Mitosis is one of the most challenging topics for students to learn in the context of Cytology. Often approached only theoretically, the subject is generally taught in a rote manner, limiting the teacher to using the textbook. To enhance lessons and make learning more dynamic, this study proposed a diversified didactic sequence and a digital game developed in PowerPoint, aiming to significantly contribute to the teaching of cell division in high school, specifically mitosis, through a practical lesson involving. The proposal included a thought-provoking text, encouraging students to formulate hypotheses about the healing process and its relationship with mitosis, followed by the creation of mind maps. The didactic sequence comprised research, a practical lesson, and an educational game on cell division. Through these activities, students were able to observe, investigate, analyze, and take an active role in their learning process. During the assessment of prior knowledge, students demonstrated little understanding of the topic but had the opportunity to build this knowledge through the investigative activity, in which they formulated hypotheses about the healing process and its relationship with mitosis. After discussions, students conducted research to validate or refute the hypotheses raised. The results were presented in the form of mind maps. The practical lesson sparked curiosity and interest, facilitating the understanding of the phases of cell division, while the educational game combined playful learning with the consolidation of mitosis concepts. The development of this didactic sequence provided students with various forms of learning, promoting active engagement in constructing their own knowledge. Thus, implementing engaging and diversified activities is essential to enhancing the learning of Cytology in Basic Education.

This work aimed to present investigative proposals for teaching viruses drawn from Scientific Dissemination Texts. To survey the Scientific Dissemination Texts (TDC), the websites of the magazines Ciência Hoje (CH) and Ciência Hoje das Crianças (CHC) were used as databases and the descriptors “virus”, “diseases caused by viruses”, “vaccine” were used. “vaccination”, “epidemic” and “pandemic”. Access to texts occurred through editions of magazines available in the Capes Periodicals Portal collection, on magazine websites and in some editions purchased of magazines in digital format. Initially, the format and relationship of the text with the virus theme were adopted as inclusion/exclusion criteria for scientific dissemination texts. Afterwards, the texts underwent a second screening, in which those that presented duplication between the descriptors were excluded. Finally, the remaining texts were selected through analysis using groups of classifiers. he selected texts were used to prepare ten investigative teaching proposals according to the "Prediction-Observation-Explanation" and "Competing Theories" models. The investigative didactic proposals were prepared in the form of a virtual mural and use Digital Educational Resources (REDs). In the end, based on the investigative didactic proposals, an e-book was produced that will be made available to basic education Biology teachers. Through the survey, 154 scientific dissemination texts from the magazine Ciência Hoje were found, 46 of which were articles. However, 18 were excluded because they were not related to the topic of viruses and 7 because there were duplicates between the descriptors, leaving 21 texts that were included in the study. n the magazine Ciência Hoje das Crianças, 298 texts were found, of which 46 were articles. Of these, 14 were excluded because they were not related to the topic of viruses and 22 because there were duplicates between the descriptors, leaving 10 texts for study. After analyzing these 31 texts using the classifiers, 10 articles were selected from which the 10 investigative didactic sequences were created.

