The research focuses on the first cycle of literacy, centered on the performance of primary education teachers. The general objective is to analyze the pedagogical practices developed by first-grade teachers at the Maria Antônia School, located in the municipality of Ji-Paraná, Rondônia. It seeks to understand the articulation between the National Common Curricular Base (BNCC) assumptions, the guidelines of the Rondônia Government Literacy Program (PROALFA), and continuing education in the teaching of Natural Sciences. The approach is qualitative, utilizing content analysis, observation, and semi-structured interviews with teachers working in the first year of elementary school. Data collection also included the analysis of textbooks, photographs, course plans, the Political-Pedagogical Project (PPP), programs, work plans, school regulations, pedagogical guidelines, and school activity reports. The research showed that teachers feel overwhelmed due to the accumulation of administrative tasks and the lack of specific continuing education that enables the implementation of practical pedagogical strategies for scientific literacy. Furthermore, the study revealed a partnership with higher education institutions that carry out actions capable of addressing Natural Science skills, potentially transforming classroom educational practices and aligning with public policies for teacher training.

With the increasing value placed on scientific knowledge in the educational context, Science teachers play a crucial role in teaching this knowledge to the diverse student body present in primary and secondary schools. In Brazil, the inclusion of deaf students in classrooms requires not only the presence of a homeroom teacher but also a Libras Translator and Interpreter (TILS) to mediate communication from Portuguese to Libras (Brazilian Sign Language) and vice-versa. These professionals work in an educational environment, contributing to the learning process of deaf students. The goal of this study was to analyze the pedagogical paradigms that guide the relationship between Science teachers and TILS in classrooms with deaf students in state primary and secondary schools in the city of Cacoal. To achieve this objective, and in light of theoretical references on the subject, a qualitative approach was chosen. Data was collected directly from eight teachers and six TILS through semi-structured interviews. In these interviews, participants shared their perceptions of themselves and each other, their reflective actions, collaborative efforts, and the synergy present in the relationship between these two professionals, as well as the challenges and paradigms they perceived. The data was analyzed using Content Analysis (Bardin, 2011) and interpreted through thematic units, valuing the free-flowing responses of the interviewees rather than strictly following the order of the questions. The research allowed for the interpretation of distinct perceptions among the participants, leading to important data for understanding how the pedagogical relationship is established between Science teachers and TILS in the education of deaf students in the surveyed state schools. Although the results reflect the perceptions and experiences of a specific group of professionals (eight teachers and six TILS), they provide important insights for reflecting on and improving inclusive education in a specific context of a city located in the North region of Brazil. The findings point to the need for specific training for both teachers and TILS, the appreciation of the TILS's role as a pedagogical partner, and the development of adapted methodologies that promote meaningful learning for deaf students.

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Arduino. ICTs, Biology Teaching. BNCC. STEAMH. Teaching Sequence. Fermentation

Studies aimed at the education of deaf students, focused on the practice of hearing teachers, deaf teachers and Sign Language Interpreters (SLIs) are significant for the city of Vilhena, Rondonia, since there is currently a significant number of deaf students enrolled in the public education system, making the research of great relevance to deaf studies. Therefore, we have as a central problem of investigation: how does the process of teaching Natural Sciences to deaf students take place in a state school in Vilhena? To answer this and other questions, the research has as its general objective: to analyze the practices of hearing teachers, deaf teachers and SLIs of the State Elementary and Middle School Deputado Genival Nunes da Costa in the city of Vilhena, Rondonia (RO), in teaching Sciences in the education of the deaf. To achieve this objective, the research has the following specific objectives: 1) To research the initial and continuing education of teachers (hearing and deaf) and TILSP who work with the Science discipline in the education of the deaf; 2) To investigate the methodology and strategies used by teachers (hearing and deaf) and TILSP in Science classes; 3) To analyze the relationship between current legislation, theoretical references, annual lesson plan and the teaching criteria adopted by teachers (hearing and deaf) and TILSP; 4) To compare the narratives of science teachers (hearing and deaf), TILSP and Deaf students in their perception of science teaching practices. The methodological scope of this research is based on qualitative approaches with an exploratory character, discussed by the authors: Neves (1996, Creswell (2007), Bogdan and Biklen (1994), Ludke and Andre (1986). In order to answer the central problem of the research, we used a school as a reference, based on interviews with the teaching staff, we were able to analyze the initial and continuing education with a focus on teaching Natural Sciences to Deaf students, as well as training in Libras to work with Deaf students, noting a lack of training for both areas, which therefore face some difficulties in working with students, thus, educators develop their own strategies, with the use of visual resources obtained through the internet, as they point out that textbooks and school materials are not sufficient for this.

Using effective teaching strategies is crucial for enhancing learning and ensuring that students develop skills and knowledge in a meaningful and lasting way. Adapting approaches allows educators to capture the unique profile of each student during instruction, increasing engagement and understanding of the subjects, promoting active participation, and developing essential competencies such as critical thinking and creativity. These strategies also provide continuous feedback throughout the learning process. Additionally, they can contribute to creating an inclusive and equitable environment that meets the needs of all students. The exploration of pedagogical approaches is vital for building a dynamic and effective education that empowers students to face the challenges of the 21st century with competence and confidence. Initially, this study investigated the use of combining Concept Maps (CMs) with the Methodology of the Three Pedagogical Moments (3PM) in teaching. The theoretical-bibliographic research revealed that the integration of these methodologies can provide active and relevant learning, assisting in knowledge assimilation and encouraging reflection on the learning process. In the second part of the study, an empirical investigation was conducted to verify the use of Concept Maps as a facilitating strategy in the teaching and learning process of Fluid Physics with middle school students (8th and 9th grades) through the methodology of the Three Pedagogical Moments. The research included the construction of CMs to teach Fluid Physics concepts, conducting practical experiments, and a scientific exhibition. The results showed that the methodology significantly improved the understanding of concepts and promoted a collaborative environment and a stimulus for learning. Finally, the scientific exhibition allowed students to demonstrate the knowledge acquired in a clear and objective manner, with positive results and impact, highlighting the importance of strategies that go beyond the classroom, which are essential for motivating students and consolidating knowledge.

A survey of children. A dynamic movement of listening and understanding the perceptions of
children and childhoods in the face of the transition process to Elementary School. Concerns:
in the relationships with nature, what experiences do children have in the transition from
Early Childhood Education to the 1st Year of Elementary School in the face of the walling up
of Learning? How is the school organized to welcome children in the 1st year of Elementary
School in the context of childhood conceptions and relationships with the elements of
nature? The research involved an Early Childhood Education school and an Elementary
School in the municipality of Ji-Parana/RO. As for the methodology, it was of a qualitative
nature from the perspective of participatory research with children and, as procedures, a
bibliographic, documentary and observational research. From a theoretical point of view, the
research was based on the following authors: Barros, 2015; Corsaro, 2009; Tiriba, 2018 and
2023; Fernandes; Marchi, 2020; Horn, 2017; Kishimoto, 2017; Sarmento, 2003; Edwards;
Gandini; Forman; 2016, among others. Through the children's listening and perception, the
expectation of this research is to contribute to a sensitive look at the experiences that the
process of transition from Early Childhood Education to the 1st Year of Elementary School It
produces in the relationships with nature and that the children's perspectives on this process
can affect the organization of pedagogical actions and corroborate to think about other ways
of welcoming and looking at things from the perspective of childhood.

