Environmental Education must be understood as shaping individual development capable of providing understanding of the relationships that must exist between man and the environment. Seeking improvements to the quality of life of society, it must be worked through a training process aimed at the student's commitment and respect for the environment. Considering environmental impacts and this being an instrument with capabilities to raise awareness and form sustainable habits, this work aims to identify in a high school in the state network of Goiás, students' knowledge about electronic solid waste, as well as the impact of the topic in their lives and the perception of environmental education with the goal of raising awareness, the formation of sustainable concepts and habits in students through the use of an investigative methodological strategy on urban solid waste that will give rise to a didactic sequence capable of being applied by others teachers or adapted to your reality. The choice of the topic is related to the problem of high production of urban solid waste (MSW) directed to the category of electronics which, associated with the consumerist lifestyle, the lack of adequate treatment and destination of this waste, as well as the lack of problematization and discussion on the topic in educational spaces, has become the cause of several impacts with direct and indirect consequences for the health and well-being of life on Earth. The qualitative research with an exploratory objective, using the action research method, was carried out with high school students at the Castelo Branco State Military Police College located in the city of Trindade-GO. The methodology applied was through a problematization followed by an investigative and evaluative questionnaire. The results were tabulated and analyzed, where it was possible to observe that students have a superficial knowledge about this category of waste, its impacts on the environment, health and quality of life, the possibility of selective collection, return of obsolete products to manufacturers, reuse and recycling. It also demonstrates that the concept of consumerism is poorly founded as there was no association between the consumption of natural resources and production, being associated only with the consumption of goods and products which leads to an increase in the concentration of waste. During the didactic sequence, all these factors were investigated and discussed among the students, thus allowing them to consider that the proposed objectives regarding the deepening of knowledge about the risks of incorrect disposal of solid waste, and the development of sustainable lifestyle habits, were achieved. , showing that it is possible to promote a repositioning of young people in the face of environmental issues, based on the development of content with active methodology.

The teaching of Biology has many challenges, one of them being the way it has traditionally been offered, with the memorization of content, complex and usually offered in an expository and non-integrated way. In this context, students assume a passive and non-critical position, not applying the content learned to their reality. In this work, we propose the elaboration of didactic sequences using the investigative teaching approach and the problematization methodology. The chosen subject was the male reproductive system and students are invited to participate in the process of knowledge construction, from the formulation of hypotheses to solve a problem situation to the investigative study and elaboration of new hypotheses, based on the aggregated knowledge. The sequences were elaborated, applied and evaluated and can be applied by other teachers in other school contexts, always with a view to the students' meaningful learning and their interlocution with reality. The students' perception of motivation with the application of the sequences was evaluated by a questionnaire adapted to a validated perception scale, whose answers, on a Likert scale, were presented by means of percentage frequencies. Content analysis of the initial and final hypotheses formulated for the problem situations was also carried out, as well as the criticisms and suggestions given to the project. Thus, in this work, we seek to encourage the protagonism of students in the construction of knowledge that dialogues with their reality.

Generations Z and Alpha, born in the digital age, have a different profile from previous generations: they are immediate, anxious and require faster responses. Therefore, capturing and maintaining their interest requires different strategies, especially in science teaching and biology, the focus of this work. Thus, it was decided to promote the learning of students in the 2nd grade of high school by having as facilitator the animation SpongeBob Square Pants, considering it as an element of the student’s daily life and endowed with emotional appeal and based on this premise, develop an investigative didactic sequence. The sequence elaborated proposed an alternative to the expositive classes of Invertebrate Zoology. It was constituted of two stages employing simple and practical activities and the use of images in the form of cards to give playfulness and to promote the interest of the student.