Due to man's constant attacks on ecosystems, the planet has been suffering intense interference in climate dynamics both locally and globally. In this sense, teaching biomes in Basic Education has been of fundamental importance so that students can effectively contribute to the process of mitigating these impacts. Given the need for new teaching approaches that help students understand the importance of biomes, this work presents the construction, application, and validation of an Investigative Gamified Didactic Sequence (SDGI), about Brazilian biomes and a didactic game about the thick. The SDGI seeks to combine research-based teaching with elements of gamification and was applied to students in a first-year high school class, in a rural State School in the municipality of Campo Novo do Parecis, Mato Grosso, in the year 2023. They were used some Digital Information and Communication Technologies (TIDCs) during the planning and application of the proposal, such as: PowToon, YouTube, Canva and Google Earth. The initial problematization of SDGI was organized in the format of a narrative, in which the character “Maria Eduarda” when visiting her relatives in another state is unable to explain to them the reasons for the characteristics of the biome where she lives. With this, she decides that upon returning home she will clear her doubts with her Biology teacher, who immediately proposes an SDGI to resolve the characters and the class’s doubts. The entire plot was divided into five missions, each of which presented: i) a problem situation with the guiding question; ii) recording hypotheses; iii) data collection; iv) drawing up conclusions and disseminating the results obtained. Each level had gamification elements, of which we can highlight storytelling, badges, missions, progression, and feedback. Before and after the SDGI classes, students answered a pre- and post-diagnosis questionnaire, in addition to two questionnaires based on the ARCS methodology, to evaluate the gamification elements present in the didactic sequence and in the creation of the game. Data were analyzed using categorization and descriptive statistics. The results demonstrated good acceptance of the approach by students through the activities delivered by them. The stages of the investigative process contributed to student protagonism and the use of game elements, making students feel motivated to develop the proposed activities. Furthermore, TDICs streamlined classes and promoted the interactive and intuitive use of the virtual environment for activities aimed at teaching and learning. Based on the pedagogical experience, a game was created to expand the knowledge acquired at SDGI.

This work aims to evaluate the use of two active methodologies, rotation by stations and teaching through investigation, in order to observe whether these can be an alternative way of teaching the content of ecological interactions. For this, the research was carried out in a school in the urban area of the district of Campo Novo do Parecis -MT, with 30 students in the first year of high school. The first part of the application consisted of using rotation by stations, four different stations, to engage students and introduce the problems that should be investigated by them. After this moment, the investigative stage began, where students had to use the information generated from the stations to try to discover which theme and biological concepts were being worked on. The application of the research demonstrated that the two methodologies were very efficient in improving student engagement in carrying out the proposed activities. The rotation by stations aroused the interest of students, with some of them insisting on participating in as many stages as possible. The investigation heightened their curiosity in trying to understand the purpose of it all, which generated very positive results from the generation of hypotheses and research carried out by the students. Another important factor to highlight was the importance of conversation circles to direct students and make them talk about the possibilities that made the most sense considering everything that was accomplished, making the exchange of ideas a great strategy for building arguments. and deconstruction of previous ideas.

The Environmental Education should be enduring, where the society acquires skills, values and abilities to solve nowadays' environmental problems and future ones. However, in most of the cases, this transversal theme isn't, always, used or even adopted by the educators, who forgot that the environment is an essential factor for developing the life and its quality. The present work has, as the main objective: knowing, evaluating and developing pedagogical practices focused on the Environmental Education, and themes that wrap the Zoology (fishes) and High School's ecology, aiming the conservation of ichthyofauna species in The Juruena's River, in the municipality of Juruena, State of Mato Grosso, by this way the elaboration, the development and the application will seek a new perspective of society on awareness, conservation and the preservation of the environment. The purpose of this searching was to acquire through bibliographic, exploratory and descriptive character, Wich will be obtained through specific data in books, magazines and reliable materials, available on the Internet, and obtaining results concerning the importance of The Environmental Education for the conservation of the fauna and the flora, with the study focused to expand the knowledge about the Environmental Education and use this to improve future actions as conserving The Juruena's River. Interviews will be carried out with the community, especially the fishermen that need the river for substantial fishing, and also those who use it for commercial fishing.

In the current educational landscape, considering the demotivation and disinterest of students in education in general, and particularly in biology, there is an intention to investigate the possibility of enhancing biology education through the influence of pop culture, especially as exercised by superhero movies in cinema. The proposal aims to motivate students by starting with the choice of each group's favorite superhero. After screening a segment from the movie 'Avengers: Endgame,' the selection of the preferred hero was made, followed by an exploration of their powers, which led to studying specific topics. The content covered was organized according to the superhero's powers, encompassing areas such as cytology, histology, physiology, and genetics. 

