You can find some of the educational materials and digital resources (with versions for students and teachers) that I have produced on this page. So far, only the Portuguese versions of these materials are available. English titles are indicated here to give a brief idea of the content:
  1. Textbook
  2. Curriculum (Teaching-learning sequences)
  3. ​Environmental education materials for smartphones
  4. Intelligent tutoring system​
  5. Open educational resource
  6. Production for educational publishers
  • 1. Textbook
  • 2. Curriculum
  • 3. Digital materials
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Azevedo, N. H., Martini, A. M. Z., Oliveira, A. A., & Scarpa, D. L. (2014). Ecology in Restinga: a didactic argumentative sequence. ​[Ecologia na Restinga: uma sequência didática argumentativa] São Paulo, SP: Edição dos Autores. [Link in Portuguese] 
​Images from Ecology in Restinga: a didactic argumentative sequence (in Portuguese).
The coastal plain occurs along practically the entire Brazilian coast and is of significant environmental importance because it represents the interface between the terrestrial, marine, and atmospheric systems. Also, it is a region of extreme social importance due to its high human population density and long-term occupation. The Restinga vegetation, established on the coastal plains, presents peculiarities related to the environmental conditions to which it is subjected and therefore represents an excellent opportunity to study the relationship between plants and the physical environment. Despite these facts, the Restinga environment is rarely present in science classes in elementary education. This book presents a series of activities to address concepts of ecology related to the Restinga environment. The proposed activities involve observations and experiments on natural phenomena, comparisons, analysis of evidence, and the use of evidence to develop explanations, among other skills. Because we share the conviction that the understanding of the construction process of scientific knowledge is fundamental in the formation of citizenship, the suggested activities take the student as the main actor in the learning process and the teacher as a mediator and a guide in the teaching from the perspective of Scientific Literacy.

Teaching-learning sequence (TLS)

With the inquiry-based approach, each TLS ​consists of 6 to 19 units. They compose the materials edited by the City Hall of São Paulo (Brazil) to support the curricular implementation of the science education standards for public schools. Some are available online at the São Paulo City Education Department's website. 
[9] Azevedo, N. H. (2018). What would need to happen to always be day or night in São Paulo? For 6th grade. [O que seria preciso acontecer para que fosse sempre dia ou sempre noite em São Paulo?] In SME – SP/COPED (Ed.), Caderno da cidade: saberes e aprendizagens: Ciências Naturais. Livro do(a) professor(a), 6º ano. (pp. 114-145). São Paulo: SME/COPED.
[8] Azevedo, N. H. (2018). Gender inequality: a biological or sociocultural issue? For 7th grade [Desigualdade de gênero: uma questão biológica ou sociocultural?] In SME – SP/COPED (Ed.), Caderno da cidade: saberes e aprendizagens: Ciências Naturais. Livro do(a) professor(a), 7º ano. (pp. 144-189). São Paulo: SME/COPED.
[7] Azevedo, N. H. (2018). Thinking about a healthy sexual and reproductive life. For 7th grade. [Pensando sobre uma vida sexual e reprodutiva saudável] In SME – SP/COPED (Ed.), Caderno da cidade: saberes e aprendizagens: Ciências Naturais. Livro do(a) professor(a), 7º ano. (pp. 190-235). São Paulo: SME/COPED.
[6] Azevedo, N. H.  (2018). The black gold (oil) and environmental disasters: what happens when there is an oil spill in the water? For 7th grade. [O outro negro e os desastres ambientais: o que ocorre quando há derramamento de petróleo na água?] In SME – SP/COPED (Ed.), Caderno da cidade: saberes e aprendizagens: Ciências Naturais. Livro do(a) professor(a), 7º ano. (pp. 236-286). São Paulo: SME/COPED.
[5] Azevedo, N. H. (2018). How to explain the low frequency of hurricanes in Brazil? For 8th grade. [Como explicar a baixa ocorrência de furacões no Brasil?] In SME – SP/COPED (Ed.), Caderno da cidade: saberes e aprendizagens: Ciências Naturais. Livro do(a) professor(a), 8º ano. (pp. 12-45). São Paulo: SME/COPED.
[4] Azevedo, N. H.  (2018). Can living beings adapt to global warming? For 8th grade. [Os seres vivos podem se adaptar ao aquecimento global?] In SME – SP/COPED (Ed.), Caderno da cidade: saberes e aprendizagens: Ciências Naturais. Livro do(a) professor(a), 8º ano. (pp. 46-83). São Paulo: SME/COPED.
[3] Azevedo, N. H.  (2018). Is it more common to have flu in winter? Seasonal diseases, climate, and vaccines. For 8th grade. [Será que é mesmo mais comum ter gripe no inverno? Doenças sazonais, clima e vacinas] In SME – SP/COPED (Ed.), Caderno da cidade: saberes e aprendizagens: Ciências Naturais. Livro do(a) professor(a), 8º ano. (pp. 84-119). São Paulo: SME/COPED.
[2] Azevedo, N. H.  (2018). What is acid rain and how to avoid it? For 8th grade. [O que é a chuva ácida e como evitá-la?] In SME – SP/COPED (Ed.), Caderno da cidade: saberes e aprendizagens: Ciências Naturais. Livro do(a) professor(a), 8º ano. (pp. 120-161). São Paulo: SME/COPED.
[1] Azevedo, N. H. (2018). The bees are disappearing! What now? Biodiversity, extinction and the coexistence of species on the planet. For 7th grade. [As abelhas estão sumindo! E agora? Biodiversidade, extinção e o convívio de espécies no planeta] In SME – SP/COPED (Ed.), Caderno da cidade: saberes e aprendizagens: Ciências Naturais. Livro do(a) professor(a), 8º ano. São Paulo: SME/COPED.

