Brazilian High School Research Articles

THE ROLE OF CARBON DIOXIDE IN “GLOBAL WARMING” AND ITS APPROACH IN CHEMISTRY TEXTBOOKS

This study aimed to investigate the approaches taken to hypotheses describing climate drivers, especially the warming theory , in Brazilian high school chemistry textbooks from the early 21st century. We assume that the concept of the leading role of CO2 in global climate change is based mainly on theoretical data and fragments of information derived from computational climate models. In parallel, several empirical studies have pointed to the natural and cyclical nature of climate phenomena that have occurred throughout history. Therefore, we proposed to compare these studies with the content available in some of the main high school textbooks used in Brazil in the early 2000s, using Discursive Textual Analysis . According to the results, all the collections analyzed opted for unilateral warming approaches, derived from the IPCC ( Intergovernmental Panel on Climate Change ) reports, that is, without a comprehensive description of antagonistic and natural hypotheses about current climate change.

A (contra)reforma do ensino médio e o capitalismo histórico

The Brazilian high school, the last stage of basic education, is at an emblematic moment in its history. The law 13.415/2017 puts structural changes in this stage of education, such as changes in workload and inclusion of new curricular components, in line with a new national curriculum, the Common National Curricular Base. We seek to contribute to the understanding of the situation of the curricular component of Sociology (representing the Social Sciences) in this significant movement, specifying the case of the State of São Paulo, given that the component has a history of instability in school education, minimized with its inclusion as compulsory throughout the country in 2008. This contribution focuses on the relationships between the historical moment of changes in secondary education and the ruptures and continuities of the capitalist productive system, using the Systemic Cycles of Accumulation as a tool for analysis. The configuration of Sociology will be approached from the category of powerful knowledge, and how this knowledge is compromised in the current changes.

Your Favorite Beverage is an Opportunity to Talk About Chemistry: Didactic Application to the Brazilian High School

Your Favorite Beverage is an Opportunity to Talk About Chemistry: Didactic Application to the Brazilian High School

Environmental Education and Sustainability in the Brazilian High School: To Raise Awareness is to Commit to Life

Environmental Education (EE) is an essential theme that must be addressed broadly and effectively in High School. Brazilian High School students are aware of environmental issues that devastate the country they live in. Thus, the Base Nacional Comum Curricular (BNCC) is a mandatory document whose norms guide and define common learning results of curricula in all public and private schools in Brazil. Therefore, this study aimed at analyzing how EE was inserted into the latest version of the High School BNCC. It is an exploratory study which analyzed documents and bibliographic sources. Regarding its methodology, key words connected to EE and to promotion of sustainability in High School were used for the search in the document. After data issued by the BNCC were analyzed, we perceived that EE is briefly inserted in the document; as a result, it is neither taught nor practiced as it should be. Since EE is generically treated and poorly addressed, it does not contribute to a broad, transversal and integrative approach. Teaching EE and sustainability in High School is an important step to achieve legally established goals, go beyond theories and, mainly, put into practice speeches given by the Brazilian public management.

Joint associations of sports participation and smartphone screen time with anxiety among school adolescents

To investigate the joint association of sports participation and smartphone screen time (ST) with anxiety symptoms in school adolescents. This cross-sectional study included 142 Brazilian high school adolescents from a federal public school. Anxiety symptoms were assessed using the Screen for Child Anxiety Related Disorders, with a cutoff point of ≥ 30. Sports participation was measured using the Habitual Physical Activity Questionnaire for Adolescents, classifying participants as sports participation or non-sports participation. ST was measured using the digital well-being function of the smartphone, categorizing participants into low ST and high ST based on the median. Participants were distributed into four groups: sports participation + low ST, sports participation + high ST, non-sports participation + low ST, and non-sports participation + high ST (reference group). Analysis was performed using Poisson regression with robust variance to calculate prevalence ratio (PR) and 95% confidence intervals (CI) for anxiety among groups. The prevalence of anxiety was 41.5% (95% CI 33.6, 50.0). The sports participation + low ST group exhibited a lower prevalence of anxiety compared to the reference group (PR 0.52; 95% CI 0.28, 0.94; p = 0.031). The other groups showed no significant association with the reference group (p > 0.05). In conclusion, sports participation associated with low smartphone ST is related to a lower prevalence of anxiety symptoms in school adolescents. Keywords: Sports. Exercise. Sedentary time. Mental health. Adolescence.

