooks approved in PNLD/2018. Considering the importance of this perspective in the teaching of chemistry, it is necessary to discuss the relevance and need for these issues to be present in textbooks used in schools, given that teachers use this material as an instrument to guide their activities in the classroom. For this purpose, Content Analysis was used as a research technique, according to Bardin (2011) to analyze the complementary texts present in textbooks, characterize them in relation to Socio-Scientific Aspects (ASC) and identify the presence of (SSI). For this identification, the characteristics pointed out by Santos, Almeida and Silva (2018) were used as criteria. In addition, the Iramuteq software was used as an instrument to analyze the existing similarities between the identified QSCs, using the similarity analysis tool.The results obtained made it possible to see that, in quantitative terms, the presence of QSC is still lacking in the chemistry textbooks analyzed, which identified 30 socio-scientific themes being discussed, of which only 07 were classified as QSC according to the established criteria. When analyzing the teachers' manuals, it was noticed that in all of them there are some approximations related to the assumptions of the STS movement, but in most of these materials this focus is not given due emphasis. It is argued that it is important that these issues are addressed in the textbook teachers' manuals, so that teachers pay attention to the introduction of this approach in their pedagogical practices, considering the contributions that QSC have to student learning. Finally, it is believed that the dissemination of teaching materials containing this approach and discussion of works that explore the various possibilities of inserting socio-scientific issues in chemistry classes will stimulate the interest of teachers to work in this perspective, awakening foundations for these issues to be more present in textbooks.

Mosquitoes of the genus Aedes aegypti and Aedes albopictus are the protagonists in the spread of arboviruses throughout the world. Among the most frequent arboviruses in Brazil, Zika, Chikungunya, Yellow Fever and the most reported, Dengue, stand out. The campaigns developed, mainly by public bodies, are focused on eradicating the vector, centering on medical issues and excluding political, social, economic and environmental factors that favor the triggering of epidemiological outbreaks. Teaching has a fundamental role in the discussion of these issues within the school environment. Education for Sustainability allows students to visualize the problems that surround society from a holistic approach. In order to contribute to the teaching of arboviruses in science and biology classes, this research aimed to raise how this theme is worked on in publications in the field of science education. We also surveyed the knowledge, approaches, evaluation methods and educational objects used by teachers to develop the theme of arboviruses in public schools in the city of Currais Novos, in the interior of Rio Grande do Norte. The research methodology is qualitative and exploratory in nature. As a result, we observed a teaching directed to the medical issues of the disease and excluding social and environmental factors directly related to the expansion of epidemiological outbreaks. Furthermore, we perceive a need for continuing education for teachers, given the unsatisfactory level of knowledge, especially for arboviruses recently reported in Brazil – Zika and Chikungunya. We suggest the introduction of Education for Sustainability, inserted in the Sustainable Development Goals, in order to work with arboviruses in a broader way, contemplating social, economic and environmental aspects, in order to develop critical and citizen education.

Our studies show that the UN launched in 2015 the Sustainable Development Goals, an agenda to be met by 2030. The UFRN and the State of Rio Grande do Norte have signed a commitment to implement the SDG precepts in their institutional documents, whether they are political, educational, social, economic, cultural and environmental issues. Therefore, it will be essential to think of strategies that improve people's lives, among people and with the planet, in the face of polarized relations of production and consumption and social justice. This is why it is so important to disseminate the SDGs in different teaching environments, where both primary and higher education learners as well as their educators are prepared to propose truly transformative education, in turn abandoning banking education. condemned by Paulo Freire, who values the excessive memorization and scientification of teaching. In this sense, understanding how this theme reaches the UFRN teacher training courses will be extremely relevant, since the fundamental question of this thesis, in which reality is thought, seeks to know how sustainability has been worked in the undergraduate courses in Biological Sciences, Chemistry, Physics, Mathematics and Pedagogy, besides seeking to characterize the pedagogical praxis of these teachers in formation for the Education for Sustainable Development (EDS) with their students during the Supervised Internship at the partner schools. As a proposal to be able to identify the practice of this truly transformative education in UFRN teacher training courses, we are convinced that dialogue with Paulo Freire's thoughts will be our guiding motto, because only then can we politicize the issue of sustainability in order to adapt the thoughts of the ordinarily eurocentric UN SDGs to the Brazilian reality, especially in the Northeast of Brazil, in view of our proposal to analyze the conceptions of criticality, awareness and dialogicity that should guide both the pedagogical strategies of the students and their students. as well as the official documents governing these curriculum components under consideration.