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Youth and Adult Education (EJA), with the generating themes, are fundamental for the promotion of meaningful learning and for the construction of knowledge based on the reality of students. In this sense, this dissertation proposed understanding about the use of the generating theme “cheese production”, as a point of improvement in the teaching and learning of Chemistry. The study was initially carried out with 20 students of the first year of EJA high school from a state school, located in the municipality of Itapuã do Oeste/RO. Pre-test and post-test were carried out to verify the students' learning, being submitted to a qualitative analysis. The research showed that the methodology used favored the construction of content learning, enabling involvement and interest in the classes. The 17 students who reached the end of the research participated assiduously in the research, performed well in the activities, and showed interest in the course of all stages. With the results found, we found that through the use of the generating theme "cheese production", it is possible to approach the Chemistry content in a diversified way and linked to the students' daily life, in order to achieve a better learning experience.

This dissertation has the general objective of investigating and analyzing the number of
works focused on basic education that addressed the role of women in science in the last
10 years in Brazil (2013 - 2022) and that contributed to gender equity, promoting more
equal participation of women in the scientific field. The work is structured into two
chapters in article format, which seek to answer the following research problem: how to
contribute significantly to gender equity, considering whether there has been an increase
in the number of works focused on basic education that proposed the discussion of the
role of woman in science in the last 10 years in Brazil (2013 - 2022)? Chapter I uses a
literature review methodology with a qualitative approach. Through a collection of
information, it provides a historical survey of the main scientists and their notable
contributions to the advancement of knowledge. Chapter II uses a Systematic Literature
Review (RSL) methodology to carry out a quantitative survey of research that resulted in
theses and dissertations on the role of women in Natural Sciences and/or in the teaching
of Natural Sciences in basic education, between the years 2013 – 2022. The results
indicated an increase in the number of works and research aimed at basic education,
addressing the role of women in science in the last 10 years in the country (2013-2022).
It is concluded that there is still much to be done to promote gender equity in basic
education, but that carrying out research and proposing pedagogical activities are
important steps in this direction.

In the conception of structuring a form of teaching in the area of knowledge of natural sciences, starting from something that students already have familiarity and sympathy with. The objective of this research was to propose the use of the active learning methodology of hypermedia gamification for students in the 5th year of regular education at a municipal school in Rolim de Moura/RO. Students were encouraged through gamification to develop the skills and competencies required in the natural sciences curriculum regarding the functioning of the human body. The research involved the participation of two classes, an experimental one containing 23 students and a control group containing 20 students. The socioeconomic profile of students in the two classes were analyzed using descriptive statistics, in addition, the Chi-square test was used to assess whether attributes such as internet access and parental education are related to the results obtained and the students' academic performance. At the end of all stages of the project, the viability of the aforementioned teaching methodology was assessed by comparing the results obtained between diagnostic probes 1 and 2, in addition, as a way of monitoring the results, a script was also adopted of observation. To compare the average performance of students in each class, control and experimental, in the diagnostic survey and 1 and 2, the paired t-test was used, and the independent t-test was also applied to compare the evolution of knowledge on the topic. between the classes in the diagnostic survey and 1 and 2. The observation guide for the proposed activities that took place throughout the research process focused on directing an attentive look at issues such as engagement, participation, understanding of the content and commitment demonstrated by the students during the execution of the activities, thus evaluating the benefits that the method has to offer to the teaching process in question. Regarding the results, it was found that the two classes, experimental and control, had similar socioeconomic conditions, in addition, students who had fathers and mothers with higher levels of education performed better. The statistics showed, through the paired t-test, greater improvements in performance per sample unit regarding understanding of the content in the experimental Class A than in the control Class B. The independent t-test indicated that there was construction of knowledge in both classes, but on a greater scale in experimental class A. Regarding the observation made by the applying teacher, it was found that gamification can contribute to some important aspects, necessary for school development.

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Reflecting on school inclusion is not limited to ensuring the enrollment of students with disabilities and/or limitations in their cognitive and social development, it is supported beyond this perspective, it is necessary to understand each child as being unique and with different needs. The research sought to understand teaching practices, the main challenges faced in the educational process within the scope of Natural Sciences, and the extent to which public policies on inclusive education are or are not enabling the guarantee of assisted rights for students with intellectual disabilities enrolled in elementary education I of municipal education network of Cacoal and attended at the AEE of the Center for Neurological and Children's Rehabilitation of Cacoal-CERNIC. It is based on the hypothesis that there is a lack of coherence between public policies on educational services and the practices experienced in school spaces serving students with disabilities. The references will be based on authors who support inclusive education beyond school spaces, as well as in the social and family sphere. For the research, methodologies involving field research were used, with documentary analysis, and data collection took place through semi-structured interviews with open and closed questions. The qualitative analysis described vulnerabilities in the teaching-learning process in inclusive education, in order to diagnose the dichotomies between rights and school realities. Thus, it is expected that the results of this research can contribute to the reflection of the paradigms and challenges faced by educators and families of students with intellectual disabilities in the school inclusion process. In short, perhaps the discrepancies between public assisted care policies, teaching pedagogical practices and parental and social relationships can be mitigated or overcome, so that children with disabilities actually have the right to access inclusive education capable of thinking. them as human beings.

The present research is situated in the field of History of Education, particularly focusing on the History of Mathematics Education. Its aim is to analyze how the teaching and learning of mathematics and sciences occurred in multigrade schools in the municipality of Ji-Parana between 1977 and 2006. The temporal scope begins in 1977, the year of Ji-Parana-RO municipality's establishment, and ends in 2006 with the issuance of decree nº 10,302/2006, which established the creation of Polos Schools, leading to the extinction of these multigrade schools in the municipality. In this regard, this dissertation addresses the following guiding questions: How did the teaching and learning of Mathematics and sciences unfold in multigrade schools in Ji-Parana between 1977 and 2006? How did teaching configure in this space and what practices were developed in this context? The research draws theoretical-methodological support primarily from scholars Bloch (2001), Le Goff (1992), and Ginzburg (1989). Methodologically, the research is exploratory in nature and unfolds through documentary research and semi-structured interviews with teachers, former students, and others from rural areas who worked or studied in multigrade schools at the time. The research revealed the scarcity of resources for teaching and learning in multigrade schools in Ji-Parana, prompting teachers to adopt creative adaptations and improvisations in the teaching of Mathematics and sciences. Furthermore, the research contributes to preserving the memories of these teachers and students, enriching the Brazilian educational heritage.