Resumo em inglês: Ecology teaching is interdisciplinary and requires students to have knowledge from other areas of Biology. However, due to limited time and the commitment to end the two-month period, the teacher is unable to address the content in a complete and contextualized way for the student. As a consequence, the student becomes unmotivated and does not give due importance to issues relating to the environment. As a result, this project proposes an investigative didactic sequence (SDI), so that the teacher can approach the most relevant content in Biology in a dynamic way. This educational product (SD) allows students to actively participate in activities and relate biological aspects to their daily lives. In this way, learning the content becomes intriguing and the student begins to seek information that interests him independently. During the research, students build models of Brazilian biomes with figures of fauna and flora according to their previous knowledge; analyzes news of plants and animals surviving in unfavorable environments; They search for news about environmental impacts that occur around the world and record impacts found around their city. Furthermore, they develop the Ishikawa Diagram, which allows the identification of causes and sub-causes of environmental impacts in a hierarchical manner. Students also role-play a mock “court” jury, developing quick-thinking cognitive skills and the ability to convince. Through this research, it is intended that the student develops a critical sense, and, consequently, makes other people aware of the knowledge they acquire. Student involvement happens when there is a desire for discovery, which forms independent, participatory and problem-solving citizens.

The present work aimed to associate the inquiry-based teaching methodology with the theme of the constitution and functioning of the sensitive nervous system. Inquiry-based teaching was used to propose an alternative teaching methodology capable of arousing students' interest, along with knowledge of the nervous system, which is often considered extensive and complex to understand. The research was conducted with a qualitative approach and sought to analyze the development of students during an investigative didactic sequence on how the interpretation of the sense of pain by the nervous system works. Initially, a questionnaire was proposed to collect students' initial conceptions about inquiry-based teaching in Biology classes, then an investigative didactic sequence was developed where problem questions were proposed to students, who raised hypotheses for these questions; subsequently, students conducted research to verify their hypotheses. Finally, students were asked to develop a form of dissemination of the entire process carried out by them during the research. Data collection for the research was done through a logbook, and the Bardin technique was used for analysis. It was possible to observe that the didactic sequence using inquiry-based teaching succeeded in enabling students to produce knowledge about the functioning of the sense of pain. It was also possible to observe that it is necessary for the education system to pay greater attention to this theme, which is so important in people's daily lives.

Biology in high school is very challenging and always requires theoretical methodologies that support its practice to facilitate students' understanding. One of these theories is the Cognitive Theory of Multimedia Learning (TCAM), which can be applied in practical, playful, laboratory, modelling, field, or any other way. It uses multimedia learning, adding words to images. Images can be static (illustrations and photos) or dynamic (animations and videos). In the content on biogeochemical cycles, the production of infographics is beneficial. It facilitates the students' teachinglearning process, as it is a practical tool for interacting with the content, where students can transform their observations into illustrations and relevant information. Infographics contribute to learning in all spheres of education, in which drawings and small texts can be more useful in the teaching-learning process, combining visual and verbal information. There are several types of infographics, and the choice can define the success of the desired objective. Students are protagonists of teaching through the creation of their infographics of the chosen content in the classroom. This tool is also an aid in the work of teachers in their classes.

This study aims to make use of videos and other resources to teach the Cerrado biome during Biology classes in High School through the development of a Teaching Guide, in the form of a Didactic Sequence, promoting investigative teaching as an educational resource to assist students. teachers in the Cerrado approach. Due to the fragmented and superficial approach of Cerrado content in teaching materials in High School Biology classes, the Teaching Guide was created. The use of videos has renewed the practices of Biology teachers, arousing the interest and engagement of students. The Didactic Sequence prepared here is made up of classes and investigative activities, offering guidance to teachers and resources to be applied with students in Biology classes. There was a careful selection of materials to be used in the classroom, moving different aspects related to the characteristics of the Cerrado, its plant formations, characteristics, and its preservation and conservation. Where expected with the execution of the Didactic Sequence is the transmission of knowledge about the Cerrado to high school students. Thanks to PROFBIO-UNB and the Coordination for the Improvement of Higher Education Personnel - CAPES.