Intrinsic relations among chemistry, physics and mathematics in the brazilian high school: a theoretical-methodological approach

This paper reports an investigation into the dialogical relation among significant learning experiences of Chemistry, Physics and Mathematics contents in an interdisciplinary context. It aimed at answering the following questions that are relevant to the field of Exact Sciences: why do students show little interest in these courses?; where is the problem?; did Chemistry and Physics abandon Mathematics when they started to focus more on qualitative and theoretical concepts than on quantitative ones?; and how can the three courses work together to make both teaching and learning processes easier?. This study presented an actual overview of the Brazilian High School by highlighting strengths and weaknesses from the perspective of Chemistry, Physics and Mathematics teaching. The Brazilian educational scenario showed again that the three courses are the ones that students enjoy the least. The research methodology had a qualitative focus since it had an interpretative and descriptive nature. Answers given to the questions may be found in the text intertwined with some worrisome reflections, which also include the triad teacher-student-educational system. Results showed that further studies are needed to find out the reasons for multiple difficulties found in the intrinsic relations among Chemistry, Physics and Mathematics. It is disappointing to know that no satisfactory practical solution has been proposed so far. Everything has been kept in the educational ideal described by research articles, chapters and motivational quotes.

Exploring the Unexpected: the Relationship Between Higher Family Income and Dropout Risk

This study investigates the paradoxical influence of family income on school dropout risks among Brazilian public-school students. Discussing previous results that challenges traditional perspectives on school dropout by examining how students from higher family income show higher dropout risk. We hypothesize that this is due to flexible capitalism changes in our societies labor market and to the devaluation of schools as a meaningful place for student’s life projects. Analyzing data from 15,924 Brazilian high school and middle school students using Multivariate Analysis of Variance (MANOVA) and univariate models, the study reveals that students from higher-income families are more likely to drop out when they perceive school as less relevant for their future careers. This unexpected finding suggests that, unlike most literature on this field, higher income students might be at greater risk of dropout due to the pressure to enter the workforce and the perceived lack of school's alignment with their career aspirations. This study contributes to the understanding of school dropout in the global south, proposing the need for educational reforms that align with contemporary labor market realities.

Exploring the interfaces between Statistics and Financial Education: Brazilian High School students’ perception of the Sustainable Development Goals

Exploring the interfaces between Statistics and Financial Education: Brazilian High School students’ perception of the Sustainable Development Goals

Peg.Ada: uncovering digital footprint’s career impact for girls

This article introduces an educational game designed to teach girls about the concept of digital footprinting. The primary objective of the game is to impart knowledge on the significance of safeguarding their online privacy and security while encouraging responsible digital citizenship. The game's design incorporates a playful and interactive approach, integrating challenges that engage and sustain the players' interest. We envision this game as a valuable resource for educators and professionals working with girls, aiming to enhance their comprehension of their online presence. The game was applied in a workshop at a high school in Brazil, providing a hands-on opportunity for female students to use acquired concepts and stimulate meaningful discussions on digital security. The results showed that usability, gameplay, and learning issues were all well evaluated.

Artificial Intelligence in Enhancing Ecology Essays: A Study in a Brazilian High School

In recent years, technological advances have significantly transformed educational practices. The development and adoption of Artificial Intelligence (AI) chatbots in education have recently generated widespread interest from teachers and students. In this context, this research aimed to evaluate the potential of AI resources as an auxiliary instrument in improving dissertation-argumentative essays prepared by second-year high school students on Ecology. This is qualitative research, specifically of the action research type, conducted through three stages. The results show that chatbots can be used as complementary resources in the classroom, in addition to having the potential to optimize the construction of knowledge. Finally, it was observed that chatbots were able to facilitate the application of content and make assessments more engaging and productive.

UM LUGAR AO SOL: A RACIONALIDADE NEOLIBERAL E A CONSTITUIÇÃO DE DISCURSOS SOBRE O TRABALHO EM COLEÇÕES DIDÁTICAS DE PROJETO DE VIDA DO NOVO ENSINO MÉDIO

The current research focuses on didactic collections of Life Project, with the aim of investigating how discourses about work, present in these educational materials, intersect with neoliberal rationality, which permeates the entire process of curriculum reconfiguration that Brazilian high school has undergone in recent years, particularly concerning the Novo Ensino Médio (NEM - a new reformulation of high school in Brazil) and the Base Nacional Comum Curricular (BNCC - set of guidelines for the Brazilian educational curriculum). To accomplish our objectives, the discursive studies of Michel Foucault were used, especially in relation to discourse, statement, and his reflections on neoliberalism. The corpus consists of statements extracted from three Projeto de Vida didactic collections, which were approved in the Programa Nacional do Livro e do Material Didático (PNLD - Brazilian Textbook Program), 2021 edition. We decided to examine samples of textbook collection entitled Projto de Vida that corresponds to teacher’s guide. We did this in order to construct a critical view about directions that are recommended to teachers Based on the analysis conducted, it was possible to observe that the connection between work and neoliberalism occurs through discursive regularities linked to the instabilities of the world of work and the need to generate flexible, autonomous, and proactive youth behaviors, as they advocate values related to resilience and competition, terms strongly linked to the business field and connected to BNCC-EM and NEM.

