Editorial
We wrote this editorial on the last day of the year 2022, when we finished volume 2, number 1, of our journal. Impossible not to start this writing recalling the challenging moments experienced throughout the year: pandemic that impacted scientific production, because it disrupted the lives of many; limited budget of public universities, making us work at the limit of our possibilities; political and economic insecurity of the country; risk of non-payment of graduate scholarships; among others.
Faced with this chaotic scenario we choose to continue hoping, fighting, building, (re)designing, (re)inventing in the collective. And this seems to us to be the only way for those who believe that education is an investment, it is a solid basis for a country to develop, it is the foundation of a society committed to science, to the collective good, to social and environmental issues and, especially, to humanization.
We think that Mandacaru: Revista de Ensino de Ciências e Matemática (ufrpe.br), as well as all the journals of this country and the world, truly committed and serious way with science and, consequently, with the socialization of knowledge built by it, are forms of resistance, they are ways to hope. Therefore, we present volume 2 with great joy.
Contentment this because we are fulfilling the social role of a journal, for the meaning of collective achievement in the face of adversities and also because we are publishing it at a singular moment in our Graduate Program in Science Teaching (PPGEC), the Federal Rural University of Pernambuco, which received NOTE 5 (scale from 1 to 7), in the quadrennial CAPES evaluation, being inserted in the list of programs consolidated in the Teaching Area. There are 5 of us! Let’s move forward with a lot of work, commitment and determination.
The second issue begins with the article Analysis of Conceptions on Contextualization and Contextual Aspects in the Elaboration of Problems for the Teaching of Chemistry, whose authors are Maria Nataline Ferreira da Silva and Flávia Cristiane Vieira da Silva, both from the Federal Rural University of Pernambuco (UFRPE), Academic Unit of Serra Talhada (UAST). The text aimed to identify practices and conceptions of teachers and future teachers of Chemistry regarding contextual aspects in strategies involving problem solving.
The second article entitled An Analysis of Representations of Experimental Activities with Children in a Non-Formal Teaching Space, authored by Bruna Adriane Fary, from the State University of Londrina, Amanda Carolina Mikos Dangui, from the Federal Technological University of Paraná, and Daiane Cristina Carvalho da Silva, also from the State University of Londrina, aimed to present and analyze representations of experimental activities with children aged 4 to 10 years in a non-formal teaching space, having as theme autonomy and self-care.
Pedagogical Residency: the Importance of Experimental Intervention Activities for the Teaching of Chemistry is the third article that makes up this number and aimed to demonstrate the importance of carrying out experimental activities to consolidate learning in Chemistry through the design of intervention carried out by undergraduate academics in Biology and Chemistry of the Federal University of Amazonas. The authors, all from the Federal University of Amazonas, are: Irleane Eduardo da Silva, Leandro Tavares Anselmo, Jocivane de Jesus Furtado and Klenicy Kazumy de Lima Yamaguchi.
The fourth work, authored by João Roberto Ratis Tenório da Silva, from the Federal University of Pernambuco, and Victor Fernandes de Souza Gomes, professor of Basic Education, is called Sociocultural Mediators in Remembrance and Construction of Representations for the Substance Water: a Case Study with Chemistry Graduates. This article aimed to understand how students of a bachelor’s degree in Chemistry build representations about the concept of substance, exploring, particularly, the substance water, from the identification of socio-cultural mediators.
Social and Epistemic Relations of the Curricular Matrix of the Area of Natural Sciences for Youth and Adult Education - EJAEM/SE is the fifth article in this issue. This is a research based on the Legitimation Code Theory (LCT) to understand the process of circulation and legitimization of discourse in the curriculum matrix of Youth and Adult Education of the State of Sergipe. The authors are Edson José Wartha and Samanta Tauã Torres, both from the Federal University of Sergipe (UFS).
The sixth and last article is a theoretical essay that starts from the question: how can scientific and technological knowledge be articulated in order to help in the formation of complex thinking? Authored by Iara Maitê Campestrini Binder, Professor at the Federal Institute of Santa Catarina (IFSC) and PhD student in Scientific and Technological Education at the Federal University of Santa Catarina (UFSC); and by Walter Antonio Bazzo, Professor at UFSC; the article is titled Complex Thinking in Scientific and Technological Education.
That the texts published here may allow reflections on the necessary Education in Sciences for social transformation, that contributes to the formation of critical and humanized citizens concerned with social and environmental issues and engaged in the construction of civilizing standards under another logic: the logic of life!
Finally, we thank the National Council for Scientific and Technological Development (CNPq), the Coordination of Improvement of Higher Level Personnel (CAPES) and the Brazilian Public University for making research in the country possible.
In local terms, we thank the Science and Technology Support Foundation of the State of Pernambuco (FACEPE), for supporting the research carried out at PPGEC/UFRPE. Let’s go to 2023 full of hope!
https://www.journals.ufrpe.br/index.php/mandacaru
Monica Lopes Folena Araújo - General Editor
Zélia Maria Soares Jófili - Senior Editor
José Euzebio Simões Neto - Deputy Editor
Mandacaru: Revista de Ensino de Ciências e Matemática