This work is the result of research that aimed to investigate the process of founding and institutionalizing the Institute of Mathematics of the Federal University of Rio Grande do Norte (IMUFRN), with an emphasis on the creation, development, expansion and consolidation of the Mathematics Course (Bachelor and Licentiate Degree) ), between 1964 and 1974. The historiographical research was based on assumptions of research on the history of school institutions, and on the exploration of written documentary sources (minutes, yearbooks, newsletters, invitations to graduations, decrees, ordinances, resolutions, annual and quarterly reports), iconographic sources (photos and images) and oral (testimonies of agents and subjects involved in the process of creating and operating the IMUFRN). The intention was to compose a narrative that crosses the spiral movement that took the origin, trajectory and the bifurcations in the formative process in Mathematics at UFRN, in the investigated period. The results showed that this story was based on two scenarios: the first, related to the importance of the UFRN School of Engineering as the space for the first manifestations on the creation of a university institution focused on the teaching of Mathematics in Rio Grande do Norte (RN), starring and idealized by teaching civil engineers from the Department of Mathematics of the EEUFRN; the second, marked by the presence of the Faculty of Philosophy Sciences and Letters of Natal (FFCL), an institution founded by the Association of Teachers of Rio Grande do Norte (APRN), in 1954, which played a fundamental role in the training of teachers for higher education , Secondary, Professional and Normal, in the State of Rio Grande do Norte. At the end, we indicate the bifurcations of this history in the constitutions of the current departments of Mathematics, Applied Mathematics and Statistics of the CCET at UFRN.

We intended to carry out a historiographic study of scientific illustrations, exploring their historic and sociocultural context of production and their role in eighteenth century’s Natural History, especially in the period of the “Philosophical Journey”, headed by the Brazilian Alexandre Rodrigues Ferreira, as well as to present a description of the characteristic elements of this type of visual representation of the nature of the signaled time. We observe that there is a gap, mainly in Brazil, in this type of investigation, which considers scientific illustrations as historical sources of research and proposes an articulation between this type of visual image and science teaching, in the interface with history of science and the nature of science through “themes” and “questions”. Thus, the general aim of this study was to investigate the importance and the meaning of the use of scientific illustrations in the process of classification of the natural world in the Enlightenment period, pointing out the contributions of the understanding of this historical process and its meanings to the teaching of natural sciences. It is, therefore, a bibliographic and qualitative work, interdisciplinary and based on the literature of modern historiography of science, in the field of Cultural History of Science. We defend that a scientific illustration is configured in a specific type of visual representation of nature, which was essential to identify distinctive structures and characteristics of the specimens and disclose the taxonomic knowledge of plants and animals in the eighteenth century, and that, from its historical and sociocultural context, we can reflect about the relevant aspects of the nature of science.

Science Teaching, today, needs elements for the formation of active and engaged citizens in our society. With the great advance of Science and Technology, it is also necessary to have a critical education to understand and experience the impact of these advances and their implications on society. In this sense, it is important to use strategies in science education that foster these discussions and, in this perspective, Socio-scientific Issues (SSI) appear as a didactic strategy, considered as elements that provide greater reflection on the social role of science and its implications in society. Currently, with the advancement of neoliberalism, we have several institutions that raise the banner of change in education. In Brazil, the Institute for Co-responsibility for Education (ICE), is the institution responsible for raising this banner with full-time education. Therefore, this research aims to carry out an analysis of the guiding documents of the Schools in Full Time. For that, we use the IRAMUTEQ software as a research tool, which makes the Hierarchical Dependent Classification (CHD), Factor Correspondence Analysis (AFC) and Word Cloud analyzes that were used in this work. The results show several elements of the QSC, such as interdisciplinarity, the consideration for regional characteristics, the practices and experiences in protagonism. We also identified electives, the Life Project, the formation of values and guided study, as subsidies for pedagogical didactic action in full-time schools.

