Herança biológica e consanguinidade: Perspectivas pedagógicas para o desenvolvimento do pensamento científico

Abstract

In recent research on the teaching of biology, there are favorable arguments in bringing scientific culture closer to students' everyday knowledge, since this methodological pathway can provide better educational results.Studies on learning content of school genetics have shown that some concepts of this branch of biology are true epistemological obstacles.Such a situation may be caused, among other factors, by the lack of contextualization and the fragmentation of knowledge in curricular subjects.From this perspective, this research seeks to analyze the evidence of conceptual resignification of a group of high school students about the mechanisms of biological inheritance and the phenomenon of consanguinity.In face of the context presented, we opted for the theoretical foundation supported by the construction of the Bachelardian scientific spirit.To achieve the above objective, we chose a high school class from the E.E.E.F.M João Ribeiro school, in the municipality of Gurinhém-PB.Among the collaborators students are those from rural, quilombola and city communities. In face the heterogeneity of the group, we seek to understand conceptual variants and / or epistemological obstacles through purposive activities.Through an exploratory and descriptive qualitative approach, we follow the assumptions of the participant research. The elements explored in the educational practice were, at first, extracted from an interview and a semi- structured questionnaire.Following, we made the appropriate interventions in loco, using the didactic sequence and participant observation as pedagogical instruments for data collection, whose most important events were recorded in field notes. From the information gathered, during the process during the intervention, and the theoretical framework adopted, we made our analyzes and made our final considerations. The study revealed that the phenomenon of consanguinity, and the mechanisms of Biological Inheritance as objects of study, in the classroom, contribute to the development of conceptual multiplicity, as well as to broadening the debate around the various manifestations and constitutive expressions, while which allows students to recognize themselves as builders of new senses and meanings.The inclusion of discussions of problematizing nature, favored reflections that contributed to broaden and/or reframing ideas and/or thoughts obstacles to the development of new concepts.