Environmental education materials for smartphones 
​[3] Azevedo, N. H. (2018). Our water: where does it come from and where does it go to? (5th and 6th grade) [De onde vem e para onde vai a nossa água?]. ISBN 978-85-916948-1-5.
[2] Azevedo, N. H. (2018). What to do with our trash and garbage? (5th and 6th grade) [O que fazer com o nosso lixo?]. ISBN 978-85-916948-2-2.
​[1] Azevedo, N. H. (2018). There is something strange in the air! What do I have to do with air pollution? (5th and 6th grade). [Tem algo estranho no ar! O que eu tenho a ver com a poluição do ar?]. ISBN 978-85-916948-3-9.

4. Intelligent tutoring system

This intelligent tutoring system (ITS) aims to help the learner explore Toulmin's argument pattern (TAP). The intelligent tutor points out to the respondent if the choices are correct, provides hints, and shows the skills practiced as the answers are put on the screen. The ITS was developed with the CTAT HTML tool.

5. Open educational resource

Azevedo, N. H. (2021). Concept maps: principles for elaboration. [Mapas conceituais: princípios para a elaboração] Repository eduCAPES. [Link in Portuguese] ​
​​The resource consists of an infographic destined for students and a complementary infographic designed to assist the teachers in their work. The infographics contain information, key concepts, examples, tips, and references to help students and teachers incorporate concept maps to represent knowledge.

6. Production for educational publishers

Azevedo, N. H. (2021). From the Amazon Forest to the world: the search for balance between conservation and development. [Da Floresta Amazônica para o mundo: a busca pelo equilíbrio entre preservação e desenvolvimento.] Articulação Itinerários - Ciências. Edição n.01, p.7-15. Editora FTD.

Educational publishers

Writing services for the production of sciences and biology teaching units and TLS, using argument-based teaching and inquiry-based education. All didactic materials were produced with classroom versions and detailed materials for teachers. (Publishers: Moderna, FTD, and Triolet/Editora do Brasil) 
Updated July 2021. © 2021. All rights reserved.
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