In the state of Rondônia, and specifically in the Education Coordination of Machadinho D'Oeste, we are unaware of research that studies the appropriation of digital technologies proposed in the initial and continuing education of teachers of Natural Sciences. In this sense, this dissertation had as a research problem: What conceptions do Natural Science teachers from the public education network of Machadinho D'Oeste-RO have about the processes of appropriation of digital pedagogical and technological knowledge? To answer this question, our general objective was to analyze the processes of appropriation of digital pedagogical and technological knowledge in Natural Sciences, mobilized by teachers from the public education network of Machadinho D'Oeste-RO. The main theoretical contributions of the study were the authors Kenski (1999), Nóvoa (1999), Guérios (2005), among others; outlined by a qualitative research, based on the Evidence Paradigm (GINZBURG, 2003), comprising microanalysis as part of a methodological path that allows us to know the individual elements from the details that make up the practice of each subject. During the methodological process, data were collected through semi-structured interviews, as well as the search for information in documents, such as legislative and educational documents (National Curriculum Parameter and National Curricular Common Base). The closest to the real insertion of digital technological resources in the respective municipality, occurred through the Pandemic moment. And in this sense, there was no technological appropriation by the teachers, but an imposition and consequently the abrupt, subjective and unknown use of these artifacts.

The difficulty in correlating the contents of Chemistry with each other, with other disciplines
and the need for memorization, cause a great feeling of rejection and antipathy towards its
contents. The theoretical content, when applied, seeks to contextualize the daily life of students
and their families, based on pre-existing knowledge, proposing a more participatory teaching.
Faced with this reality, this research aimed to approach Organic Chemistry through medicinal
plants, used in the students' daily lives, based on the study of chemical characterizations
through practical classes. Thirteen (13) students participated, belonging to the second year of
technical education at a Federal Teaching Institution in the city of Cacoal - RO. The research
was developed in three pedagogical moments: problematization, organization and application
of knowledge. Two questionnaires were used as a tool to obtain data. From the analysis of the
results obtained, both qualitative and quantitative, it can be observed that the insertion of
themes known by the students makes the teaching process more attractive and contextualized,
for an improvement in the construction of knowledge.

Regional issues and dialogues involving the concept of territoriality have been gaining ground not only in the
academic environment, but also in the national and international scenario. The object of this research is to study
the spatiality that covers the municipality of Seringueiras-Ro located in the Guaporé Valley from 3 concepts:
Environmental History, Territorialities and the Teaching of Natural Sciences. Thus, the purpose of this research
is to problematize, through oral and written sources, the manifestation of these themes in the region under
study. Aiming to direct views to understand the historical paths taken to legitimize these concepts over the
years. The research problem revolves around the considerations about the Teaching of Natural Sciences in
schools. The research sought new perspectives directed to the field of Environmental History, as well as
possible dialogues between this field and the teaching of natural sciences. Thus, it was used as an instrument
for data collection, observation, questionnaires and interviews, as well as discussion among scholars: Minayo
(2001); Leef (2010); Drummond (1991); Worster (1991); Padua (2012) among others. The technical and
methodological procedures adopted are intended to approach the concept of territory in its broadest sense, in a
way that makes it possible to map the different mechanisms that deal with the theme. The research participants
were teachers from two state schools in the municipality of Seringueiras-RO, and collaborators, these being
migrants and farmers who arrived in this region between the 1970s and 1980s. The collection of information
took place in three distinct stages: At first, a documental study of the Pedagogical Project-PPP of the schools
was carried out, then interviews with a teacher who teaches the discipline of science/biology of each school,
this stage aimed to understand and question the approximations and distances of teaching Natural Sciences in
schools in this municipality. In this way, the research takes as a corpus for analysis the narratives of 8 migrants
and farmers in the region, in this process interviews were carried out through questionnaires. As a way of
launching possible looks that walk towards the production of knowledge about the configuration of the region,
an analysis of the documentary Nas Cinzas da Floresta was made, which brings important information about
this spatiality, and is inserted as a theoretical-methodological contribution to the production knowledge about
the region. In this scenario, the analysis of the results focused mainly on the contradictions presented from the
collection of information. Thus, it became possible to understand the different processes that contribute to the
formation of the region, as well as the possible implications of this process in the light of Environmental
History, with the objective of understanding from a documentary research the approximations and distances
between theory and the practice. Regarding the relevance of the research, we can highlight that it can open
possible ways for teachers to reflect on the manifestation of the concepts discussed about the region, as well as
stimulate the production of critical thinking with a view to solving possible problems related to the
environmental theme, mainly in the city of Seringueiras-RO.

In this research, we propose to build a History of Mathematics Teaching at EFA Itapirema de Ji-Paraná/RO from 1991 to 2019. This objective is justified by the primordial need to highlight historical elements of the teaching and learning process mathematics discipline in the region, which we can point out that little has been written and disseminated. To meet the objective, we propose to: analyze documents linked to EFA Itapirema; describe the specific methodological tools of the Pedagogy of Alternation; Recording the History of Mathematics Teaching through interviews; characterize the material(s) used in the process of Teaching Mathematics at the institution in question; analyze images related to the Itapirema Agricultural Family School. The question that led us to carry out the research in question was: how was the teaching of mathematics from the perspective of the Pedagogy of Alternation at EFA Itapirema in the period between 1991 and 2019? This question arose from the lack of mathematical elements in the research found on the EFA Itapirema. For the development of this research we carried out the analysis of photos (images) that we found with visits to the institution; notebooks of a student from the years 2017 and 2018; interviews with two mathematics professors/instructors who worked at EFA; interview with an EFA graduate; two ATAs of records kept by the school; exams from student recovery exams; teaching plans. All these elements were analyzed in order to understand how the teaching-learning process of mathematics took place at EFA Itapirema. The analysis carried out in the historical investigation of the school subject of Mathematics of this school is inserted in the research field of History, in particular the History of Mathematics Education, so we will use as theoretical-methodological support the ideas arising from the authors March Bloch and Jacques Le Goff, both belonging to the Annales School, with the writings of Dalcin on the methodology of photo analysis, Gimonet (2007) on the Pedagogy of Alternation. With the analyses, we realized that the teaching of mathematics at school is closely linked with the daily relationships that are taken from the alternation notebook.