The teaching-learning process using the board and brush has become increasingly obsolete, whichis why it is necessary to use new ways of teaching and learning. This project aimstobuildaninvestigative and guiding didactic sequence on healthy and sustainable agroecological practices,covering agroecology content for high school, based on a school located in the administrativeregionof Brazlândia, a prominent place in fresh food production. During the course, sustainableagroecological practices will be selected and used, relevant to the students' reality, encouragingstudents to build and expand their knowledge about Agroecology. In addition tocontainingtips,recipes, formulas and knowledge about food production, health and sustainability. Theinvestigativeapproach will lead students to study and research while using the sequence and canbeatrueallyinthe learning process. As it is a school that is located in a food producing region, weknowthat manyof the students experience these practices in their daily lives and that is why work built withtheirparticipation is so important for the entire community and for our school. basedontheirownexperiences at school, testing and reflecting on the content and experience obtained, puttingtheirproactivity and protagonism into practice. Thus, it is expected that during the development ofthiswork the student involved will become a more critical, conscious and practical beingoftheknowledge acquired regarding agroecological precepts, and will also know howto relatethemtothecommunity in which they are inserted, disseminating important ideas of howto producefoodinahealthy and sustainable way in the Brazlândia region.

Inquiry-Based Learning and Neuroeducation have been transforming pedagogical practices across various educational segments. This work aimed to investigate and develop an Investigative Didactic Sequence to enrich scientific, critical, and creative knowledge in Environmental Education within the Education of Young People and Adults, through the integration of Inquiry-Based Learning with approaches from Neuroscience. Adopting a qualitative and exploratory methodology, the study was conducted in the 3rd segment of EJA, in Santa Rosa do Tocantins, Tocantins. Lessons focused on Environmental Education, Conservation, and Biodiversity Preservation in a semi-urban area of the municipality were planned and executed, aligned with Inquiry-Based Learning and the didactic strategies offered by Neuroscience, encompassing scientific investigation competencies and skills as per the National Common Curricular Base. Data analysis was based on participant observation and content analysis. The Investigative Didactic Sequence was implemented from September to November 2023, with the participation of 10 students, whose prior knowledge was assessed, revealing a partial understanding of ecosystem dynamics. During a field lesson, they identified problems related to the improper disposal of solid waste. They acquired new scientific knowledge about the importance of developing new habits for the conservation of aquatic ecosystems. Actively engaged, using their creativity and critical capacity, they proposed and implemented interventions in the studied area, aiming at the conservation of the area and the awareness of the community. The methodology used is detailed in the attached e-book.

In Brazilian basic education, the teaching approach of Biology has predominantly taken place through the method of expository dialogued class, which knowledge is transmitted orally by the teacher directly to the students, with the possibility of dialogue between them in order to promote the learning process. The expository method, however, has been questioned as to its effectiveness since it discourages the development of competences such as autonomy, proactivity and collaborative work. The proposal to insert active methods in Biology classes allows the student to be a protagonist in the construction of their own knowledge. The active Peer Instruction method allows students to interact in a way that helps each others, contributing to a more effective and interactive learning process. This study aimed to compare the motivation and learning perception from 84 students from the 1st and 3rd grades of high school, enrolled at Colégio Estadual Complexo 07, situaded in the municipality of Planaltina, state of Goiás, submitted to the methods of the Dialogued Exposition Class and the Peer Instruction. In the first stage of the research, the Ecology theme “Man and the environment” was addressed, with the contents of thermal inversion, ozone layer and greenhouse effect, through expository classes. Subsequently, 42 randomly chosen students were invited to answer a questionnaire about the motivation and learning perception. In the second stage, the theme "Man and the environment" with emphasis on the contents: eutrophication, deforestation, fires, garbage, biomagnification and bioaccumulation was approached using the Peer Instruction teaching method, and another 42 students were invited to respond the same questionnaire. For data interpretation, response rates were tabulated and compared using Fisher's Exact test (95%IC). In the results, no significant differences were found in motivation and learning perception, according to the two methods that were applied which encourages us to change our pedagogical practices. As the active method did not have a negative impact, it can be considered that in a certain way the students are open to the possibility of introducing new teaching methods, especially those that promote active learning and facilitate the learning process for students.

