A utilização da linguagem dos quadrinhos no ensino de ciências da natureza na educação básica

Esta Tese apresenta como objetivo geral investigar, a partir das teorias de aprendizagem de Mayer (2001), Ausubel (1963) e Novak (1977), quais recursos pedagógicos, se textos ou quadrinhos, podem se mostrar mais eficazes para produzir novos subsunçores e, assim, favorecer as aprendizagens significativas nas Ciências da Natureza. Tanto a Teoria de Aprendizagem Significativa (TAS) proposta por Ausubel (1963), quanto a Teoria Cognitiva de Aprendizagem Multimídia (TCAM) proposta por Mayer (2001), apresentam suporte teórico para analisar aprendizagens produzidas com o auxílio de materiais pedagógicos utilizados pelo(a) aluno(a). A Teoria de Educação, proposta por Novak (1977) tem relação com a teoria ausubeliana, porém com uma abordagem “holística”, trazendo no seu enfoque uma proposta de avaliação da aprendizagem utilizando os mapas conceituais. A Tese apresenta-se como uma pesquisa qualitativa do tipo exploratória e usa como métodos a pesquisa bibliográfica e documental, a entrevista semiestruturada associada com o uso da técnica da vinheta e a técnica de storyboard para adaptação de mídias, além da construção de mapas conceituais, apoiados nos pressupostos de Novak e Gowin (1984). A tradução intersemiótica (adaptação) foi realizada a partir do episódio 10 “Problemas Emprestados do Futuro” da 3ª temporada da série da série de TV por assinatura do The Flash, pertencente a franquia de super-heróis em quadrinhos da DC Comics, uma subsidiária da Warner Bros Entertainment, Inc. O filme traz uma narrativa sobre incêndio (combustão), apresentando uma breve explicação sobre o conteúdo relacionado à fuligem. O primeiro material pedagógico produzido recebeu o nome de fotonovela híbrida por possuir características tanto de fotonovela, como de graphic novel. A segunda adaptação produziu um material do tipo graphic novel. Para testagem das aprendizagens produzidas pelo material pedagógico, foi produzido também um texto narrativo que contivesse os mesmos elementos existentes nas produções dos gêneros em quadrinhos. Os participantes da pesquisa foram estudantes do Ensino Médio do Colégio de Aplicação da UFRGS, sendo 8 estudantes do 3º ano e 12 do 1º ano. Os resultados gerais da Tese foram estruturados em quatro artigos. O primeiro artigo intitulado “A pesquisa sobre o uso dos quadrinhos no ensino das Ciências da Natureza apresentadas nos ENPECs de 1997 a 2015”, foi uma pesquisa de natureza bibliográfica e apresenta em seus resultados uma concentração de produção científica sobre quadrinhos, utilizando conceitos das Ciências da Natureza, principalmente nas regiões sudeste e sul do país. Apesar de ocorrer um crescimento nessa produção é necessário que ela possa se expandir para as outras regiões do país. O segundo artigo intitulado de “Adaptando a Teoria Cognitiva de Aprendizagem Multimídia (TCAM) de Mayer na utilização de quadrinhos para o ensino das Ciências da Natureza: Um contraponto à leitura de textos”, foi também uma pesquisa de natureza bibliográfica, apresentando a possibilidade de que esta teoria seja um suporte teórico adequado para a produção e uso de quadrinhos no ensino. O terceiro artigo, “Histórias em quadrinhos: breve histórico, conceitos e uma possibilidade de utilização para o ensino das Ciências da Natureza”, faz uma abordagem histórica sobre os quadrinhos, trazendo sugestões do uso de tiras cômicas como material pedagógico para o ensino nesta área de conhecimento. O quarto e último artigo, intitulado “Produção e aplicação de fotonovela híbrida: a utilização do personagem The Flash para a aprendizagem de conceitos básicos de Ciências da Natureza sobre combustão”, apresenta uma pesquisa feita com os estudantes do 3° ano que leram fotonovela híbrida ou textos contendo conteúdo relacionado à combustão. Foi possível verificar que os estudantes que leram fotonovela híbrida desenvolveram mais aprendizagens em relação ao conteúdo, quando comparados aos que leram texto. Pesquisas futuras serão necessárias para concluir a análise meticulosa dos dados obtidos com alunos do 1º ano do Ensino Médio de 2018 que leram a graphic novel ou texto. Esta Tese, além dos resultados gerais apresentados pretende contribuir para a melhoria do ensino nas Ciências da Natureza por apresentar possibilidades inovadoras para a construção de materiais pedagógicos com o uso da tradução intersemiótica (adaptação) para o gênero quadrinhos. O material produzido até aqui será utilizado posteriormente para produção de novos artigos e também para a divulgação dos métodos