This proposal is to build a historical interpretation on the research of mathematics teaching in the Technical Accounting course between the years 1986 to 1999 in the city of Rolim de Moura/RO. The time frame of the research considers the year 1986 due to the implementation of technical courses in the city of Rolim de Moura, since the “Lei de Diretrizes e Bases da Educação Brasileira – LDB, nº. 5,692, of August 11, 1971, became, in a compulsory way, the technician-professional, at the degree level”. (BRASIL 2009) and the year 1999 due to the completion of technical courses under the Law enacted on November 20, 1996, “Law 9,394” (LDB/96), which is about “Professional Education separate from Basic Education” . (BRAZIL 2009). To guide the research, we have the following question: how was the teaching of mathematics in the technical course in accounting at Tancredo de Almeida Neves and Cândido Portinari schools, between 1986 and 1999 in the city of Rolim de Moura (RO)? As a theoretical reference, we resort to authors such as Jacques90; 2003, Marc Bloch2001), Ivorson (1997; 208) and others that were made for an analysis of documents, such as newspapers, official documents, books and photos. In the analytical processes, data triangulation, document criticism and evidential paradigm were used. The following were thought of: former students, former teachers and professor Nelson Ferreira Costa Filho responsible for the centralization project of technical courses. All developed and developed no implementation process technical courses. As a result, the presentation of a story about the development of technical schools in the municipality of Rolim de Moura is highlighted, as well as the centralization of vocational courses in this city in 1994, the difficulties in the development of courses due to the lack of teachers, the teaching of and the reorganization of vocational education in the region.

Digital skills and knowledge have become a challenge for all teachers due to the need to carry out on-line activities using digital resources and platforms, not only during the pandemic period but due to the need to comply with the guidelines of the Base Nacional Comum Curricular - BNCC, in which suggests that education should be adequate to meet projects related to dimensions of competency five – “Digital Culture” which encompasses computing and programming, computational thinking, culture and the digital world. This research was developed through the analysis of the level of Digital Competence of teachers who teach in secondary education in the state education system of schools located in Zona da Mata- RO, with the objective of leveling the digital competence of teachers, considering content knowledge, pedagogical and technological. In the first stage, data from all courses of the National Program for Continuing Education in Educational Technology – ProInfo Integrado, offered by MEC, from 2007 to 2015, were analyzed, totaling four courses, which in their curriculum offered basis for the participating teachers to acquire knowledge, security and develop skills in digital educational resources, to carry out their studies and projects autonomously. It was observed that the course workload and the curriculum presented were adequately structured to develop skills in the area, even for those who were starting a trajectory in technological resources. In the second stage, we sought to assess the level of digital competence acquired by teachers who currently teach in the schools in the sample. The levels were listed as Digital Literacy, Advanced Digital Literacy and Digital Fluency , using the Technological Pedagogical Content Knowledge - TPACK methodology developed by Mishra and Koehler in 2006, and the matrix of the centro de Inovação para Educação Brasileira - CIEB, which considers knowledge, skills, and attitudes, as a tripod for effective digital competence. It was observed that, according to the data built, most teachers are in the intermediate stage with the potential to evolve. This research aimed to know the level of Digital Competence of professionals from the Regional da Mata state schools in Rondônia and its adequacy to the needs suggested by the BNCC.

The research presented in this dissertation sought to understand how the learning of Organic Chemistry is potentiated from the pesticide theme through remote classes, in the pandemic period, verifying if this format significantly favors learning as a teaching methodology. The research had as a sample two classes of the third year of high school, in addition to the materials used by the Chemistry teacher of the technical course in agriculture in the morning and afternoon at EFA (Escola Família Agrícola) Itapirema in the rural area of the municipality of Ji-Paraná, totaling 43 participating students and a teacher. Due to the remote format of the classes that started in March, a Chemistry teacher was chosen, who allowed her to attend her classes and have full access to her materials. Before the thematic classes, the students answered a questionnaire to understand what their initial conceptions about pesticides were and then started the classes approaching the theoretical knowledge of organic chemistry with the proposed theme. In all, there were 24 classes including pesticides to the content through activities aimed at identifying organic functions, structure of compounds, physical-chemical properties and organic nomenclature. It was noticeable that the contents of Organic Chemistry - recognition and classification of organic structures, nomenclature, organic functions and physicochemical properties of compounds - were able to combine with the knowledge of the student's life, so that even the families of the students participated in the activities, mainly due to remote teaching. The results obtained will be presented throughout the dissertation, which presents the results obtained during the execution of thematic classes and how the teaching process took place using the theoretical knowledge associated with the knowledge of the student's daily life, and the way in which the learning process and how this can be verified in the students, through the discussions in the classroom, as well as in comparison with the answers of the initial and final questionnaires. It was found that the approach of scientific concepts through the theme of pesticides favored the process of learning chemistry, since at the beginning the students had misconceptions about the theme, the use of protective equipment and that the thematic classes allowed them to correct such problems. concepts, as well as allowing broad discussions about the indiscriminate use of substances and how they interact with living organisms.

The changes that occur in nature, accelerated by technology or activities carried out by man, cause environmental damage, such as incorporation of the air, climate change and soil degradation, such feats can lead to the disappearance of several species, including bees, a pollinating insect of different plants. Therefore, this work had to analyze in science textbooks from the 2nd year of elementary school the content of plants: reproduction, pollinating bees and environmental preservation, four copies were selected, all fulfilled by the (PNLD-2019), the search was organized in 4 categories: content, visuals, activities, questions and extra knowledge. The research also conducts a
survey about the prior knowledge of students from the municipal education network with 2nd year classes in relation to the topic of bees, using semi-structured investigative diagnoses with objective and subjective questions, ran in a qualitative way. Then, a pedagogical intervention was carried out with materials elaborated with the minecraft game to help and improve the students' pre-existing knowledge. The results obtained through the analysis of textbooks dissipated in some criteria, no visual resource in some materials, possible errors or misunderstandings regarding the pollination process and images that do not complement the reproductive process of plants. In analyzing the diagnoses, it was possible to verify that the students know the importance of pollination
of bees, and that its disappearance can lead to a decline in food production.

Knowing what makes Science closer to students has been a great challenge, as well as understanding that the conditions offered for the teaching of Natural Sciences interfere in the educational practices carried out by teachers in this area. In this way, the question that guided this study was the following: what are the conditions offered for the teaching of Natural Sciences, which guide the practices of teachers in the final years of Elementary School, in the state network, in the municipality of Vilhena, Rondônia ( RO)? The research is located in the area of teaching Natural Sciences, with an emphasis on conditions offered for the work of Natural Science teachers, having as theoretical contributions, mainly, the evidential paradigm of Carlo Ginzburg, the continuing education of Science teachers of Nature discussed by Krasilchik (1987) and Carvalho and Gil-Pérez (2011). In order to answer our main question, we used the Political Pedagogical Project (PPP) of the eight schools that participated in the research, the annual and daily class plans, provided by the teachers participating in the study, and the semi-structured interview, with a previously prepared script. , carried out with eleven teachers from schools that offer elementary education II, in the state public network of Vilhena-RO. We found that schools lack resources such as Science and IT laboratories and school gardens; that most teachers who teach Natural Sciences do not have this training; that, when they receive continuing education, this is not in their area of expertise; and that teachers tend to seek their own alternatives for differentiated teaching and try to develop the contents of the discipline considering the reality of their students. Teachers reported making use of the textbook and following the recommendations of the National Curricular Common Base (BNCC). We also found that educators have difficulties in working on topics that are distant from their initial training and are able to deal with topics related to this one; planning requires more time from teachers than the five hours provided by the State Department of Education (SEDUC) for this activity, which leads teachers to use leisure time to plan their classes. Finally, we understand that the conditions provided for the teaching of the Natural Sciences curricular component intervene in the practices of teachers in the final years of Elementary School of the state network in the municipality of Vilhena (RO), and, thus, educators develop their practices according to the available resources.