Science teaching in brazilian basic education has been taking place with a predominance of theoretical lectures, however, many criticisms have been made to this situation due the lack of practical activities and the characteristics of this teaching method, which encourages the passivity of students and the concepts memorization without the necessary critical reflection, making motivation and scientific literacy more difficult. In Biology teaching, the motivation for knowledge is related to observation, investigation and the ability to critically reflect on nature aspects. Therefore, it is important to rethink the way of teaching, adopting teaching-learning methods that stimulate the development of a critical sense and an investigative spirit. To change this reality, we believe that the adoption of active methods, such as Peer Instruction (IpP), associated with Investigative Teaching, can be a differential that stimulates the motivation to learn, the perception of learning, proactivity and collaborative student work. In this sense, this research aimed to apply the IpP in the teaching of Biology and to compare the motivation and perception of the learning of high school students, after approaching themes related to Sexually Transmitted Diseases, through the methods of the Dialogued Expository Class (DEC) and IP Data were collected from the answers of anonymous questionnaires answered by 94 students from the 3rd grade of high school at Dom Pedro I State School, located in the city of Aparecida de Goiânia, in the state of Goiás, and were compared using the Exact test of Fischer (95% CI). Regarding motivation, it is inferred that the insertion of the IpP impacted the students' point of view about the importance of dialogue for the learning process; in the other variables, we did not identify significant differences. Regarding the perception of learning, we did not find differences between the methods applied. Thus, it was possible to conclude that both the DEC method and the IpP method contributed to the students' perception in the understanding of the contents covered and that motivation was positively impacted after using the IpP method.

The worry with the lack of interest, theoretical and usntinting classes related to the teaching of botany, in Brazil, and the need for possible improvements to education bring to light the search for thinking about different strategies and pedagogical alternatives that plants in order to overcome these difficulties. In front of this, with the aim of helping students in the teaching- learning process, this research has had the objective of producing, to apply and to investigate the contributions of an investigative didactic sequence through digital information technologies like about the large plant groups:( Gymnosperms and Angiosperms) having as a scenery the cerrado biome in biology subject, with high school students from Polivalente Teacher Antuza school, in Campos Belos city in the state of Goiás. The exam has been in seven classes at school, in the classroom and in the computer lab. All activities can be passed in any school, specially full-time schools. The data obtained were analyzed in the qualitative aspect an exploratory through a diagnostic and evaluative questionnaire, participation in field class, discussion in seminars, raising hypotheses for problem situations and participation in education virtual games. The results presented showed that the use of TDICs in application of SDI contributed to increase the interest and motivation in the teaching-learning process of botanical knowledge for the students of the second grade of Polivalente school. It was noticed that the students were excited and engaged effectively in all stages of the application. The participant´s report confirmed the importance of offering classes with active methodologies that provide them with a leading role in the teaching-learning process. So, the methodology has been effective for teachers to provide differentiated activities, from an interactively and creatively form, for building botanical knowledge, in order to motivate the conservation of plants and the appreciation of the cerrado biome.

This project aimed to develop an Investigative Didactic Sequence - SDI, contextualized, to serve teachers and high school students in the discipline of biology, to encourage investigative teaching in this curricular component with the use of this product. The study was developed at Colégio Estadual Getúlio Vargas, in the city of Jaupaci in the state of Goiás. Thus, based on the experience at school of teachers and students and the contextualization of the environment theme, we propose and build an SDI with the theme; “The construction of an investigative methodology to help high school teachers on the subject of preservation and conservation of the environment”, planned with a sequence of six classes that will help in the process of teaching and learning biology in high school. The sequence created has as programmatic content the Water Cycle, Dynamic Ecological Interactions of Communities, Biogeochemical Cycles, Water Resources. The project meets the teachers' desire to create teaching strategies that make the learning of biology more meaningful for the student, working on real problem-solving issues for the student to promote investigation, data collection and tabulation, discussions, formulation of actions, student protagonism, scientific knowledge, autonomy and decision-making for their wellbeing and the environment in which they live, being an agent of transformation.