The theory of evolution, through natural selection, contributes to the understanding of the history of living beings and the mechanisms by which the environment acts in their evolutionary process. Currently, the contents of evolution are seen as the door to a proper understanding of the diversification of living beings and their relationship with the environment. Therefore, the teaching of evolutionary biology is an essential curricular component in schools, but it is not always addressed, or when addressed, it is not fully understood. Taking these assumptions into account, the need to make the teaching of biological evolution a more interactive and thought-provoking process is considerable, so that in fact the information worked in the classroom is understood in a more lasting way by the students. Therefore, this work proposes didactic sequences with an investigative approach, arranged in a paradidactic book, aiming at the teaching of biological evolution in high school. The study is characterized by being of a qualitative nature, which allows subjectivity to work on cultural, economic, historical and educational issues, in which the subjects express their opinion on a given topic. It was developed in two stages: The first with the application of pre and post-intervention questionnaires and an intervention between these, to resolve doubts about the subject. The second stage consisted of a paradidactic book containing didactic sequences with an investigative approach, aiming to help other teachers in the area. The sequences were applied to the participants, aiming at their improvement, after the application. In the first stage, it was already possible to see progress in relation to the knowledge explained by the students, during the intervention and in the post-intervention questionnaire, when compared to the first questionnaire applied. In the second stage, despite the difficulties presented, to develop the didactic sequences, the participants showed interest and commitment to solve the problem situations presented.

Biology teaching is not an easy task, as most of the contents are abstract, with complex terms that are difficult to understand. For the contents to start to make sense, it is necessary that specific concepts and terms start to have a meaning for the student and, therefore, there is a better understanding, becoming relevant for the students. By promoting investigative activities, the teacher uses a more innovative didactic approach to teaching, where the student is not just a listener, but is the protagonist of his knowledge. In this sense, this work aims to create investigative teaching strategies for the development of arthropod content for first-year high school students, which can be applied both in remote and in-class teaching. These strategies include didactic sequences and games, which will serve as tools for investigative teaching, which can be used to foster research in the classroom and complement the students' learning process. This is expected to awaken investigative thinking in the student, through problem solving, providing an adequate environment for the construction of scientific knowledge, where they can reflect, question and interact to solve a problem-situation, and thus make the teaching of largest group of invertebrates, arthropods, more pleasurable and interesting. Diagnostic questionnaires will also be applied before and after the didactic interventions to verify the students' learning.

This work contemplates the construction of a didactic sequence (SD), with emphasis on the teaching of biology with an investigative character, which aims to promote teaching and learning about bioenergetic molecules, emphasizing the importance of nutrition and healthy eating for first-year high school students. The application of the didactic sequences will be presented according to the content proposed as a form of intervention, which students will also be challenged to develop different products (panels, models, organization charts, etc.), learning outcomes portrayed through different languages such as experimentation, newspapers, comics, frames (video), among many other teaching tools. At the same time, it is intended to carry out the development and elaboration of podcasts (social media resource in audio format), as a product of the investigative role of students in the learning of the topics covered. This action aims to identify whether these teaching methodologies can contribute to the motivation of students and equally in learning and reviewing proposed content, especially if there are signs of changes caused by the methodology. In execution and a posteriori, we will use pre and post-tests through questionnaires with objective questions of multiple choices and essays, collecting data through quantitative and qualitative methods. It is hoped that the materials produced by the students along with the making of these SDs as a product of our work for the Teaching of Biology, can be made available in e-book format for downloads for other teaching educators in the area, and that this proposal will contribute to stimulate students directing a critical and reflective view through the construction of knowledge and development of skills as well as the autonomy of thought.

