O ensino por problema dos conteúdos de citologia em uma escola pública de Ensino Médio em Campina Grande-PB

Abstract

The scientific advances have allowed a greater contextualization of the school curriculum, mainly in the Teaching of Sciences. In the classroom, the contextualized approach of this knowledge becomes indispensable since it transcends the content to the everyday. From this perspective, the objective of this research is to develop a teaching project, addressing the contents of cytology, from the perspective of systemic thinking; Adopting as teaching strategy teaching by problem. Teaching by problem contributes to the student's reflective practice, making him return to his reality with solutions that aim at better conditions for learning, and consequently the application of knowledge. The research of the descriptive exploratory study was carried out from September to October 2014, and had as participants of the study 28 students from the third grade of a public school adhered to the ProEMI (Higher Education) Program located in the city of Campina Grande, Paraíba. The data were collected from the audio recording and questionnaire application with subjective and objective questions, whose realization of the project occurred within the scope of the Program of Incentive to Teaching (PIBID). The data collected in this research were analyzed (content analysis) from five stages of mediation (problem, determination of key expressions, practical intervention, theorization and intervention applied to reality) previously selected. The results show that the didactic strategy of teaching by problem in the approach of the contents of cytology contributes to the improvement of the educational practice as a better performance of the students in the classes of Biology. As a final (educational) product, we elaborated the construction of a collection of biographies of important naturalists for the development of cytology and for the strengthening of biology as a science. In the process of developing this project we were able to consolidate moments of rupture of some epistemological obstacles, associated with a knowledge of greater practical autonomy. With this, we offer the mediator teacher an alternative to make classes more dynamic, and the mediated student the opportunity to reflect and solve the problems proposed to learn the content.