http://www.bdtd.uerj.br/handle/1/3628 Sun, 19 Apr 2026 20:47:32 GMT 2026-04-19T20:47:32Z http://www.bdtd.uerj.br/handle/1/25529 Título: Performance das árvores: uma cartografia fenomenológica da subjetividade de fotógrafo(a)s de árvores da Mata Atlântica Autor: Wakisaka, Hayna Gotô Primeiro orientador: Santos, Marcelo Guerra Abstract: Focusing on the trees of the Atlantic Forest, this project delves into the subjectivity embedded in photographers' perceptions of these trees' performances (aesthetic forms and dynamics). The choice of this subject is justified by the triad where trees, photographers, and viewers assume the role of active agents in environmental sensitization. Primarily, the objective is to discuss how the photography of Atlantic Forest trees expresses the ecological perception of the photographers. Secondarily, it aims to develop a foundational henomenological framework by constructing a theoretical reference to discuss the field and the subjects researched; and to delineate the main subjective issues expressed in their photographs, in order to find out whether their geographical attunement due o their emotional involvement with the Atlantic Rainforest influences their perception of the trees in this biome. Under the hypothesis that through photographs it is possible to understand the photographer's environmental perception in a phenomenological way. The hypothesis is that these subjects' perceptions are naturalistic, as they individualize the relationship between humans and plants. The virtual snowball methodology was used to locate and select the photographers through the virtual network Instagram, and to apply a questionnaire and semi-structured remote interview to the photographers. E the analysis of the results used as criteria the elements that make up Gaston Bachelard's ecopoetics, water, earth, fire and air; as well as the constitution of the photographers' phenomenology based on Hannah Arendt's foundations; as a consolidation of the theoretical-methodological information, the work was structured based on the Cartography of the Imaginary, proposed by Michèle Sato. Among the main results, we had subjective elements from each photographer raised by the discussion of their photographs, such as feelings, memories, cultural, historical, sociocultural and affective knowledge with the Atlantic Forest, as well as reflections on their artistic production and the environmental conservation of the biome. The predominance of Bachelarian elements differed according to each participant, and this difference between the phenomenologies may be related to racial/ethnic identification.We hoped that the expansion of environmental awareness will not be limited to the research subjects, but will radiate to the readers of this work and gain developments through Environmental Education that provide the photography of trees as a way of directing human thought back to plant life and thus minimize Botanical Imperception. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação Sun, 07 Sep 2025 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25529 2025-09-07T00:00:00Z http://www.bdtd.uerj.br/handle/1/25493 Título: A atuação de professores em Clubes de Ciências e suas influências no trabalho docente Autor: Marques, Manuela Rocha Primeiro orientador: Silva, Jean Carlos Miranda da Abstract: Los Clubes de Ciencias, como espacios de formación científica, pueden considerarse un continuum de la formación científica desarrollada en la escuela básica (educación formal) y en espacios de educación no formal, movilizando diferentes saberes docentes para la planificación y ejecución de las actividades que en ellos se desarrollan. Se configuran como espacios que contribuyen a la motivación docente, al permitir prácticas pedagógicas más autónomas, innovadoras y colaborativas, favoreciendo tanto el desarrollo profesional como el compromiso de los profesores. Los saberes docentes son variados e incluyen saberes disciplinares, curriculares y experienciales, esenciales para guiar la labor docente. Partiendo de la premisa de que los Clubes de Ciencias influyen en la práctica de los profesores que participan en ellos y con el objetivo de contribuir al estudio de esta temática, esta investigación se propuso indagar sobre la actuación de los docentes en los Clubes de Ciencias, respondiendo a la siguiente pregunta: ¿Cuáles son las influencias que la participación en los Clubes de Ciencias ejerce sobre el trabajo de los docentes? Asimismo, se buscó analizar el perfil de estos profesores que participan en los Clubes de Ciencias, comprender las motivaciones que los llevan a actuar en estos espacios, así como sus concepciones pedagógicas y el impacto de estas en el funcionamiento de los Clubes de Ciencias. Se trata de un estudio cualitativo, de carácter exploratorio, fundamentado en los principios del Análisis de Contenido. Se realizaron entrevistas semiestructuradas con seis docentes que participan en Clubes de Ciencias vinculados a escuelas públicas de educación básica. El análisis de las intervenciones permitió la construcción de categorías temáticas que revelan diferentes dimensiones de la experiencia docente en estos espacios. Los resultados sobre la influencia de la participación en los Clubes de Ciencias en la práctica docente indican que esta genera efectos diversos en la labor educativa, depende de múltiples factores y existen límites entre lo que ocurre en los Clubes y lo que se transfiere al aula. En cuanto a los saberes docentes, se observó que, además de ser utilizados, estos se reinventan y reinterpretan, ampliándose en dichos espacios. Respecto a la motivación, los hallazgos indican que los docentes se sienten impulsados por deseos de innovación y autonomía pedagógica, especialmente frente a la insatisfacción con el modelo escolar tradicional. Las concepciones revelan que los Clubes de Ciencias son percibidos como espacios de alfabetización científica, formación integral, protagonismo estudiantil y expresión docente. Además, se destacan como entornos afectivos, sociales y políticos, donde se desarrollan habilidades cognitivas, comunicativas e interpersonales. Se concluye que los Clubes de Ciencias funcionan como territorios de experimentación educativa, capaces de reconfigurar la relación entre Ciencia, escuela y sociedad, reafirmando el papel del docente como agente de cambio y la escuela como un territorio vivo. Los resultados también señalan la necesidad de valorar políticas públicas que reconozcan a los Clubes de Ciencias como prácticas legítimas de educación. Se espera que este trabajo contribuya al fortalecimiento de una visión de Educación Científica más inclusiva, crítica y conectada con las múltiples dimensiones del cotidiano escolar. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação Mon, 11 Aug 2025 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25493 2025-08-11T00:00:00Z http://www.bdtd.uerj.br/handle/1/25365 Título: Avaliação das percepções e saberes de estudantes de Ciências Biológicas sobre a hanseníase Autor: Braga, Taiana Corrêa Nicácio Primeiro orientador: Pinheiro, Luiz Carlos da Silva Abstract: Leprosy is a chronic infectious disease caused by the bacilli Mycobacterium leprae and Mycobacterium lepromatosis, which primarily affects the skin and peripheral nerves. Recognized by the World Health Organization (WHO) as one of the twenty Neglected Tropical Diseases (NTDs), it is present in more than 120 countries, with approximately 200,000 new cases reported annually. Although it is a treatable and curable disease, with free treatment provided by the Brazilian Unified Health System (SUS), the long duration of therapy and the adverse effects of multidrug therapy often result in treatment abandonment, favoring the emergence of resistant strains. When not adequately treated, leprosy can cause physical disabilities and deformities, in addition to being historically marked by strong social stigma, which contributes to the exclusion and discrimination of affected individuals. Brazil ranks second worldwide in number of cases, behind only India. Between 2000 and 2019, 4,533 deaths from leprosy and its sequelae were recorded in the country, with the highest concentration in the Northeast (1,705) and Southeast (1,165) regions (ROCHA et al., 2023). The disease presents two main clinical forms: paucibacillary, with a low bacillary load, and multibacillary, with a higher number of lesions and greater transmission potential. The North, Northeast, and Central-West regions of Brazil have the highest detection rates. In the state of Rio de Janeiro, between 2023 and 2024, a slight increase in cases was observed: 2.6% in the municipality of Rio de Janeiro and 6.3% in São Gonçalo, while Niterói showed a decrease of 38.9%. In this context, this research focused on first-year Biological Sciences undergraduate students at the Faculty of Teacher Training of UERJ (FFP/UERJ), aiming to investigate these future professionals’ knowledge about leprosy. The methodology adopted combined qualitative and quantitative approaches, through the application of a questionnaire with 10 questions, both subjective and objective. Twenty-eight students from the first year of the Biological Sciences course participated in the study. The project was approved by the UERJ Research Ethics Committee, through Plataforma Brasil, under opinion no. 7.069.166. Subjective responses were analyzed based on Bardin’s (2011) Content Analysis methodology, covering the stages of pre-analysis, material exploration, data processing, and interpretation, which enabled the creation of 28 initial categories. Objective data were organized using descriptive statistics, with the elaboration of charts that facilitated the visualization and interpretation of information, allowing for a clear and comparative analysis. To preserve participants’ anonymity, no coding was used. The results revealed that more than 39.1% of students reported never having heard about leprosy, and 87% did not know that leprosy is curable, highlighting significant gaps in the initial training of these future professionals. This study reinforces the importance of combating stigma and disseminating accurate information about the disease. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação Tue, 12 Aug 2025 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25365 2025-08-12T00:00:00Z http://www.bdtd.uerj.br/handle/1/25258 Título: Temas ambientais e concepções docentes no ensino de Ciências e Biologia: um estudo em escolas estaduais no município de São Gonçalo, RJ Autor: Mathias, Lais Guimarães Primeiro orientador: Santos, Maria Cristina Ferreira dos Abstract: The environmental crisis is a civilizational crisis affecting a model of society and its mode of production, making it important to provide teaching that promotes the connection between scientific and environmental aspects and connects them to students' realities, enabling them to understand environmental issues from social, economic, and political perspectives. The objective of this study was to investigate teachers' conceptions of approaches to environmental issues and curricular materials used in Science and Biology teaching in state schools in the municipality of São Gonçalo, Rio de Janeiro state. The research adopted a qualitative methodological approach, and interviews were conducted with six Science and Biology teachers from state schools in the municipality of São Gonçalo, Rio de Janeiro, in 2023. The technique used was content analysis. Analysis of the testimonies indicated that the six teachers addressed environmental issues in school, most frequently in lectures, and that Environmental Education was developed sporadically. Textbooks were the materials cited by the teachers as the most frequently used during planning, despite their fragmented and superficial approach to environmental issues. The teachers' testimonies revealed a globalizing conception of the environment and a socio-environmental conception of nature. Teachers stated that they understood society as a place of interactions and relationships not only physical and biological, but also social, between individuals of various species. Most understood biodiversity as the diversity of life in general, from simple to complex species, and their interactions with each other. Analysis of the teachers' testimonies revealed a valorization of experiential knowledge on environmental issues in initial and continuing teacher training, as well as critical aspects in teachers' narratives on socio-environmental issues, although teachers aligned themselves with the pragmatic trend of environmental education. The research contributes to deeper reflections on the teaching of environmental issues and environmental education practices in schools. Keywords: science and biology; education; environmental Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação Thu, 30 Nov 2023 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25258 2023-11-30T00:00:00Z