The proposal of a common national basis for the curriculum is not recent and is claimed in ANPEd Bulletin of 1988 and, with some effort of analogy, referring to the establishment of a national curriculum through Decree 2.857 of 1898. The establishment of " minimum content "appears in the Federal Constitution of 1988 and the Law on Guidelines and Bases of Education (Law No. 9,394 / 1996) expressly states that" primary and secondary education curricula must have a common national basis. " Since then, however, only documents of curricular orientation have been published in the form of National Curricular Parameters and the different guidelines published between 1998 and 2013. As of 2007, however, the discussion on curricular issues was revived and the National Education Plan PNE) predicted the adoption of a National Curricular Common Base (BNCC) as a strategy to achieve its goals. BNCC's drafting work has since involved various segments of society and has developed in conflicting circumstances at the national level which it has not followed unscathed. As a result of this, BNCC submitted to the term gathered criticism from specialists many of whom were initially engaged in its discussion and elaboration. Nevertheless, the government continued to promote the BNCC and the High School Reform (REM), which was enacted while the BNCC was being developed. Articulated, BNCC and REM promote profound changes in education, especially in curricula. What we observe is that the actions of political networks constituted around the educational reform under way have greatly influenced this process, configuring a heterarchical political context in which the State has diminished its decision-making capacity, since it is in a mode of governance in that the political networks impact their performance. In this work, we seek to investigate how the Ministry of Education (MEC), giving vent to the speeches of these networks, influenced public opinion in its defense of BNCC and REM from its communication campaigns for a wide audience. To this end, we begin by considering Stephen Ball's policy cycle approach for a characterization of the context of influence in which networks operate, in order to build a narrative of the present political strategies and, secondly, we use the Semiolinguistic Analysis Patrick Charaudeau's Discourse and Concepts of Public Opinion, Propaganda and Manipulation in order to question to what extent the promotion of BNCC by MEC operates only in the area of influence or approaches manipulation. The analyzes carried out show elements that, according to Charaudeau, characterize the manipulation discourse, indicating to us the intention to manipulate public opinion through advertisements in favor of BNCC and REM

Scientific explanation is considered an important ability to work in the field of science education not only by its presence in classrooms when working on the process for understanding contents, but also with the stimulation of other cognitive abilities. In considering as a skill to be developed in the context in the classroom, we propose in our study to investigate the use of the didactic strategy based on Forecast-Observation-Explanation (SOP), for the elaboration of scientific explanations in an experimental activity on the concept of density. The research was applied with students from a state public school of a first-year class of integrated technical safety course at the intermediate level. The data collection was done through audio and video recording of the classes, besides the records made by the students during the execution of the activity and the field diaries that served for the direct observations considered relevant. At the end of the intervention, which lasted approximately three meetings in which the first was a theoretical approach and the other two were experimental activities, we were able to perform some analysis of the oral discourse and the written responses by the student groups, from elements of the discursive textual analysis , in the light of the pragmatic illocutionary model of explanation and also supporting us in contributions that emerged during discussions in the study group Argumentation in Teaching of Sciences of the Federal University of Rio Grande do Norte. As results, we observed that the activity contributed to the incorporation of some explanatory elements by the students, although the students were not explicitly oriented on a structural model for this action. In addition, other important aspects were awakened, such as the interaction among students, questions, curiosities, where the negotiation involved in the activity provided the stimulus for reflection and greater commitment to solve the activity.

