In the search for an alternative control against Aedes aegypti, many types of research are developed to discover substitutes for synthetic insecticides, including the use of oils, extracts, or active constituents from plants to find new insecticidal substances. The present work describes the phytochemical study results and evaluation of toxicity against Aedes aegypti larvae of ethanol extracts from Azadirachta indica A. Juss collected in Tauá-CE. Phytochemical tests were performed by different methods involving colorimetric, precipitation reactions, various metabolites such as alkaloids, anthocyanidins, anthocyanins, steroids, and flavonols, flavonones, triterpenoids was evident in the active extracts. For the toxicity tests, different concentrations of ethanolic extracts (250, 500, 1000 and 2000 μg / mL) were prepared with sterile distilled water and dimethylsulfoxide - DMSO (1%), and then 20 mL of each solution was added. And 25 3rd stage larvae in plastic cups. All bioassays were performed in quadruplicate. DMSO in an aqueous solution was used as a negative control. As a result, the tested extracts proved toxic to Aedes aegypti larvae, with an LC50 value higher than the control (10%) and ranging from 12% to 46%. The results obtained show that all extracts have an important pharmacological and toxicological potential. They deserve to be investigated in studies for the isolation and identification of bioactive compounds.

Technology and education have always had a loving relationship, especially in the classroom. For Education in Chemistry, smartphones and their Apps can provide experiences that were previously restricted to a laboratory experiment. The purpose of this study was to investigate through an evaluation the use of the Periodic Table Quiz applications and the Educalabs Periodic Table in the classroom, how these technologies can be integrated into teaching and what are their effects on student learning. It was held at the Municipal School of Primary Education II Roberto Antunes de Freitas in the city of Quiterianópolis-CE, in 02 classes of the 9th grade, comprising 32 students, with a methodology based on a descriptive study, empirical basis and qualitative nature. The results showed the contribution and potential that the applications offer in the learning of chemical concepts. After using these, it can be noticed that there were more correct answers in 08 of the 10 questions proposed, and 100% of the students stated that their interest in the subject increased, so they could verify the validity of exploring chemistry contents through these applications since they offer more interactive content that engages the student's genuine interest in participating in the process.

Teaching mathematics as a concept formation process requires rethinking the teacher's role, the conditions for organizing pedagogical work, the way of thinking, feeling and acting in education, the characteristics and interests of students. It needs the entire school community's involvement, presenting the content in a contextualized way, through a problematic situation, compatible with a real situation, which has elements that give meaning and construction to the mathematical content. This work sought to broaden the understanding of contextualization in the teaching of mathematics since working with content that is not related to the context in which the student is inserted is not attractive. To this end, a survey was conducted based on a semi-structured interview with the teachers and students of that school, in addition to observations and pedagogical practice. According to the results, the teachers' conceptions are identified and perceived, showing that the methodologies used by them in a contextualized way provide meaningful learning, since teaching is an active, evolving process about contextualization and its contribution to the learning of the students of this school, the research also shows how the contextualized teaching of mathematics is evaluated and the importance of bringing innovative, motivating and meaningful situations to classrooms. Therefore, it is understood that Contextualized Education in the teaching of mathematics enables the construction of the student's knowledge according to his reality, mainly due to the applicability of Mathematics, stimulates creativity, investigation, critical analysis of results and contributes significantly to the teaching-learning process.

Studies and research show that chemistry Teaching is, in most cases, traditional, centered only on the memorization of names and formulas; with this, it distances itself from the reality of the student, becoming difficult and annoying. One of the chemistry contents that raise the most doubts in the students is the periodic table, most of them cannot assimilate the properties and the way the elements were organized. As an alternative to reduce these difficulties arise the games, didactic-pedagogical tools help the teacher in an attractive and dynamic way. In this sense, the present work should aim to verify the acceptance and the influence in the application of the game Domino Periodic in the classes on the periodic table. For that, field research was carried out with 19 students of the 9th grade of Elementary School II of the Centro Educacional Espaço Criativo School, in the municipality of Quiterianópolis-CE. The data were collected through an evaluative questionnaire, and the results graphically presented showing that the game aroused the interest of the students, since 64% of them attributed a maximum score and had an excellent influence, since 95% of the students stated that the game contributes significantly to a better understanding of the content addressed.