This research presents an approach to scientific literacy in childhood carried out with four groups of early childhood education (Pre-school), during the year 2019 in the municipality of Rolim de Moura, RO. The methodology included conducting interviews with teachers, the management team, and support staff, all activities of the four classes were also observed and analyzed, totaling 11,129 activities collected, to identify the presence or absence of scientific literacy in activities to observe what the science activities developed in a public school of Early Childhood Education in the countryside of Rondônia can do for the scientific literacy process. Also, the contributions of the curriculum to the teaching practice in the process of scientific literacy in childhood were verified, and how Science Teaching is described in the documents relevant to Early Childhood Education (Municipal Curricular Reference for Early Childhood Education - RCMEI and the Common National Base Curriculum – BNCC) to identify guidelines for the Teaching of Natural Sciences and Scientific Literacy. In this sense, we use contributions from Kohan (2005) who proposes a focus on children, Chassot (2011) who contributed to the historical part of science teaching, Valle, Soares, and Sá-Silva (2020), and Sasseron (2017) address literacy and scientific literacy, Kramer (2007) who deals with early childhood education, among other authors. Finally, this research also provided an opportunity to rescue how the main moments of the historical process of this school in the countryside of Rondônia took place, observing the connection between its implementation and the historical process of Early Childhood Education in this Municipality. By triangulating the data collected between interviews, observations, collection activities, contributions from authors, and documents that govern education, they revealed the possibilities of scientific literacy in childhood

Radiation is a relevant subject that should be studied in elementary school science teaching. As one of the main natural phenomena, which has occurred since the formation of the universe, radiation is also responsible for the evolution and existence of life on Earth. Given this context, the question is - Why is the content “the study of radiation” neglected in the teaching of natural sciences, especially in elementary school II of basic education? The general objective is to analyze, through bibliographic research, how the main documents that guide basic education in the Brazilian educational system present the content of radiation in the teaching of Sciences in elementary school II and to propose a paradidactic material that responds to this need. For the development of this study, the following steps were followed: detailed analysis of official documents of basic education, systematic literature review aiming to identify, select and critically evaluate primary studies related to the research subject and preparation of paradidactic material. Thus, the data obtained by the research revealed that there were significant advances related to the topic of radiation, when analyzing what guided the PCNs and what, today, guides the BNCC. However, the BNCC presents the theme in a veiled way and without an interconnection between the thematic units and the objects of knowledge. In this sense, there is a need for a material that offers pedagogical support to teachers of basic education, to work on the subject in the classroom, since the guiding documents of elementary school II, with regard to electromagnetic radiation, do not include actions aimed at encouraging students to obtain basic knowledge about radiation, as suggested by the International Atomic Energy Agency. The second part of the present study presents itself as an initial answer regarding this gap, in the official documents, on the subject of radiation.

This research presents an approach to scientific literacy in childhood carried out with four groups of early childhood education (Pre-school), during the year 2019 in the municipality of Rolim de Moura, RO. The methodology included conducting interviews with teachers, the management team, and support staff, all activities of the four classes were also observed and analyzed, totaling 11,129 activities collected, to identify the presence or absence of scientific literacy in activities to observe what the science activities developed in a public school of Early Childhood Education in the countryside of Rondônia can do for the scientific literacy process. Also, the contributions of the curriculum to the teaching practice in the process of scientific literacy in childhood were verified, and how Science Teaching is described in the documents relevant to Early Childhood Education (Municipal Curricular Reference for Early Childhood Education - RCMEI and the Common National Base Curriculum – BNCC) to identify guidelines for the Teaching of Natural Sciences and Scientific Literacy. In this sense, we use contributions from Kohan (2005) who proposes a focus on children, Chassot (2011) who contributed to the historical part of science teaching, Valle, Soares, and Sá-Silva (2020), and Sasseron (2017) address literacy and scientific literacy, Kramer (2007) who deals with early childhood education, among other authors. Finally, this research also provided an opportunity to rescue how the main moments of the historical process of this school in the countryside of Rondônia took place, observing the connection between its implementation and the historical process of Early Childhood Education in this Municipality. By triangulating the data collected between interviews, observations, collection activities, contributions from authors, and documents that govern education, they revealed the possibilities of scientific literacy in childhood

The present text aimed at analyzing the ancestral knowledge present from the perspective of indigenous graduates of the Intercultural Degree of the Amazon region, with a view to the preservation of the forest and its relationship with the teaching of science and mathematics. The methodology involved a bibliographic, exploratory research with qualiquantitative approach.  The focus of research was 39 (thirty-nine) Work to Complete TCCs Courses, the Intercultural Degree of the Federal University Foundation of Rondônia (UNIR) and the Intercultural Degree of the Federal University Foundation of Amapá (UNIPAP). Included in the research were all course completion papers related to the analysis themes "Environment and Preservation" and "Indigenous Ethnomathematics", available in the databases of the respective educational institutions, with defense between 2013 and 2019. The research can focus on the traditional knowledge of 18 (eighteen) ethnic groups, being: Suruí, Zoró, Cinta Larga, Karitiana, Cao Orowaje, Oro Win, Karipuna, Galibi-Marworno, Palikur, Djeoromitxi, Tupari, Gavião, Aikanã, Makurap, Kanoé, Sabanê, Canoe and Oro Nao'. The work is divided into three chapters: In the first chapter we have the methodological theoretical framework, which is a research work on pedagogical practices, which consist sums of how aspects of cultural knowledge can contribute, through a pedagogical view, with indigenous school education, strengthening actions of reforestation, sustainability and environmental preservation, in the second chapter we count on; Indigenous Ethnoscience: discussions on environmental preservation from the perspective of indigenous graduates of the Intercultural Degree, where ethnoscience, from the indigenous perspective, is a particular way of thinking and producing knowledge. Thus, because it is culturally of oral tradition, it is necessary to find a way to systematize this knowledge in a written way, ensuring that they are not lost over time, and finally the third chapter with the title, Indigenous Ethnomathematics: knowledge and mathematical doing in the writings of the graduates of the intercultural degree. The results bring important discussions about environmental preservation from the perspective of indigenous graduates, produced with their communities, pointing out not only their importance, but also the recognition of consequences resulting from negative environmental impacts on their indigenous territories and the importance of indigenous ethnomathematical elements as instruments in the teaching and learning process in Indigenous School Education. These elements addressed were contextualized to better understand curriculum contents and can be listed as didactic material so that other indigenous teachers can use them. For this, the research was based on Freire (2000); Diegues (1999; 2000); Leff (2001); Campos (2002); Santos (2006); Capra (2006); Pereira and Diegues (2010); D'Ambrosio (2011); Barbosa and Aguiar (2018), Mattos and Ferreira Neto (2019), Mattos, Mattos and Alves (2019), Nunes, Reis and Oliveira (2020), Mattos, Mattos and Suruí (2020), Mattos (2020) among others.