In this study about Recreational Mathematics, it is intended to bring to light the current concepts and justifications presented for its use, as well as to investigate how recreational mathematics is inserted in the national curricula of other countries and Brazil. From the analyzed works we adopted a conception of Recreational Mathematics, which we inferred to be the most potentially fruitful for teaching mathematics. We also analyze some experiments of application of Recreational Mathematics in the teaching of Mathematics. The methodology used for this work is the qualitative approach in its aspect of documentary research, since the focus of the work is focused on the analysis of documents as the main source of information of the research. Our vision of Recreational Mathematics led us to attach three reports of experience that seemed representative, namely: games, recreational problems and mathematical puzzles. We further discuss the idea that the development of algebra has led to the decline of recreational problems and the current perspectives of Recreational Mathematics activities. Thus, it is concluded that recreational math is a vast field of possibilities that should be more used in the classroom to facilitate the teaching-learning process, because in addition to being attractive, it develops several skills.

For several decades the scientific community and international institutions has been drawing attention to the situation of authentic socio-environmental planet in which we are immersed and the need to contribute to the formation of a conscious citizenship to achieve sustainability. The museums and science centers are considered by the scientific community as Non-formal Education of scientific divulgation and propicci to the teaching of the sciences, starting from this information this research had as objective to study the communication of the Sustainable Development Goals in the Museum of Morphological Sciences, Park of Sciences and Museum of Science of the University of Coimbra. Our work begins with a bibliographical review in which we proceed to other analyzes

Concern for the quality of life of our own and of future generations requires a deep reflection on the unsustainable model of living that we adopt and whose consequences are perceived from the signals emitted by the Earth. For the United Nations Educational, Scientific and Cultural Organization (UNESCO), the instrument capable of facing unfavorable circumstances for human development is education. As a result, it has brought together its proposals submitted over the years to its Member States to present Education for Sustainable Development (ESD), considered as a possible tool for use in any age group, social class, whether it is formal, non-formal or informal, as well as being able to go through life and that will help individuals to obtain answers to questions that compromise human development, whether environmental, social or economic. To this end, UNESCO, together with other international organizations, sponsor, promote and disseminate actions that seek to achieve sustainability in its different dimensions: environmental, social and economic. To that end, they argue that in order to achieve sustainability, we must prioritize and have an education that is reoriented and at the same time committed to a way of life, values and attitudes towards sustainable development. In addition, they suggest investments in the training and awareness of the population, in scientific and technological production and in the adaptation of legislation to sustainable production. Considering the school as one of the instances for EDS to take place, this work sought to characterize the Education for Sustainability scenario in a primary school in the city of Natal (RN). In this research the methodology involved both quantitative and qualitative approaches. To obtain data were used as collection instruments the documentary research, questionnaires, interview and observations. Since a questionnaire and the observations were used of a training and workshop offered to the participants. The collected data are presented from numerical records of occurrences and citations in tables and tables, as well as percentages in graphs, as well as data that has been explored taking into account subjective aspects such as convictions, procedures and practices of the researched ones, some being presented in the form of categories. The results showed that the curricular references of the Natal municipality and the PPP of the investigated school have characteristics of ESD, although they do not assume the purpose of ESD in the strict sense, as proposed by UNESCO; there is a good level of training in relation to the object of study, even if a high percentage of teachers argue that there are deficiencies in their training and a considerable involvement of the school and teachers with the cause, although this understanding is not explicit nor is still understandable to many; continued training was pointed out as the formative need.

In recent years, studies involving argumentation and different goals for science education have diversified around teaching sequence proposals. There are also international political indications defending their insertion in the science classrooms. Although literature has emphasized the importance of its teaching and there are political indications, we know that promoting it in science classes is not something simple. The lack of teacher knowledge on the part of teachers to support students' arguments has been identified as a major obstacle. One of the possibilities to develop these knowledge, and more specifically, those related to meta-strategic knowledge, can be to act in the Teacher Education (TE). Thus, the development of this knowledge is defended through a TE course, engaging the graduates in explicit discussions about the general characteristics of the argumentation. For that, the convergence of History and Philosophy of Science-Argumentation was adopted as a didactic position. In other words, the use of History and Philosophy of Science (HFC) was adopted as an approach to promote the engagement in argumentative processes and the epistemological understanding in the graduating. This thesis aimed to study elements of the knowledge of future teachers for the routine insertion of argumentation in science classrooms. The theoretical reference was the works of Anat Zohar about the teaching knowledge in the context of teaching strategies of thought. Regarding the methodological decisions, the Discursive Textual Analysis (DTA) was adopted for the treatment of the data. The corpus came from 11 documents, audio and video recordings of 12 meetings, audio and video recordings of 3 interventions for high school students and 2 interviews with undergraduate students of the subproject-physics of PIBID-UFRN. Among the main results, due to the unique nature of this type of knowledge, it was proposed to use a special term: teacher knowledge for the routine insertion of argumentation as a strategy of high order thinking. And from it, two other denominations: the first, pedagogical knowledge in the context of the teaching of argumentation as a strategy of high order thinking, and the second, the knowledge of argumentation as a strategy of high order thinking. In relation to the first, a specific body of knowledge was proposed, among which 5 teaching knowledge that “emerged” during the analysis. In relation to the second, in particular, the meta-strategic knowledge of the argumentation, 8 teaching knowledge was proposed for this body of specific knowledge.