The teaching of Biology presents challenges in relation to the approach of the contents so that they do not just become memorized and repeated. The use of investigative activities allows studentsto perceive content in a contextualized and integrated way into their daily lives, thus being able to act critically. Within this context, the main objective of this research was to verify whether the Biology textbooks of the PNLD 2018 used Howard Gardner's Theory of Multiple Intelligences, especially Naturalist Intelligence, to diversify the approach to content and activities; showing after analysis that the predominant intelligence is verbal/linguistic intelligence. After the analysis, a pedagogical guide was produced with suggestions for investigative activities and using the Theory of Multiple Intelligences as a pedagogical subsidy. With the implementation of the New High School in 2022, the pedagogical guide is a suggestion for a Guided Elective, according to the Curriculum in Motion of the New High School.

Scientific knowledge is being popularized in contemporary society as a result of technological and scientific development obtained in recent decades. With the incorporation of this knowledge into social daily life, the need to know and understand academic concepts and use them in problem solving arises. To perform this important function, investigative teaching in Biology requires pedagogical practices that arouse the interest, curiosity, participation, and autonomy of students, in a pleasant way and that are contextualized with their experiences. Students are faced with several problem situations involving, directly or indirectly, natural resources and most of the time they do not arouse interest in proposing and executing possible solutions. This theme is highly complex and is generally addressed by schools through traditional teaching practices that do not encourage student participation. Faced with the need to diversify teaching strategies in Biology, the project aimed to producepedagogical games and apply them as a subsidy for the perception of students' learning about benthic macroinvertebrates as bioindicators of water quality. It was developed with 28 studentsfrom the third grade of high school at the Osório Raimundo de Lima Full-Time Teaching Center, located in the city of Iporá - GO. Its methodological practice consists of bibliographic research, production and use of pedagogical games and data collection through the application of a questionnaire. As a final result, concrete didactic materials were developed in the form of games, with different rules and design, as a result of the use of active methodologies, the didactic sequence and consequently acquisition of the expected objectives.

Currentand relevant topics in the student'sdaily life,when incorporatedinto the discussions in the classroom, usuallyinvolvethestudentin the pedagogical process, facilitating teaching practice andthe acquisition of knowledge.Investigative teaching,a didactic approach based on questioning, problem solving and communication using the processes of scientific investigation, fulfills the role of making teaching a successful practice. Supported by the need to use effective strategies in Biology Teaching, the main objective of this project was to create a didactic sequence to address topics such as Molluscs and Bioinvasion in the discipline ofBiology,using a live model, the giantAfrican snail (Achatina fulica). The project, developed according to the pillars of qualitative research methodology, was developed with high school students from ColégioEstadual Tancredo de AlmeidaNeves in Goiânia(GO). ”. In order to meet the proposed objectives, the didactic sequence was composed of the following steps: interpretation and understanding of journalistic texts, field class on the school premises, construction of a terrarium for insertion and observation of the snail, informative infographic and evaluation of the knowledge acquired through of questionnaire. The interpretations, impressions, points of view, questionnaires, oral and written records, allowed us to understand the students' perceptions, during and after the didactic sequence. Regarding the use of live biological models for the acquisition of concepts, this sequence proved to be perfectly possible and simple to perform in any other school environment, without the need for expenses with the acquisition of materials or specific structures. The classes with live biological models gave a more stimulatingcharacterto the biology classes. Throughout the course of the classes, it was observed that the students were involved in the process, becoming the true protagonists in the construction of knowledge.

