Levantamento topológico de conceitos: avaliação de uma metodologia de ensino na disciplina de Biologia

Abstract

At the beginning of school life, students bring in their intellectual "baggage" a repertoire of information that, as cognitive theories reveal, will be triggered at the moment of learning. This fact is also considered in the context of Historical-Critical Theory. Considering the importance of teachers knowing what information their students have and that what can be used to construct new knowledge, we present in this work an evaluation about the methodology of Topological Survey of Concepts (LTC) that privileges students' previous knowledge in the construction of new knowledge. We have as a research perspective the unveiling of its effective contribution to the teaching and learning process, when applied by other teachers. For this, the question that led to our study was the following: Is the topological survey of concepts (LTC) a methodology that contributes to the teachers' work in the identification of student‟s previous knowledge of biology content? Based on this question, an action-researchwas conducted with three teachers from public state schools in the city of Campina Grande-PB. To obtain the data, the teachers were trained, their classes were observed and they participated in an interview. The results point to the effectiveness of the LTC in the practice of participating teachers and should be used with an investigative look at teaching situations that have previous students' knowledge as a foundation for meaningful learning of biology contents, as well as providing the socialization and contextualizat ion of helping to identify difficulties in reading and writing.herefore, the LTC can be applied in teaching situations that have the student as the foundation of the entire educational process, allowing for their learning and construction of knowledge essential in their existence.