{"id":2391,"date":"2026-01-29T22:05:24","date_gmt":"2026-01-30T01:05:24","guid":{"rendered":"https:\/\/divulga.unila.edu.br\/ecologiaesaude\/?p=2391"},"modified":"2026-03-31T10:40:03","modified_gmt":"2026-03-31T13:40:03","slug":"mapeamento-de-habitats-protocolo-_aedes-aegypti_","status":"publish","type":"post","link":"https:\/\/divulga.unila.edu.br\/ecologiaemrede\/2026\/01\/29\/mapeamento-de-habitats-protocolo-_aedes-aegypti_\/","title":{"rendered":"Mapeamento de habitats Protocolo ????? ???????"},"content":{"rendered":"\t\t
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\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 O Programa Institucional de Ci\u00eancia Cidad\u00e3 na Escola (PICCE) surgiu em 2022, no contexto da Ci\u00eancia Cidad\u00e3, onde alunos e professores da educa\u00e7\u00e3o b\u00e1sica da rede p\u00fablica s\u00e3o participantes na constru\u00e7\u00e3o de projetos de pesquisa e na coleta de dados cient\u00edficos.<\/span><\/p><\/div>

Dentro deste programa foram definidos tr\u00eas Eixos:<\/span><\/p><\/div>

Eixo I:<\/strong> Interven\u00e7\u00e3o e Pr\u00e1ticas de investiga\u00e7\u00e3o por meio de protocolos comuns compartilhados em rede;<\/span><\/p><\/div>

Eixo II:<\/strong> Forma\u00e7\u00e3o e Ensino por projetos de investiga\u00e7\u00e3o e inicia\u00e7\u00e3o \u00e0 metodologia cient\u00edfica;<\/span><\/p><\/div>

Eixo III:<\/strong> Avalia\u00e7\u00e3o e Divulga\u00e7\u00e3o – Acompanhamento e dissemina\u00e7\u00e3o dos resultados e dos processos desencadeados pelo Programa.<\/span><\/p><\/div>

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 A cria\u00e7\u00e3o dos Eixos levou em considera\u00e7\u00e3o a interinstitucionalidade do programa envolvendo pesquisadores de oito institui\u00e7\u00f5es p\u00fablicas de ensino m\u00e9dio e superior no estado do Paran\u00e1: Universidade Federal do Paran\u00e1 (UFPR), Universidade Tecnol\u00f3gica Federal do Paran\u00e1 (UTFPR), Universidade Federal da Integra\u00e7\u00e3o Latino-Americana (UNILA), Instituto Federal do Paran\u00e1 – Foz do Igua\u00e7u (IFPR), Universidade Estadual de Londrina (UEL), Ag\u00eancia Espacial Brasileira (AEB), Fiocruz Paran\u00e1 Instituto Carlos Chagas (FioCruz-PR), Secretaria de Estado da Educa\u00e7\u00e3o (SEED-PR).<\/span><\/p><\/div>

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 <\/span>O protocolo \u201cMapeamento de habitats protocolo Aedes aegypti<\/em>\u201d forma parte do Eixo I, o qual corresponde \u00e0 constru\u00e7\u00e3o dos protocolos que ser\u00e3o desenvolvidos junto \u00e0s escolas em diferentes \u00e1reas do conhecimento cient\u00edfico. O projeto iniciou-se com a produ\u00e7\u00e3o de materiais did\u00e1ticos adaptados \u00e0 realidade das escolas p\u00fablicas paranaenses, bem como vinculados com as unidades tem\u00e1ticas e objetivos de conhecimento presentes na Base Nacional Comum Curricular (BNCC), atrav\u00e9s da implementa\u00e7\u00e3o de protocolos da Ci\u00eancia Cidad\u00e3 em sala de aula.<\/div>

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Para utiliza\u00e7\u00e3o do protocolo de mapeamento do habitat de mosquitos, foi criado um e-book com dois planos de aula como material de apoio para a forma\u00e7\u00e3o de professores e alunos do Ensino Fundamental. No material, s\u00e3o apresentadas orienta\u00e7\u00f5es para a coleta de dados sobre poss\u00edveis criadouros de mosquitos transmissores de doen\u00e7as, como o Aedes, por meio de pesquisas realizadas em sala de aula, e da produ\u00e7\u00e3o e utiliza\u00e7\u00e3o de armadilhas caseiras (QUADRO 1<\/strong>) para coleta de ovos e larvas de mosquitos (ovitrampas) (FIGURA 1<\/strong>).<\/span><\/p><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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FIGURA 1 : Armadilhas de oviposi\u00e7\u00e3o ou ovitrampas.<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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QUADRO 1 - Passo a passo para montagem das armadilhas <\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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\u00a0 \u00a0 \u00a0 \u00a0 O protocolo de coleta de dados e o e-book <\/em>est\u00e3o em processo de testagem. Foram distribu\u00eddos entre 25 professores bolsistas de Apoio T\u00e9cnico da Rede P\u00fablica do Estado do Paran\u00e1, nas diferentes escolas dos N\u00facleos Regionais de Educa\u00e7\u00e3o (Apucarana, Curitiba e RMC, Guarapuava, Irati, Laranjeiras do Sul, Londrina, Maring\u00e1, Paranagu\u00e1 e Ponta Grossa) previamente selecionados pela equipe do PICCE, em parceria com a Secretaria de Estado da Educa\u00e7\u00e3o (SEED-PR). A testagem evidenciou a necessidade de afinar as ferramentas de pesquisa e ci\u00eancia cidad\u00e3 \u00e0s condi\u00e7\u00f5es nas quais professores e estudantes est\u00e3o expostos nas escolas p\u00fablicas de educa\u00e7\u00e3o b\u00e1sica no estado do Paran\u00e1.<\/span><\/p><\/div>