Youth and Adult Education is a teaching modality that was created with the intention of reducing or alleviating the social and educational inequalities generated over years of neglect with young people over 18 and adults. Distance Education, in turn, presents itself as an option, since the creation of Rádio Nacional in the 1920s, for people who, for different reasons, are unable to complete their studies in the normal period of regular education. The teaching of Biology, whether in any modality, must awaken curiosity, scientific thinking and autonomy in the construction of their knowledge. Observing EJA - High School students, they have difficulties generated over years of lag in studies and, therefore, the teaching of Biology from an investigative perspective, in turn, is more challenging for teachers and students. The proposal, in this study, was to propose the use of digital tools from a survey and application of these by the EJA students in Biology classes and, from this research, the development of an e-book with suggestions for tools for teachers and students to work on Biology content in an investigative way in EJA-High School or in other modalities, taking into account, in due course, the situation of education in remote, hybrid teaching mode or even distance learning for EJA - High school.

Human Genetics is an area that arouses the interest of students and brings scientific knowledge closer to the everyday reality of the society. However, the literature in the area points out that the teaching of Human Genetics presents many difficulties and inadequacies, mainly in the examples discussed in textbooks, as well as difficulties in the didactic transposition by the teachers’ parts.The objectives of this work were to carry out a survey, selection and analysis of didactic materials that address Human Genetics, published in the magazine Genetics at school and to propose a didactic resource that allows integrating the teaching of Human Genetics in an interactive, dynamic and contextualized way. The results found allowed the elaboration of an overview based on the analysis of 84 articles, from 2015 to 2022. The following data were systematized: title, edition, journal section, institution, author and category in which each article is inserted . The journal sections with the highest number of publications were Um gene e material didático, with 21 publications in each section. The institution with the highest number of publications was the University of São Paulo (27%). Most (48%) of the articles present graduate students as first authors. Regarding the content, the articles were divided into six categories based on the analysis of the title and abstract, namely: New knowledge, Monogenic Inheritance, New Tool for Teaching, Genetics and Society, Uniparental Inheritance and Multifactorial Inheritance. The categories New Tool for Teaching and Genetics and Society represent 45% of publications, which reflects a change in methodologies and pedagogical approaches proposed for teaching and consolidating Human Genetics learning in Basic Education. From the general panorama, a selection of 10 articles was carried out, which could compose a new didactic resource for the teaching of the subject. The articles were read in their entirety and analyzed as to their adequacy to the objectives, competencies and skills contained in the National Common Curriculum Base and the Moving Curriculum of the New High School. Based on the adequacy of the articles to the Brazilian Basic Education guidelines, the game Family without Memory - Investigating the Kinship Relationship was developed based on the approach of Teaching by Investigation. The game Family without Memory - Investigating the Relationship of Kinship, as a didactic resource, allows to integrate the knowledge of different phenotypic characteristics that must be analyzed and interpreted to solve the game. The game is organized in stages, which allows the teacher to apply different strategies throughout the process, allowing participatory learning led by students.

