Introduction. The Flipped Classroom model shifts the initial contact with instructional content to the pre-class phase, requiring greater student autonomy and self-regulation, although insufficient preparation continues to hinder learning outcomes. Methodology. This study analyzed the use of rubrics to guide pre-class preparation through a mixed-methods, descriptive-exploratory design involving 29 engineering students. Data were collected using an analytical rubric and an open-ended question, and analyzed through descriptive statistics (α = 0.85) and Descending Hierarchical Classification supported by IRaMuTeQ. Results. Improvements were observed in alignment with learning objectives, study organization, and academic planning. Discussion. Rubrics functioned as metacognitive scaffolds, strengthening feedback processes and self-regulation, thereby highlighting their potential as pedagogical tools within formative assessment in active learning contexts.
Introduction. The purpose of this study was to understand how students in their final semesters of the Bachelor of Education program at a public university in Bahia conceptualize the role of a teacher. Methodology. The study is grounded in theoretical frameworks regarding teacher identity, teaching work, and social representations. This qualitative study used an online questionnaire distributed via Google Forms as its data collection tool; the questionnaire was completed by 50 students in their final semesters of the program. Results. The data analysis, inspired by Bardin (2016), reveals a representation of the teaching profession based on its political role, in which teachers are tasked with shaping students into critical thinkers capable of transforming reality. Discussion. No fundamental characteristics of the profession, such as studying, planning, teaching, and assessing learning, were identified; consequently, the testimonials did not depict the reality of the classroom, and the difficulties of the profession were only briefly addressed.
Introdução. A presente pesquisa investigou a trajetória formativa profissional de licenciados egressos de um curso de Ciências Biológicas, analisando as diferenças entre o percurso profissional almejado e a trajetória efetivamente vivenciada. Metodologia. A análise fundamentou-se nas discussões sobre identidade profissional docente, considerando as relações entre expectativas de carreira e inserção profissional. Realizou-se uma pesquisa mista, com aplicação de questionários a 97 egressos e entrevistas semiestruturadas a 11 participantes. Resultados. Os resultados mostraram que, embora muitos desejassem ingressar em programas de pós-graduação na área de Biodiversidade e considerassem a docência uma atividade provisória, 61% passaram a atuar principalmente na Educação Básica. Além disso, enquanto 50% aspiravam a trabalhar na área de Biodiversidade, apenas 25% tiveram experiência profissional nesse campo. Discussão. Os achados evidenciam que a identidade profissional é continuamente ressignificada pelas condições de inserção no mercado de trabalho, revelando um descompasso entre os projetos profissionais idealizados e as trajetórias efetivamente vivenciadas.
Introduction. The article analyzes the potential of Science-Technology-Society Education as a reference for science education and its role in promoting reflective processes in teachers' continuing education. Methodology. This is a qualitative study of an interventionist nature, conducted as an action research project within a collaborative framework. Data were produced through participant observation and field notes, combined with a semi-structured interview. The analysis was constructed from emerging categories identified in the textual corpus derived from the data, including descriptions and reflections, using categorical analysis as the methodological approach. Results. The findings indicate that Science-Technology-Society Education references have significant potential to trigger and support reflective processes in teacher education. Discussion. The discussion is organized around three analytical categories: (a) reflections on the Nature of Science and Science-Technology-Society relations; (b) reflections on curriculum; and (c) reflections on science teaching and its relationship with citizenship education.
Introduction. Play is central to child development and, in school Physical Education, its appreciation has been increasingly discussed. This study investigates games and play in public schools in Palmas, Tocantins. Methodology. Documentary analysis was conducted (Law of Guidelines and Bases, National Curriculum Parameters, National Common Curriculum Base, Tocantins Curriculum Document, Political-Pedagogical Project) and semi-structured interviews were carried out with two Physical Education teachers from Elementary School II. Results. The study highlighted the relevance of games and play for teaching-learning processes and holistic development. However, although present in curricular guidelines, their approach is often superficial and poorly articulated pedagogically. School Physical Education remains marked by a sport-centered perspective, relegating these practices to a secondary role. Teachers recognize their importance but show conceptual weaknesses and difficulties in articulating these practices with official documents. Discussion. There is an urgent need to expand academic debate and invest in continuing education to qualify teaching practices with games and play, strengthening playfulness in school Physical Education and valuing children's bodily culture.