This dissertation invites a look at the methods used in Biology classes in public high schools in the city of Cacoal, Rondonia. Therefore, a survey was carried out using questionnaires applied to seven teachers who taught the discipline of biology and seventy-seven students from the 1st and 3rd year of high school from four schools of the state education network in the municipality of Cacoal, state of Rondônia. In these questionnaires, the participants answered open and closed questions, involving personal data, training, use and importance of practical Biology classes, as well as suggestions for improving the teaching of this discipline. Visits were also carried out in schools to find out about the presence or not of a science laboratory and to obtain data on the institutions. The research allowed us to perceive the operating model of schools, if practical classes are taking place, with what frequency and if not, what are the reasons for not taking place. In this circumstance, it was possible to perceive in the reports the importance of using different methodologies and the difficulties in changing teaching strategies, due to the lack of adequate spaces, equipment and training in the area of knowledge. The improvement of methods in the classroom makes it possible for knowledge to reach a greater percentage of students, making them realize and use it in their daily lives. It is clear that science plays a crucial role in the life of the citizen and that its applicability is rooted in the academic environment, crossing the walls of the school, contemplated and used exclusively for the social good.

In view of the current context of education in Brazil due experience with the COVID-19 pandemic and the difficulty related to the work of the teacher who teaches content that requires experimental practices in high school, the objective of this work is to find out which were the biggest difficulties and which methodologies were applied to these classes in the remote teaching modality. Those involved in this project will be the teachers who teach classes in the area of natural science in full-time schools in the Zona da Mata of the state of Rondônia, specifically teachers who were assigned to the discipline of experimental practices, during the period of remote classes in the years of 2020 and 2021, which is mandatory in the integral education model. The research will initially be developed with a questionnaire to investigate what were the difficulties, alternatives and methodologies used, such as the use of laboratories and/or virtual simulators for the development of the experimental practice online. As the research will be restricted to the methods that were adopted during the pandemic period, and in order to contribute to the reduction of the difficulties encountered, an interactive electronic booklet will be produced that will serve to show readers the adopted methodologies, besides being proposing new didactic tools, with resource suggestions so that the teacher can always be modernizing in their classes. In addition, this booklet will serve for future studies, and it is expected that it will help schools with laboratory lag, also in non-pandemic times. Finally, through the results obtained in this study, it is expected that the interest of teachers and students will be aroused in the use of virtual platforms which allow educational interactions with the computational environment, without losing the focus of knowledge and learning. The chosen theme is of paramount importance and relevance, as it provides viable alternatives that prevent possible content lag, combined with the fact that it arouses greater interest in these subjects in students.

Environmental education (EA) is a topic of great relevance to be worked on in schools with the purpose of training citizens aware of the importance of environmental conservation and maintenance and thus guaranteeing human survival. This research aimed to evaluate the contents approached by teachers of natural sciences on the theme of environment in the final years of elementary school considering the National Curriculum Parameters. To meet this objective, it was necessary to analyze the approach of the environment theme and its association with the local reality in planning and teaching practices in the teaching of Natural Sciences teachers in elementary education in a region of the State of Rondônia, located in the South-Western Amazon. For this, in 2019 the analysis of the teaching plans was carried out using the theory of Bardin (1977) and considering the environmental themes present in the National Curriculum Parameters. Interviews were also conducted with eight teachers of natural sciences in elementary school II. The themes of water and environmental debates were the most mentioned in the planning. The 6th year is the stage in which the themes of environmental education are most worked on. In the interview, the teachers responded to teach mainly about water, garbage and recycling. Fires and soil degradation, even though they are frequent problems in the region, were the least mentioned. Teachers report that environmental education must be worked out of class to better understand the theme, however factors such as lack of time, financial resources, appropriate teaching material, transport and logistics are barriers that prevent a holistic approach. It is possible to identify that there are limitations on teaching the environment, due to the lack of preparation and training of these teachers in the area in question. Considering the barrier pointed out by the teachers where the lack of didactic material is a limiting factor for environmental education, the second phase of this research consists of elaborating and validating a Didactic Sequence (SD) about the environment that considers the reality and environmental conditions of the region, based on the Curricular Document of the State of Rondônia. SD are ordered activities that consider knowledge and student specificities, contextualized to the local reality, and that promote cognitive development and autonomy in learning. It is an alternative to improve the teaching of soils in basic education, as there is often little training of teachers in the area. Scientific bibliographies on the soils of the region were used, and the SD was structured in 9 classes, which consider the themes: soil concept, formation and source material, soil horizons, soil characteristics and composition, soil functions, and land use and environmental impacts. The SD is based on the contents foreseen from the 6th to the 9th year, of science and geography teaching. It is based on conceptual, procedural and attitudinal principles, and has proved to be a viable alternative for the creation of teaching materials on the soils of the South-Western Amazon. The SD was developed based on the theory of Zabala (1998) and validated by peers, with the proposal of nine classes on soil teaching and the importance of its preservation.

This dissertation essay it's an invitation... Invitation to childhood, is with the childhood, “possibility of think with childhood", the inventive learning, the other worlds than the children live by produce images. There is an invitation children that, with the cameras in the “hands” explore the lives that go through them, affect them, touch them, in encounters, in the events. The cameras in the hands make it possible to see things from another form, in the inventiveness of (dis) form, looking inside, from the inside out, from head down, lying on the ground and see that "the clouds walk, walk, walk", while it revolves around itself. Children live the experiences that exist in the discoveries of things not seen, not felt, of small things. with the cameras in the hands, inventiveness happens, children are rhizomes, they look for other places, they go on mapping, creating maps like “the yellow spider on the purple flower”, they create crossings, paths, fissures. They are bodies in movement, they are children who become the “invention of themselves with the world”, and in the lived experiences there is a child-becoming... The research takes place in the space of special education, however, in this essay there is no intention of looking at children according to their physical, intellectual, sensory peculiarities, but the possibility of thinking that they are children who "escape the norm", allows them to experience the power that difference, to think of the “child as a difference”. In this composition, there are invitations, encounters with Agamben (2005), Barros (2010), Chisté (2015, 2015), Carroll (2002), Deleuze and Guattari (1997), Deleuze (2018), Kohan (2003, 2004, 2007), Kastrup (2000, 2001, 2007, 2015), Larrosa (2004), Leite (2011), Schérer (2009)... There are encounters with Alice, with time, with philosophy, with opening lines for children and their inventions.

