Ensino dos conhecimentos básicos de Genética para estudantes do 9º ano do Ensino Fundamental de uma escola pública de Maceió: contribuições da Pedagogia histórico crítica e da Psicologia histórico cultural

• Ano de defesa: 2020
• Autor(a) principal: Santos, Cynthia Ranyelle da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Ensino de Ciências e Matemática; UFAL
• Palavras-chave em Português: Ensino de Genética; Prática Docente; Psicologia histórico-cultural; Pedagogia histórico-crítica.; Genetics teaching; Historical-critical pedagogy; Teaching practice; Historical cultural psychology; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/7409

This work goes through a theoretical incursion based on critical historical pedagogy and cultural historical psychology. In this theoretical context, the teacher's intentional, planned and systematized work allows students to appropriate the knowledge constructed by humanity historically, characterizing the humanization process of these individuals. Based on this understanding, we centered our discussions on Science Teaching and more specifically on Genetics, a branch of Biology involved in the study of heredity. In addition to being a field of study with several developments in the educational, ethical, social, technological and health fields, it encompasses a network of concepts that involves mathematical knowledge, the ability to interpret texts, chemical and biological knowledge, for this reason, the content of Genetics is considered problematizing. Based on these considerations, this work had as main objective, to analyze the limits and the possibilities of teaching the basic knowledge of Genetics to students of the ninth grade of Elementary School in a public school. In this perspective, a pedagogical intervention was carried out using a didactic sequence with basic knowledge of Genetics. In this sense, thirty students from the ninth grade of elementary school in a public school participated in the research. The data collection instrument consisted of solving questionnaires (pre-test and post-test) in addition to the production of essay texts. Thus, we sought to analyze the results of a teaching practice based on scientific knowledge and the contribution of social transformation beyond common sense. The research allowed us to affirm the importance of the teacher in contributing not only with the learning of scientific concepts, but also with the intentional planning of didactic-pedagogical approaches that mobilize in the students their superior psychological functions and that, therefore, is concerned with training human in its broadest sense.