aqui apontados em oficinas de extensão e cursos de formação de professores, apresentando mais opções de metodologias na utilização de novos materiais pedagógicos pelos professores em sala de aula.This thesis aims to investigate, from the learning theories of Mayer (2001), Ausubel (1963) and Novak (1977), which pedagogical resources, whether texts or comics, can be more effective to produce new subsumes, thus, to favor the significant learning in the Nature Science. Both the Theory of Meaningful Learning (TML) proposed by Ausubel (1963), and the Cognitive Theory of Multimedia Learning (CTML) proposed by Mayer (2001), present theoretical support to analyze learning produced with the aid of pedagogical materials used by the student. The Novak´s Theory of Education (1977) is related to the theory of Ausubel, but with a "holistic" approach, bringing in its focus a proposal for evaluating learning by using conceptual maps. This thesis presents as a qualitative and exploratory research and uses bibliographical and documentary research methods, semi-structured interview associated with the use of the vignette and storyboard techniques for adaptation of medias, besides the construction of conceptual maps, based on Novak and Gowin (1984) assumptions. The intersemiotic translation (adaptation) was made from episode 10 "Borrowing Problems from the Future" of Season 3 of the pay per view TV series of The Flash, owned by the comic book superhero franchise of DC Comics, a subsidiary of Warner Bros. Entertainment, Inc. The film brings a narrative about fire (combustion), presenting a brief explanation about soot. The first pedagogical material produced was named “hybrid photocomic” because it had both photocomic and graphic novel characteristics. The second adaptation produced a graphic novel. In order to test the learning produced by the pedagogical material, a narrative text was also produced, containing the same elements present in the productions of comic books. The research participants were high school students from UFRGS Colégio de Aplicação, being 8 students from the third year and 12 from the first year. The general results of the thesis were structured in four articles. The first article entitled "The research on the use of comics in the teaching of the Natural Sciences presented in the ENPECs from 1997 to 2015" was a bibliographic research and presents in its results a concentration of scientific production on comics, using concepts of the Nature Sciences, especially in the Brazilian southeastern and southern regions. Although there is a growth in this production, it is necessary that it can expand to other regions of the country. The second article entitled "Adapting Mayer's Cognitive Theory of Multimedia Learning (CTML) in the use of comics for the teaching of the Nature Sciences: A counterpoint to reading texts", was also a bibliographical research, presenting the possibility that this theory is an adequate theoretical support for the production and use of comics in teaching. The third article, "Comic Stories: Brief History, Concepts and a Possibility of Use for the Teaching of the Nature Sciences," takes a historical approach to comics, bringing suggestions of the use of comic strips as pedagogical material for teaching in this area of knowledge. The fourth and final article, entitled "Production and application of hybrid photocomic: the use of The Flash character for the learning of basic concepts of the Natural Sciences on combustion", presents a research developed with students of the third year who have read hybrid photocomic or texts containing theoretical explanation related to combustion. It was possible to verify that the students who have read hybrid photocomic developed more learning in relation to the content, when compared to those who have read text. Future research will be needed to complete the meticulous analysis of the data obtained with students in the first year of high school in 2018 who have read the graphic novel or text. This thesis, in addition to the general results presented, aims to contribute to the improvement of teaching in the Natural Sciences by presenting innovative possibilities for the construction of pedagogical materials with the use of intersemiotic translation (adaptation) for the comics genre. The material produced so far will be used later for the production of new papers and also for the dissemination of the methods mentioned here in extension workshops and teacher training courses, presenting more options of methodologies in the use of new teaching materials by teachers in the classroom