The closing of multigrade schools was a process that took place across the country as a public policy to improve the quality of education and reduce spending on these schools. This process took place in the municipality of Ariquemes, State of Rondônia, between 2005 and 2010. Thus, the question that guided the research was: how did the nucleation process of multigrade schools in the municipality of Ariquemes take place? Thus, the proposed study aimed to understand the nucleation process of rural schools in the municipality of Ariquemes-RO and its impacts on the lives of peasants in these communities. The investigation is located in the area of History of Education, with emphasis on the closing of schools, and follows, in historiography, the current "Cultural History", having as theoretical contributions, mainly, the evidential paradigm of Carlo Ginzburg, the concept of criticism of Marc Bloch's document, and finally, Ecléa Bosi's theories about the different types of memory. For the historical analysis, legislation, student enrollment forms, meeting minutes, lesson plan suggestions handouts, photos, reports, maps containing bus routes, location maps of core schools (pole schools) and others were considered. documents. The analysis was carried out considering the data triangulation, the evidential paradigm and the criticism of the document, etc. As a main result, we found the influence of the state on the communities regarding the importance of closing these schools. The communities that accepted the nucleation of schools had as their main concern: the bus, travel time on the bus because of the poor conditions of the roads and the lack of a person who could take care of the children. The advantages of this policy were the improvement of the bus fleet, reform of the school and trained teachers. And the disadvantages for teaching were the distances traveled by students in school transport, often with the roads in poor condition and the lack of participation of parents in their children's school life, all of which influenced the peasants' way of life.

The present dissertation “a research with teachers at Gaia Amiga”, walks with some concerns that moved research and writing: What relationships do teachers who frequent the Gaia space establish with this environment? What happens when teachers attend the Gaia space? What can a survey with teachers in a space outside the school do? How are teachers constituted in this space? How can Gaia be powerful in teaching and learning? How can the education that takes place on Gaia be relevant to society? With the intention of answering the research problem, we aim to: Investigate what happens when teachers attend the Gaia Amiga Ecological Space. In this way, the paths were widening and bringing the possibility of trying in specificity: to understand the relationships that teachers establish with the Gaia Amiga Ecological Space; reflect on what paths research with teachers in a non-school space presents us with; investigate how teachers are constituted in this space; Seeking to “fulfill” such intention, the research used the cartographic methodology, considering that with cartography a universe of possibilities opens up. For theoretical support, the research and writing had the support of Bachelard (1988); Deleuze and Guattari (1995); Rancière (2000), Corazza (2012), among others who were also part of this research and writing. The dissertation is organized into four chapters that comprise the methodology, the second chapter is discussion, and the third chapter continues discussion, and finally a meeting with the authors.

The Institutional Program for Teaching Initiation Scholarships (PIBID) was created with in order to promote teacher training, offering courses to students degree in Higher Education Intuitions, the opportunity to access education in Basic Education through early internships in public and private schools. With this, the objective of this study proposes to understand the possible contributions of the PIBID subproject of the Ji-paraná campus of the Licentiate Degree in Mathematics, how teaching math from the perspective of teachers who were scholarship recipients in the program. as a student who have been working in teaching initiation for at least 3 years, being thus, as an experience report of the contributions of this program to the process formative of the subjects. The research adopted methodologically the research was qualitative and to answer our survey, this method contributed by making the collection of data and analysis. The field research was based on the choice of teachers selected with up to 3 years of beginning of career, who work in Elementary School or High school. Since the data collection was through letters that the teachers of Mathematics reported their experiences in early career and with the writing of a letter allows the writer to take distance to reflect on what was experienced about their experiences. The first bibliographical part was based on the theoretical dimension and consisted of discuss writing, under the contributions of Larrosa (2004) and Freire (2003), among others; and, still, in the discussion about memories, suggested by Halbwachs (2013), Bergson (2006), Gagnebin (2011) and Benjamin (1994), as well as by Kastrup and Passos (2013) on cartography, and Kastrup (2005), Tardif (2002) and Nóvoa (1992), in the contribution on the teacher training. In the analysis and interpretation of the letters, it is clear that the graduates enter the school while still at the University, but their collaboration guarantees this student who, when taking over a classroom, that the first contact will not bring discomfort. with the school environment. Making it possible with this first contact that schools present the reality of being a teacher to the scholarship holders. Therefore, the school can enable scholarship holders to be instructed to live at school, with its rules, values and routines, contributing so that knowledge is consolidated, restructured and new ones are generated.

This project was accomplished in the educational field about the education of the countryside school teachers, in order to obtain knowledge of how the teachers of the beginning grades of Elementary School I work the curriculum contents of the Natural Sciences guidelines, and also how the practices develop, the methodologies, the didactic resources that are used in classes. The theorical perspective adopted has situated the path of the Science Teaching and its importance to students of the Elementary School I, and to the discussion of the education needs of the teacher to the referred teaching and schooling level. These needs have conducted to the reflection about the teaching-learning process of the scientific concepts as well as the possibility of the use of the new methodologies to teach the Natural Sciences' content. As for the methodological perspective it has been built a investigative itinerary based in the qualitative research ruled in the research-action, legitimated through the techniques such as the observation and the interview by semi-structured questionnaires. The Municipal Secretary of Education and so as two Countryside schools have been contacted to the data collect. From that, the research focused in the two municipal head schools responsible for field teaching modality. The obtained results have shown that the Science Teaching stays ruled in the contents transmission, as for the students that set the curriculum they don't make reference to the real context that the countryside students are insert, starting from a tightly pedagogical practice influenced by the use of the textbook. Such findings, besides of being based in barriers to the learning of the students, also point to the limits of the teaching practice and its education to teach Sciences.

This research aims to investigate the concept of science through the virtualities present in early childhood education, as well as the agencies between children and science in early childhood from imagery productions and filming. And, consequently, it identifies these assemblages produced in the area of kindergarten between children and nature, thus enabling us to discuss the concept of virtuality, resistance and power for a science teaching that prioritizes children's experiences in school and, especially, in life. This research intention is an offshoot of other projects that were carried out at different times. These moments enabled a rich image and video material to be produced. Thus, the documentary sources will be images and footage produced by children from 03 to 05 years of two early childhood institutions in Rondônia, in 2012 in the project “Children and their mathematical educational experiences: searching for what goes through the mirror” that aimed to think, from images produced by children in early childhood education, the mathematical experiences lived by them and their crossings in the children's universe. in 2016, in the project "Our Lady ... is the sky !!!": reflections and looks at early childhood education from imagery productions of children and teachers that also aimed to reflect on the possibilities that images produced by children and preschool teachers offer to build paths and educational practices in childhood; and 2017 with the project “What can children's narratives and imaginary productions say about early childhood education? for a less deaf speech and a less silent gesture ”, which intended to investigate the possibilities that imagery and narrative productions made by children offer for the construction of paths and reflections on a childhood policy, within the scope of the Institutional Program of Scientific Initiation - PIBIC from the Federal University of Rondônia. We will approach this material with the cartography method, inspired by the concept of rhizome by Deleuze and Guattari. Although this method is not as rigorous as so many others, we understand that the work of looking at productions will be guided by clues that allow us to draw plans of experience between subject and object; theory and practice, without placing them in niches or categories of analysis, but producing a map of these experiences.

