Fanedição nas aulas de biologia: contribuições para o ensino e para a formação do professor artista-reflexivo

• Ano de defesa: 2018
• Autor(a) principal: Rodrigues, Jéssyka Melgaço
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Fanedição; Biologia (Ensino médio); Prática de ensino; Formação de professores; Professor artista-reflexivo
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/36721

The present dissertation proposes a reflection on the themes: "fanzinagem", "teaching of biology" and "teacher training". The objective of this study was to analyze the contributions of the fanfiction practice to the basic education biology classes (EB) and to the teacher training in the context of the Pibid. Initially, the State of the Question (EQ) was elaborated, which included the Portal of CAPES Journals and the annals of SBEnBio National Meetings. The construction of the EQ showed that the publication in this field of knowledge is still simple compared to the possibilities of the Brazilian educational context. With regard to the action pole, several activities were carried out, the most significant being: the supervised production of zines on Health Education in the biology classes of a school space in Itapipoca-CE; and, the creation of an educational blog, whose objective is to provide guidelines for the pedagogical use of fanzine in biology teaching. The field research involved, among other participants, seven undergraduate students in Biology who worked at EEM Joaquim Magalhães, as Pibid fellows. It was an investigation based on the qualitative approach, with a theoretical-methodological reference in action research. Data collection techniques were used: participant observation, the field diary and the semi-structured interview, with the process of data analysis supported by Bardin (1977). The main results achieved through the research were synthesized from two central aspects. In the foreground, it was verified that the zinico making gave the teaching of biology an innovative, playful, scientific, author, artistic and dynamic. Secondly, it was verified that the Pibid allowed an approximation with the artist-reflective teacher's metaphor, since it was identified characteristic features of this professional model in the school practices, namely: collaborative work, interdisciplinarity, articulation theory-practice and reflection on the practice. Zinc-making enabled, therefore, the professional development of the artist-reflective teacher and the implementation of an innovative project in teaching-learning biology.