Throughout the transformations that have occurred in the teaching processes, much is discussed about pedagogical practices and so-called "traditional" methods. In this context, this project aims to seek methodological alternatives for the construction of a Digital Booklet, composed of didactic games, referring to the content of Evolution specifically the themes Natural Selection, Origin of life and Adaptation, which will become the final product requested for the completion of PROFBIO, with the objective of contextualizing the contents through investigative and playful methodologies promoting the teaching-learning process. The work will be carried out at the João Paulo I State School, in the municipality of Paranaíta during the day/full period by the Plena School Project, with the classes of the 3rd year of high school. Students will receive handouts with information, texts and activities in order to stimulate the construction of hypotheses and research on the topics involved in the production of the booklet. After the return of the face-to-face classes the students will start making the games. Through the didactic sequence, with investigative methodologies, such as bibliographic research, elaboration of hypotheses, construction of conceptual maps, referring to the theme evolution and subthemes involved, students will have access to information that will contribute to the preparation and practice of the games. It is expected that at the conclusion of the product the school will receive the booklet and share with other professionals from the other schools, since the goal is to build a solid material that helps in the fixation and assimilation of the contents and thus contribute to scientific literacy and acquisition of a more active and autonomous posture in the process of knowledge.

The Didactic Sequence is a pedagogical tool that has been widely accepted because it is a didactic strategy that sharpens the student's investigative potential and scientific autonomy, valuing their learning through the appropriation of knowledge, valuing the experiences already lived. In this Master's Final Work, a booklet was prepared with two Didactic Sequences on the subject of Obesity and Human Physiology, with an investigative approach, establishing a relationship between science, society and health promotion, as an alternative way to facilitate the teaching and learning of students. of High School and also contribute as auxiliary material to teachers who seek new methodological strategies. The first proposed didactic sequence has as its starting point the search for scientific knowledge about the Physiological Basis of Obesity. In the second didactic sequence, the topic Obesity was approached through two of the main pathologies resulting from obesity: Hypertension and Type 2 Diabetes, with an understanding of the physiological concepts involved in these pathological conditions. In the two didactic sequences, intervention activities were proposed for adherence to healthy living practices for adolescents in order to prevent or even reduce obesity in the school and community environment. The booklet was prepared using the Canva platform, designed in A4 size and diagrammed to assist in the aesthetics and organization of texts and content, so that some concepts were also translated visually. Upon completion of this work, the booklet containing the SDs will be made available in PDF format (Portable Document Format) for download, in order to serve as pedagogical support for Biology teachers who wish to use the SDs in their classes. The production of more attractive and modern didactic material can be used as an option to stimulate the class when teaching certain contents, which are not always so attractive, because they are difficult to understand and are not aligned with the reality of students.

The teaching of Microbiology in Basic Education has been challenging, both due to the lack of laboratory equipment and the mystification that all microorganisms cause diseases. Faced with the need for new teaching approaches, this work presents the construction, application and validation of an Investigative Gamified Didactic Sequence (SDGI), specifically focused on the benefits provided by bacteria and fungi. For data collection regarding the acquisition of knowledge and validation of the didactic sequence, the students had their previous knowledge investigated and then participated in the steps of the didactic sequence. After the application of the SDGI classes, the students answered a questionnaire elaborated with the ARCS methodology, used to evaluate the criteria of games used in the didactic sequence. The results were interpreted using the categorization of the knowledge developed during the proposed activities, and showed that despite the low participation during the period of remote classes, frequent students had a change in their initial conceptions and began to recognize microorganisms as important beings for their daily lives, in addition, the use of game elements enabled greater dynamism and motivated students to develop the proposed activities. Based on the experience of applying and validating this didactic sequence, a free online course was developed that will be made available in the Virtual Learning Environment of the Management and Distance Education Board (DEAD/UNEMAT) to guide teachers and undergraduate students in the elaboration of SDGIs 

