A prática pedagógica de professores de biologia com o ciclo celular na educação básica

• Ano de defesa: 2019
• Autor(a) principal: BEZERRA, Fábio José Lourenço
• Orientador(a): ARAÚJO, Monica Lopes Folena
• Banca de defesa: JÓFILI, Zélia Maria Soares, CAMAROTTI, Maria de Fátima, OLIVEIRA, Maria Marly de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Departamento de Educação
• País: Brasil
• Palavras-chave em Português: Prática pedagógica; Professor de biologia; Ensino de biologia; Ensino básico; Ciclo celular
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8329

Considering the official documents governing the national Basic Education, with special attention to the common curriculum base, with regard to the recommendations given to the pedagogical practice with the Biology in High School, we find that it is oriented to provide the students with a training that prepare them for vocational training as well as for the conscious exercise of citizenship. And this through the development of critical thinking, reflection and intellectual autonomy. Given these recommendations, the research proposes to understand how is the pedagogical practice of Biology teachers with the Cell Cycle in Basic Education. Specifically we aim: to verify which challenges are being faced by Biology teachers in the teaching of the Cell Cycle in Basic Education, to identify which didactic strategies are adopted by the teachers to approach the content “Cell Cycle” and to propose strategies that contribute to the pedagogical practice of Biology with the content “Cell Cycle”. To achieve the first two objectives of this study, we considered the observations of the classes and interviews with teachers from a State Public School in Camaragibe - PE. Successful practices were expected to be found at this institution, as student researchers participate annually in a municipal science and technology exhibition recognized by the National Council for Scientific and Technological Development (CNPq). For the third objective, a questionnaire was applied to the students of the teachers participating in the research. Content analysis was used as a means for data interpretation and inference. The results related to the first two objectives pointed out that, although the teachers studied have an above average academic education of public education teachers, and the school is privileged with pedagogical resources and structure which most public schools are lacking, the teaching traditional, contentious and decontextualized approach prevailed in the Cell Cycle theme approach. The findings denounce the terrible conditions for a successful teaching of this content, and probably for all others in Biology. Through their answers to the questionnaire, the students suggested dynamic and interactive classes, using various modalities and didactic resources, to improve the teaching and learning process of the mentioned subject.