Produção de Histórias em Quadrinhos na abordagem interdisciplinar de Biologia e Química

O uso das tecnologias digitais tem avançado na educação criando novosespaços de construção e troca de conhecimentos sendo que a aprendizagem pode tornarse mais atrativa aos estudantes, na medida em que o educador se utilize das ferramentas adequadas. A construção de Histórias em Quadrinhos (HQs) pode ser uma delas, já que envolve a criatividade na produção de cenários e personagens que devem ser associados aos textos, promovendo relação com o objeto estudado. Em aula compartilhada de Biologia e Química, trabalharam-se conceitos e relações entre óleos, gorduras e meio ambiente e promoveu-se a construção de HQs utilizando o UCA, para estimular a criatividade no desenvolvimento do conheciment

A percepção dos sentidos e significados no processo de aprendizagem de Ciências da Natureza nos anos iniciais do Ensino Fundamental

O presente trabalho visa relatar a análise prévia obtida através da observação da percepção e significados atribuídos pelos alunos durante a realização de atividades experimentais desenvolvidas na Oficina de Ciências “Fazendo Arte e Aprendendo Ciências”. A oficina foi realizada no laboratório de Ciências do Colégio de Aplicação (CAp) da Universidade Federal do Rio Grande do Sul (UFRGS) com alunos e alunas dos anos iniciais do Ensino Fundamental (2º ao 5º ano). A Oficina teve a orientação da professora regente e a participação de duas alunas do Programa Institucional de Iniciação à Docência (PIBID). O objetivo da oficina foi ensinar Ciências da Natureza de forma lúdica com o auxílio da arte buscando motivar o interesse por essa área do conhecimento, e aos poucos, conduzir as crianças, à utilização da linguagem científica. O trabalho realizado com as crianças seguiu as normas de segurança de trabalho em laboratório

Photography-based taxonomy is inadequate, unnecessary, and potentially harmful for biological sciences

The question whether taxonomic descriptions naming new animal species without type specimen(s) deposited in collections should be accepted for publication by scientific journals and allowed by the Code has already been discussed in Zootaxa (Dubois & Nemésio 2007; Donegan 2008, 2009; Nemésio 2009a–b; Dubois 2009; Gentile & Snell 2009; Minelli 2009; Cianferoni & Bartolozzi 2016; Amorim et al. 2016). This question was again raised in a letter supported by 35 signatories published in the journal Nature (Pape et al. 2016) on 15 September 2016. On 25 September 2016, the following rebuttal (strictly limited to 300 words as per the editorial rules of Nature) was submitted to Nature, which on 18 October 2016 refused to publish it. As we think this problem is a very important one for zoological taxonomy, this text is published here exactly as submitted to Nature, followed by the list of the 493 taxonomists and collection-based researchers who signed it in the short time span from 20 September to 6 October 2016

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Global burden of 288 causes of death and life expectancy decomposition in 204 countries and territories and 811 subnational locations, 1990–2021: a systematic analysis for the Global Burden of Disease Study 2021