In the trajectory of Youth and Adult Education, Paulo Freire's ideas played a fundamental role in  understanding this type of teaching in terms of ways and methods to read and write literacy, but also in the sense of to develop critical thinking in society. Thus, the purpose of this research problematize from the students of the EJA, the non-school knowledge regarding mathematics as well as the relationship with the official documents of the EJA, in groups of Young and Adult Education of CEEJA Colonel Jorge Teixeira de Oliveira of Rolim de Moura / RO, aiming to: verify the official documents (Law of Guidelines and Bases of National Education - LDB, National Curriculum Parameters - PCN, National Curriculum Guidelines of Basic Education - DCN, Pedagogical Political Project - PPP of EJA, and Teachers Annual Plan) in relation to the curriculum of mathematics teaching for the teaching modality of Youth and Adult Education; to characterize the socio-professional and economic profile of CEEJA Youth and Adult Education high school groups Colonel Jorge Teixeira de Rolim de Moura / RO; to analyze from the students of the Youth and Adult Education of the CEEJA Colonel Jorge Teixeira de Rolim de Moura / RO, the relation of the non-school and school knowledge in dialogue with the Mathematics in the context of the social environment. For the methodological course, the research is subject to the assumptions of the dialogical perspective, using the documentary research technique, and before the data collection instruments, observation were used; forms and interviews, with the discussions of theorists: Paulo Freire (1987); Fonseca (2005, 2006); Ribeiro (2014); Pimentel (2001), among others. The context and the participants of the research were the students of the high school classes of the Youth and Adult Education of the CEEJA Colonel Jorge Teixeira de Rolim de Moura /RO. Data collection took place in three stages: firstly, the official documents (LDB, PCN, DCN, EJA PPP, and the Teachers' Annual Plan) of Youth and Adult Education were verified so that it was possible to verify how these documents value the non-school and / or informal knowledge that the public of the EJA modality acquire in relation to mathematics outside the school context; Subsequently, the classes were observed to meet them and then the form was applied to characterize the students' socio-professional and economic profile; and finally from the forms, the interviews were conducted seeking to understand from the students of the EJA, the non-school and school knowledge in dialogue with mathematics in the context of the social environment. In terms of partial results, it was possible to identify that referring to the official documents, they protect the right of the students of the Youth and Adult Education modality, the access to quality education as well as the regular school, as well as an education that understands that it uses of students' everyday situations. It is also emphasized that there was an understanding of the students 'socioeconomic and professional profile, so that it was possible to propose relationships of these students' daily life with mathematics teaching. Thus, at the end of this research, it is hoped that it will enable reflections to teachers and researchers about the importance of the interface between previous and / or non-school knowledge with the knowledge addressed in the classroom of students of Young Adult Education, as well as contribute to think and seek solutions with regard to the teaching-learning process to meet the peculiarities of EJA, especially in relation to mathematics.

The present study was carried out in the Rio Branco Indigenous Land (TI), located in the south of the state of Rondônia in the municipalities of Alta Floresta d'Oeste, São Francisco do Guaporé and São Miguel do Guaporé. In the Rio Branco IT can be found individuals belonging to the Aikanã, Arikapú, Aruá, Djereomitxí, Kanoê, Makurap and Tupari peoples. The objective of the study is to characterize the traditional knowledge of the indigenous fishermen of the Rio Branco basin, identifying from this knowledge the diversity and ecological dynamics of the fish in the Rio Branco basin, as well as the techniques and locations of indigenous fishing activities. at TI Rio Branco. Visits were made to the villages to establish socialization, and visits to the fishing grounds to learn about the environment and the techniques used by the indigenous people. The survey was conducted with 35 indigenous fishermen from various villages and ethnicities, selected according to the indication of the residents themselves, using a semi-structured questionnaire. Of the survey participants 21 are villagers who are located on the banks of the White River and have access only by river transport, while 14 indigenous people are villagers with road access. It was found that 68.5% of the indigenous fish for over 20 years in the White River and 85.6% is over 25 years old. Indians cited 21 species as being the most fished, highlighting Pseudoplatystoma sp. (Pintado), cited 34 times, followed by Prochilodus nigricans (Curimba), Astronutus crassipinis (Cara-açu), Cichla sp. (Tucunaré) and Serrasalmus sp. (Piranha) as the most fished. Regarding migration, two flows are observed, the first, from September to November, related to reproduction and the second, between April and May, a period of ebb, when the water volume is decreasing. There is a decrease in fish availability in the White River basin, which is the main environmental impact reported by the Indians except Clossoma macropomum (tambaqui) and Serrasalmus sp (piranha) that had their populations increased, highlighting the emergence of Arapaima gigas (pirarucu). ). Indians fish less than 20 hours a week, catching approximately 20 pounds of fish every other day. The natives fish in the riverbed, in the bays, in the flooded fields or in the igapós, with lines, archery and reeds, usually near their homes. Seasonal and annual variations influenced by high water levels contribute to indigenous fisheries development in the Rio Branco basin, and according to seasonal changes, they also occur to changes in fish species as well as variation in fishing locations and forms. catching fish. Some of these species are more appreciated by the indigenous as the species Astronutus crassipinis, Pseudoplatystom sp and Cichla sp, however there are species that are more fished by food necessity such as Serrasalmus sp. and Prochilodus nigricans. Indigenous people are concerned about the decrease in fish availability and possible disappearance of some species in the region, besides showing knowledge about invasive species and possible consequences related to the imbalance of aquatic ecosystems. It is concluded that the indigenous know the ecological aspects of the local ichthyofauna, such as migratory, dispersive, reproductive, food processes and the composition of species of food interest. They demonstrate the environmental impacts that interfere with fish availability and practice traditional and subsistence fishing. Fishing is one of the most important extractive activities of the White River basin, being the main source of protein in the food of indigenous peoples, and contributing as part of the family and social dynamics through which parents teach cultural values that have followed in the next generations. . Thus, this information may cooperate with the promotion of future studies on fish biodiversity in the Rio Branco basin.

The present research intends to diagnose the scientific literacy index. There are some evaluations on this subject that verify the student index, such as PISA (International Program for Student Assessment), which since its first application in the year 2000 makes this diagnosis, having a specific focus on Science in the years 2006 and 2015. Another evaluation that presents the same objective, however, with the young and adult population is the ILC (Indicator of Scientific Letters), having its first application in 2014 and carried out in the 9 Brazilian metropolitan regions. However, there are no evaluations with the same purpose for teachers. This research will be developed with the same methodology of these two evaluations, seeking to identify the scientific literacy of teachers. It will be carried out in two municipalities of Zona da Mata, in the interior of the State of Rondônia, in 10 state schools, with teachers of Natural Sciences, being a teacher of each curricular component (Biology, Physics and Chemistry). In order to concretize this diagnosis, the participating teachers will respond to three questionnaires, social demand, knowledge about scientific literacy and importance of science and a cognitive questionnaire, composed of 36 open questions, divided into four different levels of literacy, numbered 1 to 4, obeying increasing order of proficiency.