Curriculum policies for brazilian high school education: the discursive production of the state education network of Mato Grosso do Sul (2012)

The analyses presented aim to problematize the discursive nuances (both political and curricular) of the identity constructed for high school education in the state of Mato Grosso do Sul. To this end, we examine the 2012 High School Curricular Reference Document (MATO GROSSO DO SUL, 2012) in its primary condition, that is, as an “official” text and, therefore, bearer of authorized language, product, process, and producer of interested power relations. Official discourses have the capacity not only to influence but also to regulate fundamental aspects of education, such as the production and distribution of legitimate pedagogical texts, the social relationships underlying the transmission and acquisition of knowledge, and the organization of educational contexts. In summary, given the complexity that the curriculum presents to the educational field, the analysis of official discourses becomes more than necessary; it becomes urgent. Contrary to what was initially hypothesized, the curricular proposal for the network was made, in the midst of a reform movement, as one of the “innovative” educational actions operationalized by the state agent. The organization of the document, which is part of the efforts to inaugurate and reformulate the curriculum, reaches different levels of power (from national to local) and is guided by principles from the economic field, especially those of a neoliberal matrix, which in the educational field assume specific contours, translated in the incorporation of Competence Theories.

Spatial visualization skills present in items of the Brazilian high school national exam

This article aims to analyze, categorize, and quantify the Brazilian high school national exam (ENEM) questions that require spatial visualization skills (SVS) for their resolution. This is a documentary research with a qualitative-quantitative approach whose corpus of analysis is ENEM exams carried out from 2009 to 2022, in the subject of mathematics and its technologies. There are four main results of this research: (1) spatial geometry (SG) questions that require SVS for their resolution (39.7%) are proportionally more frequent in ENEM than in four most used textbooks in Brazil (<20.0%), (2) some categories of SVS are much more frequent than others in ENEM questions, (3) the proportion of geometry questions in ENEM mathematics exam (23.0%) is considerably higher than the corresponding proportion of geometry-related skills in ENEM skills framework (13.0%), and (4) approximately half of ENEM geometry questions address SG.

Low-cost experiments for teaching eletrostatics in Brazilian high school

Many public schools in Brazil do not have the financial resources to obtain certain equipment for teaching physics. Considering that the Brazilian National Common Curricular Base, a normative document that defines the organic and progressive set of essential learning that all students must develop, determines that the curriculum for teaching electromagnetism for high school encompass electrostatics. It is very important that schools offer laboratory conditions. For this reason, it was proposed to design simple and low-cost construction equipment, so that teachers from the basic education network can build them for their schools, thus improving the quality of teaching for their students. This study aims to gather equipment and experiments, such as electroscope, electrophorus, Leyden jar and Van de Graaf generator, which can be used in the classroom for didactic purposes in physics teaching. The main focus of this work is the construction of equipment for the implementation of a laboratory for the study of electrostatics, which addresses physical concepts seen by high school students of the basic network in Brazil.

A Critical History of Formal Pedagogical Strategies for the Valorization of Cultural Heritage in Brazil

The paper in question is focused on (1) valuing the expanded and transdisciplinary approach for the definition of cultural heritage, consolidated in Brazil from the 1970s/1980s onwards, (2) and its subsequent applicability in the field of education, under the influence of a liberating pedagogy proposed by educator Paulo Freire. An important consequence of this process involves the conception of a formal education system structured to promote collectivity, equality, diversity, and educational equity, as a solution towards ensuring both the learning and development of students. (3) The paper discusses the contribution of the expanded context of cultural heritage and its relationship with the field of education in the development of pedagogical strategies that promote educational equity, through the Base Nacional Comum Curricular (BNCC), a document that parameterizes the curricula from early childhood education to high school in Brazil. From a bibliographic review, the paper presents the conjuncture on which the new look at cultural heritage has been consolidated, and the consequent redefinition of heritage education actions, and then, as a result, analyzes the approximation between this new approach and the formal educational strategies present in the BNCC, as well as the possibilities of intercommunication between both.