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Entre as dificuldades encontradas para utiliza\u00e7\u00e3o do material, apresentava-se a impossibilidade de utilizar o aplicativo proposto, pela aus\u00eancia de celulares e conex\u00e3o inst\u00e1vel da internet. Optou-se por utilizar as fichas de coleta previamente elaboradas como alternativa para auxiliar na recopila\u00e7\u00e3o de dados dos locais de coleta. Por\u00e9m, mesmo com as imagens obtidas, n\u00e3o foi poss\u00edvel realizar o georreferenciamento no aplicativo dos pontos coletados devido ao programa possuir as coordenadas de geolocaliza\u00e7\u00e3o em tempo real as quais, ao ultrapassar 50 metros do ponto de coleta, n\u00e3o permitem que sejam cadastrados os dados.<\/span><\/p><\/div>

\u00a0 \u00a0 \u00a0 \u00a0Outras limita\u00e7\u00f5es apresentadas pelas escolas foram em rela\u00e7\u00e3o \u00e0 estrutura das institui\u00e7\u00f5es de ensino. Por exemplo, houve alguma dificuldade de imprimir materiais pedag\u00f3gicos. Al\u00e9m disso, hoube dificuldade para executar atividades fora da escola, pois n\u00e3o h\u00e1 disponibilidade de funcion\u00e1rios que consigam acompanhar um grupo numeroso de estudantes em uma \u00e1rea que n\u00e3o seja parte do per\u00edmetro da escola.<\/span><\/p><\/div>

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0A fase de testagem descrita anteriormente \u00e9 muito importante e enriquecedora. Ao reconhecer as particularidades das institui\u00e7\u00f5es onde foram avaliados o protocolo e o e-book,<\/em> \u00e9 poss\u00edvel evoluir com uma troca de novos conhecimentos, ajudando no aprimoramento do projeto, que posteriormente ser\u00e3o disponibilizados para professores de todo o Estado do Paran\u00e1. As metodologias inovadoras propostas podem favorecer a compreens\u00e3o das pr\u00e1ticas e procedimentos de pesquisa cient\u00edfica, ao oferecer dados que podem ser usados \u200b\u200bcomo base para m\u00faltiplas investiga\u00e7\u00f5es, que v\u00e3o desde a escala local, regional e nacional, promovendo o aprendizado da ci\u00eancia.<\/span><\/p><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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_________________________________________________________________________________<\/p>

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Por Diana Molinas e Ana Alice Eleuterio<\/em><\/span><\/p><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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REFER\u00caNCIAS BIBLIOGR\u00c1FICAS<\/strong><\/span><\/h3><\/div>

BOGER, R; LOW, R. Hydrosphere: Mosquito Protocol<\/strong>. The Globe Program, 2018. Dispon\u00edvel em: https:\/\/www.globe.gov\/<\/u><\/a>; . Acesso em: 17 de jul. 2022.<\/span><\/p><\/div>

DIAS, L. B; ALMEIDA, S. C; HAES, T. M., MOTA, L. M; RORIZ-FILHO, J. S. Dengue: transmiss\u00e3o, aspectos cl\u00ednicos, diagn\u00f3stico e tratamento.<\/strong> In: Revista de Ci\u00eancia da Informa\u00e7\u00e3o e Documenta\u00e7\u00e3o. 43(2), 143-152, 2010.<\/span><\/p><\/div>

\u00a0<\/div>

IRWIN, A. Ci\u00eancia Cidad\u00e3: Um estudo das pessoas, especializa\u00e7\u00e3o e desenvolvimento sustent\u00e1vel<\/strong>. Cole\u00e7\u00e3o Epistemologia e Sociedade. Lisboa: Instituto Piaget. 1995.<\/span><\/p><\/div>

RBCC. Princ\u00edpios Norteadores<\/strong>. 2020. Dispon\u00edvel em: https:\/\/sites.usp.br\/rbcienciacidada\/principios-norteadores<\/u><\/a><\/span><\/p><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

O Programa Institucional de Ci\u00eancia Cidad\u00e3 na Escola (PICCE) surgiu em 2022, no contexto da Ci\u00eancia Cidad\u00e3, onde alunos e professores da educa\u00e7\u00e3o b\u00e1sica da rede p\u00fablica s\u00e3o participantes na constru\u00e7\u00e3o de projetos de pesquisa e na coleta de dados cient\u00edficos. <\/p>\n","protected":false},"author":183,"featured_media":2394,"comment_status":"open","ping_status":"open","sticky":false,"template":"elementor_theme","format":"standard","meta":{"_uag_custom_page_level_css":"","site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","_themeisle_gutenberg_block_has_review":false,"footnotes":""},"categories":[38],"tags":[],"class_list":["post-2391","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-acervo-de-publicacoes"],"yoast_head":"\nMapeamento de habitats Protocolo ????? ??????? -<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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