Some authors, such as Paulo Freire and Ausubel, consider that the construction of heuristic autonomy is a key factor for quality education. Currently, although the educational phenomenon has an increasingly dynamic character, the teaching method in many educational environments still requires improvement, in which the teacher starts to act as a mediator and the student plays the protagonist role of their own learning, through of the investigative practice, that is, unraveling by itself the solutions of their doubts; a teaching whose autonomy starts with questioning, seeking, understanding and internalizing information and no longer consuming it ready-made. Based on this concept, the respective work aims to alert about the risks and raise awareness about the precautions regarding the continuity of in-person classes during a pandemic, an event that was able to completely transform the reality we were used to, in such a short time, forcing us to readapt our way of living and, mainly, to physically interact with others. The disease COVID 19 has been characterized as a dangerous pandemic, has been treated by specialists as an emergency situation in public health worldwide and requires careful containment measures to inhibit viral transmission. The work will have an investigative focus, in which a class from the Padre José de Anchieta State School, will investigate the risks of returning to face-to-face classes they can entail when using school spaces without adequate safety measures in accordance with scientific knowledge. The study site will be the Padre José de Anchieta school, located in the Center of the city of Lambarí D'Oeste, with a land area of 10,000 square meters and a built-up area of 2,300 square meters, serving around 450 elementary school students. , medium and EJA mode. Students will collect articles, researches, data and journals about the behavior of pandemic diseases, including COVID-19, whose analyzes should be correlated with the continuity of in-person classes and the main risks and precautions to be taken by the school community and location. For analysis, discussion and debate, the study will be in face-to-face mode, through digital platforms. At the end, the students themselves, together with the mediator, must produce an information booklet, containing proposed information about the viruses and measures of interventions for the problem-situation found during the research.

In Biology, the contents that have been worked are very conceptual and quite abstract. The use of traditional classes does not seem to satisfy students anymore and interferes in the process of building their knowledge in a transformative way. Thus, the use of didactic sequences meets the need to make the teaching-learning process more exciting, inclusive and allusive. The use of these practices in the teaching of botany correlates theoretical knowledge with the environment around the students, helping them to realize that plants are essential organisms for the balance of the environment and survival of living beings, as well as being found in the most different environments, performing different functions. Thus, the present work aims to cover didactic sequences about the contents of High School botany together with the use of concept maps. The work will be carried out in a public High School with four classes, two Second grade classes and two First grade classes, with a total of 120 students. In each class, previously organized methodologies will be used where students will be located within the context to be worked on as well as in the chosen theme. It will be observed how the students know and interact with the knowledge of botany and if they perceive plants as living and complex organisms, in what we call throughout the work “botanical blindness”. Applications will be made in the classroom of methodologies that contemplate teaching by investigation in line with the use of concept maps aimed at understanding botany contents

Investigative teaching requires an awakening of curiosity about a certain subject, generating the elaboration of hypotheses, leading the individual to want to know more about the subject, allowing a range of investigated options to solve the initial curiosity. The use of TDICs in teaching botany to students of Youth and Adult Education - EJA will enhance the epistemic knowledge of students and the understanding of the human being as an integral part of ecosystems, presenting itself as a didactic resource for the meaningful learning of students. Through the use of TDICs, students were able to know and understand different concepts related to plant morphology, contributing to the study of objects of knowledge in botany, motivating curiosity, realizing the importance of each plant part, its morphology and function. The executed project proposed the production of an e-book containing Didactic Sequence - SD using TDICs to subsidize classes taught to high school students in the EJA modality. In order to facilitate the understanding of the objects of knowledge in botany, using the epistemic knowledge of students, favoring teaching by investigation. The work was developed with high school students - EJA. The activities favored constructivism where the student was the protagonist of their learning. The appreciation of previous conceptions enabled interactions between subjects and knowledge construction, where students shared information with a focus on traditional knowledge about vegetables, developing skills contemplated in the BNCC on Botany/Ecology and Environment.