Mapping Gender Educational Policies in STEM Areas in the Context of the New Brazilian High School Education

This text presents an ongoing research that relates the policy mapping activity aimed at promoting gender-related issues in STEM (Science, Technology, Engineering, and Mathematics) conducted by the ELLAS research network (Equality in Leadership for Latin American STEM) to the Brazilian New High School policy. Through document analysis related to the policy, it is possible to identify indications of the gender demand in STEM within the national policy, stemming from the loan agreement with the World Bank.

New reform of Brazilian High School (Law nº 13.415/2017): controversies and challenges

The main objective of this study is to discuss the reform of Brazilian high school, proposed by Law nº 13.415/2017. From the 1990s, with the redefinition of the role of the National State and the emergence of networked governance, the Brazilian business community, under the support of multilateral organizations such as the World Bank, UNESCO, OECD, among others, began to intervene directly in the educational space, promoting a true transformation in Brazilian education, such as Law nº13.415/2017. Given this scenario, if not just opportune, this work is necessary because it favors the discussion on the changes proposed by Law nº 13.415/2017, which deals with the current reform of Brazilian high school, highlighting some advances and setbacks of this stage of national education.

Don't memorize theorem proofs! The Modern Geometry of Osvaldo Sangiorgi

This paper aims to examine how deductive geometry was constituted in two didactic book collections by Osvaldo Sangiorgi — named by pre-modern (1950s) and the modern (1960s) ones. The guiding question of the study is: how does Sangiorgi change the proposal of a deductive geometry for the 3rd grade of junior Brazilian high schools in the modern collection compared to the pre-modern collection? Postulates, theorems, and demonstrations are examined in detail, emphasizing the quantitative and qualitative aspects, as well as the methodological recommendations. This analyzes shows that the modern collection brought about significant changes and contributions both in the scope of Euclidean geometry, of a geometry to teach, and in the methodological didactic aspects by proposing the insertion of exploratory and experimental exercises, different registers of representations, which means, in our point of view, a geometry for teaching, which can be interpreted as an intuitive geometry, taken from the 1st and 2nd grades of the Brazilian Minimum Program of 1951.

Fatphobia and the polemic “romanticization of obesity” through the eyes of Brazilian high school students

ABSTRACT: Prejudice against fat people, the so-called fatphobia, keeps affecting many people in schools. Body standardization has always been socially internalized but it is sad to know that cases of fatphobia keep taking place in schools and outside them. The fat are stereotyped as unable and are rarely chosen by their classmates to take part in collective activities. Besides, they are often embarrassed and offended. On the other hand, it is now more common to see people advocating obesity as a movement which makes people accept their own bodies in an attempt to end prejudice. As a current theme, the polemic romanticization of obesity is a risk when only the aesthetic appeal is considered. Above all, obesity is a disease that is associated with several comorbidities, such as diabetes, hepatic steatosis and arterial hypertension. Therefore, this study aimed at investigating how this issue is understood by High School students who attend the Instituto Federal do Triângulo Mineiro - Campus Uberlândia Centro, in Uberlândia, MG, Brazil, and how it affects their everyday lives. This basic, fundamental, qualitative and exploratory study collected data on “fatphobia versus romanticization of obesity” in High School. Highly connected students gave their opinions and showed how important and updated it is to address this topic in school since the social media and several people disagree regarding the dichotomy between “treating yourself” and “accepting yourself”.

Does gender-stereotyped gamification increase negative thinking? Results from an experimental study with logic tutoring systems

ABSTRACT Gender-stereotypical design, such as the predominance of blue colors in interfaces, leaderboards with only men at the top, and male avatars, may have negative effects on women in gamified tutoring systems, especially in courses with a majority of male participation, such as courses of Science, Technology, Engineering, and Mathematics (STEM). We conducted a quasi-experimental study with 133 Brazilian high school students in order to determine the impact of gender stereotypes on the flow state of students, their negative thinking, and their learning performance. These participants were divided into a control group (non-stereotyped) and two intervention groups (male and female stereotypes). Girls' flow state and academic performance were negatively impacted by male stereotypes, as indicated by p.adj values of 0.031 and 0.046, respectively. Contrary to popular belief, participants' negative thoughts were more prevalent in a neutral (non-stereotyped) context than in one with a stereotype threat condition with p.adj value of 0.039. These findings suggest that gender stereotypes should be investigated further, as there are instances in which, contrary to expectations, their effects can be positive. Therefore, the primary contribution of the study is to provide funding for future research into the causes of the observed effects of gender stereotypes on negative thinking. These findings are also applicable to specialists in the design and development of gamified systems, as they support guidelines and the need to develop mechanisms for adapting game elements and the interface of these systems.