BACKGROUND Regular, detailed reporting on population health by underlying cause of death is fundamental for public health decision making. Cause-specific estimates of mortality and the subsequent effects on life expectancy worldwide are valuable metrics to gauge progress in reducing mortality rates. These estimates are particularly important following large-scale mortality spikes, such as the COVID-19 pandemic. When systematically analysed, mortality rates and life expectancy allow comparisons of the consequences of causes of death globally and over time, providing a nuanced understanding of the effect of these causes on global populations. METHODS The Global Burden of Diseases, Injuries, and Risk Factors Study (GBD) 2021 cause-of-death analysis estimated mortality and years of life lost (YLLs) from 288 causes of death by age-sex-location-year in 204 countries and territories and 811 subnational locations for each year from 1990 until 2021. The analysis used 56 604 data sources, including data from vital registration and verbal autopsy as well as surveys, censuses, surveillance systems, and cancer registries, among others. As with previous GBD rounds, cause-specific death rates for most causes were estimated using the Cause of Death Ensemble model-a modelling tool developed for GBD to assess the out-of-sample predictive validity of different statistical models and covariate permutations and combine those results to produce cause-specific mortality estimates-with alternative strategies adapted to model causes with insufficient data, substantial changes in reporting over the study period, or unusual epidemiology. YLLs were computed as the product of the number of deaths for each cause-age-sex-location-year and the standard life expectancy at each age. As part of the modelling process, uncertainty intervals (UIs) were generated using the 2·5th and 97·5th percentiles from a 1000-draw distribution for each metric. We decomposed life expectancy by cause of death, location, and year to show cause-specific effects on life expectancy from 1990 to 2021. We also used the coefficient of variation and the fraction of population affected by 90% of deaths to highlight concentrations of mortality. Findings are reported in counts and age-standardised rates. Methodological improvements for cause-of-death estimates in GBD 2021 include the expansion of under-5-years age group to include four new age groups, enhanced methods to account for stochastic variation of sparse data, and the inclusion of COVID-19 and other pandemic-related mortality-which includes excess mortality associated with the pandemic, excluding COVID-19, lower respiratory infections, measles, malaria, and pertussis. For this analysis, 199 new country-years of vital registration cause-of-death data, 5 country-years of surveillance data, 21 country-years of verbal autopsy data, and 94 country-years of other data types were added to those used in previous GBD rounds. FINDINGS The leading causes of age-standardised deaths globally were the same in 2019 as they were in 1990; in descending order, these were, ischaemic heart disease, stroke, chronic obstructive pulmonary disease, and lower respiratory infections. In 2021, however, COVID-19 replaced stroke as the second-leading age-standardised cause of death, with 94·0 deaths (95% UI 89·2-100·0) per 100 000 population. The COVID-19 pandemic shifted the rankings of the leading five causes, lowering stroke to the third-leading and chronic obstructive pulmonary disease to the fourth-leading position. In 2021, the highest age-standardised death rates from COVID-19 occurred in sub-Saharan Africa (271·0 deaths [250·1-290·7] per 100 000 population) and Latin America and the Caribbean (195·4 deaths [182·1-211·4] per 100 000 population). The lowest age-standardised death rates from COVID-19 were in the high-income super-region (48·1 deaths [47·4-48·8] per 100 000 population) and southeast Asia, east Asia, and Oceania (23·2 deaths [16·3-37·2] per 100 000 population). Globally, life expectancy steadily improved between 1990 and 2019 for 18 of the 22 investigated causes. Decomposition of global and regional life expectancy showed the positive effect that reductions in deaths from enteric infections, lower respiratory infections, stroke, and neonatal deaths, among others have contributed to improved survival over the study period. However, a net reduction of 1·6 years occurred in global life expectancy between 2019 and 2021, primarily due to increased death rates from COVID-19 and other pandemic-related mortality. Life expectancy was highly variable between super-regions over the study period, with southeast Asia, east Asia, and Oceania gaining 8·3 years (6·7-9·9) overall, while having the smallest reduction in life expectancy due to COVID-19 (0·4 years). The largest reduction in life expectancy due to COVID-19 occurred in Latin America and the Caribbean (3·6 years). Additionally, 53 of the 288 causes of death were highly concentrated in locations with less than 50% of the global population as of 2021, and these causes of death became progressively more concentrated since 1990, when only 44 causes showed this pattern. The concentration phenomenon is discussed heuristically with respect to enteric and lower respiratory infections, malaria, HIV/AIDS, neonatal disorders, tuberculosis, and measles. INTERPRETATION Long-standing gains in life expectancy and reductions in many of the leading causes of death have been disrupted by the COVID-19 pandemic, the adverse effects of which were spread unevenly among populations. Despite the pandemic, there has been continued progress in combatting several notable causes of death, leading to improved global life expectancy over the study period. Each of the seven GBD super-regions showed an overall improvement from 1990 and 2021, obscuring the negative effect in the years of the pandemic. Additionally, our findings regarding regional variation in causes of death driving increases in life expectancy hold clear policy utility. Analyses of shifting mortality trends reveal that several causes, once widespread globally, are now increasingly concentrated geographically. These changes in mortality concentration, alongside further investigation of changing risks, interventions, and relevant policy, present an important opportunity to deepen our understanding of mortality-reduction strategies. Examining patterns in mortality concentration might reveal areas where successful public health interventions have been implemented. Translating these successes to locations where certain causes of death remain entrenched can inform policies that work to improve life expectancy for people everywhere. FUNDING Bill & Melinda Gates Foundation