The contemporary school has suffered a great impact in the face of the transformations that have taken place in society, being imposed to seek new teaching proposals in order to overcome school failure. Thus, in an attempt to give meaning to the learning of biology and make it more effective, more and more has been invested in the use of non-formal public spaces, in order to take advantage of the curiosity and availability of students so that the consolidation of the teaching & learning process, combining theory and practice. In this way, this work has the objective to show the observation of birds in the park “Lagoa da Garça” in Juína - MT, as a valid tool for teaching biology. For this purpose, a survey of the bird species that frequent the 'Lagoa da Garça” park was carried out for one year and with this species listing, a didactic sequence was elaborated involving the performance of an interpretive trail, where students could be protagonists of the teaching- learning process. Before and after the execution of the didactic planning, the students answered questionnaires, called pre and post test, which helped to verify the validity of the didactic method used. Through the students' answers, it can be seen that the proposed activity allowed them to know more about the local bird species, observing the ecological importance of this class and the close relationship of the diversity of this group with the conservation status of the environment in which they live, providing opportunities for meditation on human attitudes that directly impact these animals. At the end, we opted for the construction of a book that could provide subsidies to teachers who want to introduce bird watching in their classes, supporting their plans and also, that had clear language and could be used directly by students who are interested in the subject.

Intestinal parasites are diseases caused by parasites from the group of nematodes, from flatworms, as well as protozoa, causing damage to public health in all regions of the world. These diseases are mainly linked to conditions of hygiene, basic sanitation and lack of treated water, which can interfere with school performance, causing damage to students. This work aims to stimulate health education, through educational actions that can modify the negative reality caused by parasitic agents, in students of the second year of high school, of a school in the interior of the State of Pará. A questionnaire was applied initial diagnosis to check the level of prior knowledge on the subject, after I taught the class, several actions were developed with the students, such as lectures, cleaning the school environment, building a didactic card game about parasitology, with the active participation of the students. students and, afterwards, the same initial questionnaire was applied in order to verify if there were changes in learning. There were two stages of parasitological examinations, one before the treatment of the infected and information on the prevention of parasites and the other with an interval of six months, after these actions. This study presented data in the first stage of examinations that proved the presence of parasitosis in more than 50% in the students surveyed, while in the second stage, this presence was reduced to less than 25%, proving that the treatment and the actions developed contributed to the reduction of infestations, for the sharing of information and, consequently, its adverse effects on teaching and learning. In this way, we achieve the expected result. because the development of lectures and cleaning conduct rules, the elaboration of the didactic game as a product and other actions carried out by the students themselves motivated them to learn and acquire personal and collective hygiene habits, transforming the reality of the school in terms of education and health.

In biology classes for high school, it is essential to review previous knowledge about ecology, analyzing its dynamics and structure, biotic and abiotic components, as well as the ecological relationships that occur in this environment as a way of establishing links in the construction of knowledge. It is increasingly evident the importance of the protagonism of the students, their criticism and performance in the most varied fields of knowledge for their integral development, with the teacher as a mediator in this process. This work aimed to analyze the teaching of ecological relations in the cerrado biome using traditional and constructivist methods, using digital technologies as tools for the learning process of high school students. The present study was developed in a State school, in the municipality of Lucas do Rio Verde - MT, located in the Midwest region of the state of Mato Grosso, with students from the second and third years of high school, in Biology classes. Starting from didactic expeditions and practical classes, we tried to combine creativity and interactivity in a more dynamic and pleasurable way in order to experience a more meaningful learning, through the photographic record, using telescopes attached to the cell phone camera, preparing a podcast, serving as a parameter and subsidy for teachers and students to rethink and experience methods and actions that favor the quality of teaching and learning. The results showed that the hypothesis survey, research, problematization and investigative teaching, in ecology, combined with the use of digital media, sharpen the interest of students and increase the argument about environmental problems and public policies, sustainable development, maintenance of biodiversity, systematizing concepts and information with a more critical and participatory bias.

