Banca de QUALIFICAÇÃO: ARMANDINA FIGUEIRA DA COSTA PINTO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : ARMANDINA FIGUEIRA DA COSTA PINTO
DATA : 15/12/2026
HORA: 08:30
LOCAL: Mestrado de Educação
TÍTULO:

Pedagogical practices in the teaching and learning of the biological sciences: epistemological foundations and sociocultural bases

PALAVRAS-CHAVES:

Pedagogical Practices. Teaching of Biological Sciences. Epistemology. Sociocultural Foundations. Social Production of Knowledge.

PÁGINAS: 50
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Fundamentos da Educação
ESPECIALIDADE: Sociologia da Educação
RESUMO:

This study investigates pedagogical practices in the teaching and learning of the Biological Sciences, employing a comparative and reflective approach to official documents—such as curricula, the Law of Directives and Bases of National Education (LDB), and educational guidelines—within the contexts of Brazil and Timor-Leste. The primary objective is to interpret pedagogical practices in the teaching and learning of Biological Sciences at UNEMAT (in Cáceres, Mato Grosso, Brazil) in order to elucidate the epistemological and sociocultural conceptions underlying the production of scientific knowledge, with the aim of contributing to a critical and transformative education within the Timorese context. The theoretical-methodological framework is grounded in Historical-Dialectical Materialism and the Critical Pedagogy of Paulo Freire, integrating the concepts of praxis, dialogue, and social emancipation. This qualitative research utilized document analysis, bibliographic review, and both participant and non-participant observation of theoretical classes, laboratory work, and fieldwork. Additionally, semi-structured interviews were conducted with students and faculty from the Biological Sciences teacher-training program (Licenciatura). The findings indicate that moving beyond traditional, decontextualized pedagogical models requires a dialectical integration of theory and practice, wherein laboratory and fieldwork are valued as spaces for inquiry and emancipation. The study highlights the importance of valuing students' prior knowledge and sociocultural backgrounds to foster an "ecology of knowledges" (Ecologia de Saberes). It concludes that the experience analyzed at UNEMAT provides essential epistemological and methodological foundations that can contribute to improving Biology education in Timor-Leste, by promoting the decolonization of the curriculum and strengthening an educational approach committed to social transformation.

MEMBROS DA BANCA:
Presidente - 83269001 - LAUDEMIR LUIZ ZART
Interna - 82415001 - LORIEGE PESSOA BITENCOURT
Interna - 25648011 - WALDINEIA ANTUNES DE ALCANTARA FERREIRA
Externa ao Programa - 83182001 - LUCIANA MELHORANCA MOREIRA
Externa ao Programa - 83215001 - MARIA ANTONIA CARNIELLO