The narratives involved in Science Fiction (SF) materials present science as a live and thought-provoking activity that seems to fuel the interest and curiosity of citizens over complex scientific issues. This proposition seems to contradict a scenario described in the specific literature in which discussions about science products and processes in classrooms seem increasingly uninteresting to students. A pertinent and well worked path that I take as a strategy to cross this disinterest and to discuss epistemological aspects of sciences is the dialogue between sciences and literature. More specifically, I have taken Science Fiction (SF) literature as the guiding thread to discuss the notion of ethics in science. The proposed ideas and activities are based philosophical, pedagogical and epistemological on the Theory of Objectification (TO), a cultural-historical theory of teaching and learning idealized by the mathematical researcher Luis Radford. The aim of this articulation is to investigate the relevance of SF to expand, facilitate and contextualize the debate about the production of sciences and its ethical aspects for pre-service science teachers. To achieve this aim I used three methodological strategies: an epistolary interlocution with a fictional scientist Doctor Victor Frankenstein; mapping and immersion in theoretical matrices and the production of teaching strategies – a exploratory didactic workshop taught to scholarship pre-service teachers from the Institutional Program for Scholarship to Teaching Initiation  (PIBID/Interdisciplinary/UFRN) and a course about Science Fiction and Ethics in Sciences offered to pre-service and professional teachers of the Chemistry, Physics, Biology and Mathematics undergraduate courses at UFRN, the Federal Institute of Rio Grande do Norte (IFRN) and the University Center Facex (UniFacex). The dialogue between the data produced with the use of these strategies offers clues to defend that SF is a relevant language to think about and problematize discussions about sciences and their ethical aspects and can contribute to the scientific education of pre-service science teachers.

The implications of the (auto)biographical narratives to the inicial training courses for teachers of Chemistry is the subject still little discussed in Brazil, especially when it comes to courses in distance mode. From this, in this thesis we aim to characterize the process of constitution of the teacher identity of students of Chemistry Teacher Degree in at a distance from the UFRN, through the analysis of his (auto)biographical narratives in memorials. To this end, we have adopted as the theoretical thought of authors about teacher training (PIMENTA, 2012; PIMENTA; LIMA, 2017; CARVALHO; GIL-PEREZ, 2012; MALDANER, 2000), narratives (auto)Biographical  (SOUZA, 2006; PASSEGGI, 2008; NÓVOA, 1995, 2010; JOSSO, 2010; PINEAU, 2002, 2004) and knowledge teachers (TARDIF, 2014). From the methodological point of view, we performed a qualitative research, descriptive and type from the interpretativista paradigm. For the production of data, we carried out the documentary analysis of 16 (sixteen) memorials from polo to Nova Cruz/RN, using content analysis as a strategy for data categorization. From such procedures, we got the three axes of analysis, namely: 1. From wanting to being: the paths to become professor of chemistry from EaD; 2. How do we become teachers of Chemistry: difficulties, adaptations and stays in the long-distance education; 3. "Talk about internship is reliving my classroom experience" - the adventures in schools. The analysis of the derived categories of these axes, respectively, revealed that the social contexts and personal factors interfered directly in the choice of the course and in the definition of the mode of teaching; distance education democratized, on the one hand, access to higher education, but, on the other, pointed challenges for the permanence of students due to the need to adapt to new procedures and the difficulties of infrastructure; the supervised internship opportunities enabled the encounter with the beliefs about the school and the challenges of teaching-learning process, as well as stressed the importance of the teacher-developer reference in the approximation to reality Professional. Thus, we conclude that the Act of narrating(if) enabled the recognition of nuances of teacher education of chemistry in the distance, allowed to understand the teaching identity as a permanent building process and behaved resignification of knowledge acquired in the ttraining path.