The teaching of Mitosis in high school is seen as a complex content by students. In this sense, the use of Digital Information and Communication Technologies (DICTs) is a methodological modality that uses resources capable of bringing new approaches and understandings of the content by the students. Among the various technological resources applied for teaching, the Quiz is an interesting tool, because in addition to creating an interactive space, it is for reflection and for socialization of the proposed discussions and it can contribute to a meaningful learning process. Given these facts, this work had the general objective to assess and to instigate the potential of a Quiz on the Sunvote ARS PTT platform linked to Microsoft Power Point as a didactic resource in learning process about Mitosis through the application of two different methods in order to verify which one best helps the students’ teaching. Therefore, a didactic activity was proposed and done for 60 students of the first year of high school in two classes A and B of a state school in Tangará da Serra, using the traditional and technological method (Quiz) respectively. At the beginning, the Quiz was created through the above-mentioned platform, then the different methods were applied in the classes with a pre-test questionnaire about Mitosis. In addition, it was verified the effectiveness and acceptability of these methods through the posttest questionnaire and an interview with 8 students from each class. Thereafter, as a product was prepared a “Guidance Manual: Developing a Quiz with the using of DICTs in Education” about the using of this didactic resource in the present study. The data analysis about the assessment of learning and acceptance of the applied methods was a quali-quantitative nature through descriptive statistics, ANOVA and Teste T Student, and as a qualitative character the Bardin theory (2011) Content Analysis. It was also detected that class B after the application of technological resources significantly increased the average of correct answers, being statistically higher than the average of the class A scores after the traditional content presentation, at 1% probability by the Test. The DICTs, on the other hand, had an excellent acceptance level, 57,1%, with 21,4% referring to the traditional method, confirming that technology has a positive influence on the educational process, and during the Quiz Game it was possible to observe excessive students’ motivation, interactivity, commitment, attention and enthusiasm, those mentions were confirmed in both reports in the questionnaire and in the interview. Thus, it is valid for education professionals to adopt the Quiz as an alternative resource using DICTs, which has contributed to the educational system, making classes more attractive and dynamic, working as a smooth learning method and associating with other methodologies in order to enrich and enhance the teaching process.

This research had for objective to understand the importance of the elaboration of conceptual maps and mental maps as a strategy to enhance the meaningful learning in the teaching of Biology, through the mental organization of information, aiming at the construction of knowledge in Cytology. The work involved the participation of two studies groups, one experimental and other control, composed by first year classes of High School in a state school in the city of Diamantino/MT. For the data collect, was applied a pre-test, to ascertain the previous student’s knowledge about the theme. The result in the pre-test enabled to select the group with less medium value as an experimental class, where it was applicate the intervention in the teaching that consists in a different class dynamic, showing how it is built a mental and conceptual map in the cytology content, while in the control group was performed the presentation of the same contents through the traditional method as a expository class. After this procedure, in both groups, it was applied again the same quiz and the average of the numbers of hits were compared through the T test to 0,05% of probability. The results showed that the experimental class obtained an average 33,9% higher than the control group and value of p= 0,000400 being p<0,05, rejecting the null hypothesis and reinforcing the initial hypothesis that the methodologies would present different results. This way, the conducted teaching according to the assumptions of the cognitive learning and mediated by the technic of mental and conceptual maps was significant to the teaching of Cytology. By the analysis of the mental and conceptual maps, perceive significant learning clues, because it was possible to identify elements that are standard to this inference as an organization, representation and systematization of the concepts. The product of this research is a manual of elaboration of mental and conceptual maps in the form of an e-book.