The botany field of study has shown to be in need of teaching methodologies that draw attention, not only from the students, but also from teachers. This is due to a problematic that desolate this field, named: botanical blindness. One of the characteristhics of botanical blindness is the human inability to recognize the importance of plants in the biosphere and in our daily life, as well as its aesthetical and biological aspects and also as living beings. With the intention to minimize this deadlock, an e-book has been created with an Investigative Didactic Sequence (IDS) composed of active methodologies like pedagogic alternatives to the teaching of botany, prioritazing the students protagonism. For the selection of the botany theme, a diagnostic searching quiz has been aplied to biology teachers from the Unaí-MG city state schools, wich were mapped to facilitate the contact with the participants. The main problematizing question of the quiz was: “Wich of the botany subjects is the one that teachers have the most trouble in teaching?”. As a result, the Vegetable Phisiology was obtained. On this theme, based on bibliographic researchs, the tropism and nastism approach was preferred. In front of the results obtained from the quiz, was made the e-book with the IDS composed of active methodologies like reflections, debates, peer researches, field classes, ilustrative drawings, expositions and selfauthorship games. Between the activities proposed, by the field of study, the contact of the student directly with nature, and by the games, the contact with the Digital Technologies of Information and Communication (DTIC) were guaranteed, approaching and stimulating them to the discipline of Botany with their everyday life digital reality, without losing a straight link with the environment. The teachers that participated in the diagnostic quiz received the link to the e-book for evaluation by the evaluating quiz, so that it was readjusted according to suggestions appointed by the participant teachers. From the 22 (twenty-two) participants of the diagnostic research, 20 (twenty) accepted receiving the link to the product for evaluation, although 11 (eleven) did the return of the evaluative quiz, totalizing 55%. Even with the reduction of the participants, the research was not damaged, because the answers were kept constant. The discursive answers were analised and compilated in categories and subcategories with the aim to evaluate the contentist, methodological, and aestethical e-book aspects, cooperating with the confection of a educational product of quality. One of the challenging matters to the execution of the proposal may be the low number of devices with internet access for executing the games. To minimize this question, was suggested that this activity must be done in groups. The purpose of the IDS was to instigate and to enrich the Botany classes and assist these teachers on mitigating the vicious cycle of botanical blindness, culurally established on them and on their students. According to the analysis of the results, it is believed that the goals of the research were met. In addition to colaborating with the teachers, it is expected that this research may contribute with other scientifical researches with analogous purpouses.

Scientific knowledge must be part of the school life of the students at the High School, so that the chances of students being able to understand the world in which they are inserted. Knowledge about Biological Evolution is part of this context, although the teaching of this subject presents difficulties that go from the practical teacher and the quality of teaching material to students' misconceptions. The objectives of this work were to identify the level of knowledge and understanding of the students (profile) of the Public High School Network of Federal District about the process of Biological Evolution, identify the materials used by teachers and students in their classes, and the creation of a didactic e-book with an approach to teaching by Investigation for the Biological Evolution. The research was based on data collection using a questionnaire semi-structured, applied remotely to public high school students from the Federal District. Data were analyzed qualitatively by Textual Analysis Discursive and quantitatively by analyzing proportions of objective answers to questions. The qualitative analysis was based on three subjective questions present in the questionnaire, on five questionnaires chosen randomly by electronic lottery. The analysis of the discursive questions reinforced the initial hypothesis that there is a gap in the knowledge of the students about Biological Evolution, being common the confusion of the process evolutionary process with a process of gradual improvement (progress), directed that allows individuals adapt to changes in the environment. Plagiarism of some of the answers received also indicate insecurity of students with the theme. was also pointed students' preference for the use of digital and media materials, although it is still frequent use of textbooks. On the other hand, the participants perceive the prevalence of use of the board by the teacher. The analyzes and conclusions about the research data were based on the elaboration of a pedagogical product that is a digital book, guiding the process of teaching and learning about Evolution from the perspective of teaching by inquiry

Dengue is a viral disease transmitted by mosquitoes from the genus Aedes, which are proliferous in the urban environment, in clean and steady water. This disease spreads due several factors, such as the urban expansion and the lack of public services, mainly health services. Given this scenario, educating the students on health issues can benefit the population affected by this disease, focusing in the elimination of the vector and thus the disease per se. This work presents a didactic sequence to enlighten the students on aspects related to dengue epidemic, mainly in border regions of urban expansion. The objective is to develop in the students a critical view regarding the topic, identifying the situations that result in the current uncontrolled dengue situation. This didactic sequence uses the Three Pedagogical Moments methodology, allowing observation, thinking and dialogue among students regarding the environmental and social issues of their community, and the causes for dengue epidemic. In order to do so, the didactic sequence uses image analyses, field trips and experimentation of substances used as larvicides for dengue. The students will be evaluated continuously during the activities, and at the end through the production of a video, in which they will expose and discuss the educational gains during the sequence. This didactic sequence can be executed during an elective class of the formative itinerary of the New Middle School, in the Federal District of Brazil. The sequence aims to contextualize the school role in bringing awareness to the local community regarding the dengue, turning the students into natural health agents.