This research aims to analyze the semiotic means mobilized in the teaching-learning process of spatial orientation, which enable the student to establish a reflexive and ethical relationship with space. The research adopted as theoretical reference the Theory of Objectification developed by Luis Radford (2006b, 2015, 2017a, 2017b, 2018a), which assumes that knowledge is potential, historically and culturally constituted and not an individual construction. The Theory of Objectification based the methodology, the design of the tasks and the data analysis. Regarding spatial orientation, we start from the theoretical basis of authors such as Clements and Sarama (2009), Blanco (2011), Vecino (2005) to outline the categories used for the analysis of the mobilized mathematical knowledge. For data collection, we implemented spatial orientation tasks in a 6th grade of elementary school classroom, recorded in audio and video. Data processing allowed the analysis of the mobilized semiotic means and their coordination in a multimodal approach. The identification of the mobilized semiotic means allowed to analyze the process of objectification and subjectivation that occurs entangled, with a mutual and reciprocal influence between these processes, which we call coinfluence. We also identified moments of dissonance in the articulation of mobilized semiotic media. In the analyzes we evidence the relevance of graphic representation (plans and maps), gestures and specific linguistic terms as semiotic means in the objectification of spatial orientation. Finally, we evidence how the knowledge and semiotic means mobilized in this process allowed students to see space closer and broader, strengthening the sense of belonging in a more reflective relationship with space, and influenced the ethical relationship, emerging more confident and secure individuals, living and communicating with others through spatial references.

The Pedagogical Content Knowledge (PCK) is a knowledge developed in your training phase and practice of the profession, characterizing itself as an own knowledge of the teacher. Nowadays, it is used as a reference in investigation about the teacher training, mainly in the research of how to develop the knowledge necessary for teaching practice. In this way, we understand that PCK can be a useful tool for understanding how teachers develop didactic strategies for discussing aspects of the Nature of Science (NdC) in the classroom. Although a closed definition on NdC is something quite criticized in the literature, in this work we seek to understand it as meta-knowledge about science, coming from different interdisciplinary reflections. This research is of a qualitative approach. We investigate how future Physics/Sciences teachers, in initial teachers course and students of discipline of Historical Evolution of Physics, in teaching-learning situations, develop and mobilize their PCK for teaching aspects of NOS (PCK/NOS). To analyze the development of the PCK/NOS, we developed own evaluation model, which we call a transformative-reflexive model for evaluation of PCK/NOS. The obtained results showed that the licensees in teaching-learning situations, characterized by the cooperative work and the reflection of their practices or experiences, potentiate the development of the PCK/NOS. Other important point is the need for a better understanding of aspects of NOS and its relations with Physics Teaching. The comprehensions about this factor, for example, increase the perception of the future teachers about the understanding of the students of Basic Education about of the some aspects of the NOS. This comprehension is used in the production of the didactic strategies, notabilized as important component of the development of knowledge of the understanding of Science of the students and instructional strategies for the teaching of meta-scientific contents of the licensees. We also detected some conceptual and methodological gaps, mainly directed to the process of construction of methodologies for evaluation of the imaginate proposals, signaling to poorly productive knowledge of meta-scientific content evaluation. With the analyze of dates, put in consideration the phase of better maturation of their PCK/NOS of the licensees, we propose that the initial training courses direct another view to the question of how the graduates develop the necessary knowledge for the teaching of meta-scientific contents and PCK/NdC. A propose for this exit, emerging from our research, would be an insertion of more cooperative and reflexive practices in the formation of these teachers.