This study analyzes the contributions to initial teacher training for undergraduates provided by the Programa de Iniciação à Docência Norma Neyde (PROINN) at the Universidade do Estado da Bahia (UNEB), under Public Notice No. 061/2025. The Biological Sciences Licentiate degree program at the Departamento de Ciências Humanas (DCH) was selected through the teaching project "Formative Experience in Biology Teaching: The Exercise of Pedagogical Praxis in Teaching Initiation," developed in partnership with the Colégio Estadual de Tempo Integral Professora Kelly Magalhães in Barreiras. The study sought to understand how the pedagogical activities carried out by the program's scholarship recipients at the partner school have been unfolding. This is qualitative research based on document analysis, using as its corpus the experience reports prepared by fifteen scholarship recipients, as well as monitoring records kept by the UNEB faculty advisor and the basic education teacher. The results show that the early immersion of pre-service teachers in the school environment fosters a connection between the knowledge acquired in coursework and the concrete demands of pedagogical practice. The study concludes that PROINN constitutes a significant institutional policy for teacher training, supporting student retention, encouraging the teaching profession, and promoting the value of public schools.
This article analyzes the procedural flows associated with the Academic Control Coordination (CCA) of a campus of the Federal Institute of Education, Science and Technology of Ceará (IFCE), with the aim of systematizing the processes, identifying information bottlenecks, and proposing improvements oriented towards standardization, simplification, transparency, and quality of student service. Methodologically, a qualitative, exploratory-descriptive, and documentary case study is developed, taking as its corpus a mapping project that describes nine sets of CCA activities, their interconnections, points of interaction with other units, and suggestions for improvement. The analysis is interpreted in light of the literature on process management, Business Process Management (BPM), digital transformation, public value, transparency, and quality of public services. The results show that the main problems are not only concentrated in the internal execution of routines, but especially in the interfaces between sectors and in communication with users: dispersion of information, dependence on face-to-face or telephone service for simple inquiries, document redundancy, low standardization of forms, and the need for continuous updating of institutional channels. The discussion indicates that process mapping can function as a knowledge management mechanism and as a basis for administrative simplification, digitization, and performance monitoring. As a practical contribution, an improvement agenda is proposed in five areas: process governance, user-oriented communication, document standardization, digitization focused on the student journey, and gradual implementation of indicators. It is concluded that redesigning the CCA flows can reduce administrative burden, increase the predictability of services, and strengthen transparency, accountability, and public value in the educational environment.
Science education in Basic Education faces the challenge of moving beyond teaching practices focused solely on content transmission, seeking instead to foster the development of scientific, investigative, and critical thinking, as well as students' ability to solve contextualized problems. In this context, it is essential to adopt teaching methodologies that stimulate students' interest, encourage their active participation, and promote meaningful learning. This study presents the development and implementation of a didactic sequence composed of 30 investigative cases based on forensic science, designed for the Experimental Practices course offered to seventh-grade students in full-time elementary education. The instructional material is organized into narrative episodes in which students are challenged to formulate hypotheses, conduct experiments, interpret evidence, analyze results, and draw conclusions grounded in scientific knowledge. The implementation of the didactic sequence revealed high levels of student engagement, increased participation in classroom discussions, and the development of skills related to scientific inquiry, while also strengthening the connection between school content and real-world situations. The findings indicate that integrating investigative narratives, experimentation, and forensic science constitutes a promising pedagogical strategy for fostering scientific literacy, critical thinking, student agency, and meaningful learning.
Fruit production has significant economic, social, and environmental importance in national and international agricultural scenarios. However, fruit crops face challenges related to biotic and abiotic stresses and nutritional limitations. In this context, silicon (Si), although classified as a beneficial and non-essential element, has gained prominence due to its positive effects on stress tolerance, fruit quality, pathogen resistance, and physiological efficiency. This study aimed to conduct a scientometric analysis of scientific production on the use of silicon in fruit production from 2015 to 2024. The research was conducted using a quantitative and exploratory approach, based on data from the Web of Science database. Data collection was performed in April 2025 using the Boolean expression “Fruit” AND “Silicon”, applied to the title, abstract, and keywords fields. A total of 467 articles were identified, of which 108 were selected after screening for thematic relevance, duplication, and direct association with silicon use in fruit crops. Analyses were performed using RStudio, including graphical representations and collaboration networks. Scientific production increased throughout the period, particularly from 2018 onward. Li Y and Preston W were among the most productive authors, while Scientia Horticulturae stood out as the leading journal. China, Brazil, the United States, Iran, and Australia had the highest participation. It is concluded that silicon use in fruit production represents an expanding research field with potential to guide future studies.
This article presents a section of the doctoral thesis entitled “Construindo pontes e derrubando tabus: experiências de adolescentes quanto ao comportamento sexual e fatores de risco associados a infecções sexualmente transmissíveis de estudantes na cidade de Manaus-AM”. Its aim is to analyze, based exclusively on the data produced in the original research, how family, school, the internet and other sources of information appear in adolescents’ and young people’s experiences regarding sexuality, prevention and risk behaviors associated with sexually transmitted infections. The study adopts a qualitative approach and used semi-structured interviews, a socioeconomic questionnaire via Google Forms and narrative analysis. The sample consisted of 24 students aged between 17 and 20 years, 16 female and 8 male. The results show that, although family appears as an important reference for sexual education, many interviewees report embarrassment, absence of dialogue or the search for guidance from siblings, uncles, cousins, friends and the internet. Concern about unplanned pregnancy also appears more strongly than concern about STI prevention, reinforcing the need for continuous, dialogical and coordinated educational actions involving family, school and health services.