ABSTRACT

Education is progressively dynamic, consequently teaching becomes more demanding and, therefore, educators increasingly need to be prepared to work with the challenges that arise during the teaching-learning process. Starting from the perspective that science and biology teaching is still very theoretical and abstract, especially when it comes to the study of microorganisms, it becomes necessary to think about didactic strategies with instruments that facilitate it. It is believed that teaching resources are instruments that will subsidize, complement and facilitate the process of building students' knowledge in an attractive and meaningful way. Thus, the present study had as objective to develop a booklet aiming at teaching based on investigation, and to evaluate its applicability as a methodological resource during the teaching-learning process on fungi and their environmental interactions. The study was carried out with students of the 2nd year of high school in a State School, located in the municipality of Glória D’Oeste-MT. The research used a quanti-qualitative approach instrumented through a multiple choice questionnaire (pre-test), important during the stage of surveying students' previous conceptions about the contents and subsidy for the elaboration of the investigative methodological booklet. This first stage results demonstrated that students have some knowledge about fungi and the environment, but not enough to exceed 50% of correct answers. After applying the booklet, students were asked to answer a semi-structured questionnaire (post-test) on knowledge related to fungi and their interactions, and also on the applicability of the material. The results obtained were satisfactory, demonstrating an increase in the proficiency of the students, and about the evaluation of the booklet, the answers indicated several positive aspects, showing that the investigative nature of the material provided engagement and motivation of the students during the teaching-learning process on the subject. The produced material is mediated by problematizing questions in order to arouse curiosity, observation and the construction of new knowledge in students, strengthening their role, and it can also be a suggestion for educators to be inspired by the perspective of teaching by research, adapting it according to their reality.

The distancing of students from complex and important themes ends up turning people away from a more critical analysis and a more harmonious posture with natural resources and systems. This reality reinforces the need to develop educational methods and materials that include in school activities a better use of informal spaces associated with active research methodology. The objective of this work was to evaluate how investigative teaching can assist students in understanding the contents of ecology on environmental services. To assist the teaching / learning of ecology concepts, an Environmental Characterization Manual with a focus on Environmental Services was produced and validated. The present work was carried out with the students of the 2nd year of high school at Escola Estadual 13 de Maio. Initially, an expository class was given on the theme, then they were taken to the computer lab and library to carry out research and bibliographic survey for theoretical support. Then they answered guiding questions brought by the teacher, in order to conceptualize the contents to be worked on. The students were taken to the field to collect data that served as a basis for the environmental characterization of the different landscapes, Degraded Area, Preserved Area and Agricultural Production Area, in order to experience and experience the influence of the landscape in the provision of environmental service, production of water by the natural environment, and finally, students will validate field data by conducting specific experiments to simulate field conditions and relate, the factors analyzed in the different landscapes with the ability of the environment to maintain the supply of quality water. The Environmental Characterization Manual served to enhance the use of the textbook in directing content about the environment and ecology. The data obtained showed that the methodology used allowed the student to become an active subject and builder of his own knowledge, in order to understand the scientific didactic content applied to the reality of environmental phenomena within the biological context, thus the student expanded his ability to analysis and understanding approaching in an investigative way the theme / problem proposed in the study, being now able to organize the information and thoughts concretely and effectively.

Technological advances have enabled the development of objects of digital technologies for educational purposes as facilitators of the teaching-learning process. The various software available with tools for creation, tutoring and activity management allow the use for various purposes, such as creation of learning content, availability of content on a platform and creation and monitoring of online activities. The present project aimed to build digital learning objects (ODAs) through the use of authoring software, Visual Class®, aiming to make available to teachers and students ODAS that promotes students to understand the processes of obtaining energy performed by living beings..  As well as proposing an investigative didactic sequence for the application of these ODAs. Visual Class ®, Visual Class easy use and creation without the need for computer programming language knowledge. For the creation of the ODAs, the graphic part of the screens was made using PowerPoint and inserted them in Visual Class®, where the necessary resources available in it were used. For the application of the ODAs in pedagogical practice, we propose an investigative didactic sequence (SDI), to provide students with the construction of knowledge about the processes of obtaining energy by living beings. We suggest starting with a dialogue class, to expose the theme, make a diagnostic evaluation of the students, enable problematization bringing the subject to the daily life of students and the local reality, motivating them. Next, it should be requested that the students elaborate the hypotheses, do the research, analyze the data and, finally, present the results and the conclusion. In the end, teachers and students discuss the positive and negative points and suggest improvement for the applied SDI. It is expected that the ODAs constructed  and applied through an investigative approach can contribute to the teaching-learning process, facilitating students to understand the processes of obtaining energy performed by living beings, enhancing the teaching-learning process and motivating students in the construction of knowledge.