Propostas didático metodológicas para o ensino de genética no ensino fundamental

• Ano de defesa: 2019
• Autor(a) principal: Leal, Lidiane Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Ensino de Ciências; Ensino de genética; Manual do professor; Sequência didática; PNLDB; Estudo e ensino; Ciências; CNPQ::CIENCIAS BIOLOGICAS::GENETICA; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/43670; http://doi.org/10.14393/ufu.di.2024.5165

In this dissertation, the research developed in the scope of the Graduate Program in Teaching Science and Mathematics of the Federal University of Uberlândia, in which it was intended to answer the question: what are the methodological guidelines for the content of genetics are presented in the manuals of the science teacher of the textbooks approved in PNLD 2017 Sciences? The objectives of this research are: a) to analyze the methodological guidelines for the teaching of genetics in the textbooks of the teacher in the textbooks; b) analyze the didactic proposals for the teaching of genetics found in the specific literature; c) to elaborate a didactic sequence on the content and to develop it in the classes of Science for the fundamental education. The research, based on a qualitative approach, analyzed eleven of the thirteen science collections for elementary education, approved in PNLD 2017, specifically the teacher's manual present in these collections. After reading and carefully analyzing each collection, we organized the methodological orientations found in seven types: i) survey of earlier knowledge, ii) school research, iii) films and videos, iv) experimental activities, v) construction of models and, vi) simulated jury and debates and, vii) ICT. From these analyzes, and from the references related to the teaching of genetics directed to basic education, a didactic methodological proposal for the teaching of genetics in elementary education was elaborated. This planning was based on the methodology of action research, inserting contextualized activities, phenomena of students' daily life and some of the methodological orientations analyzed in the teacher's manuals, which, through the investigation, will seek to promote the use of argumentation in the classroom, verify the contributions and limitations of the didactic sequence. It is hoped that the research contributes both to the reflections of this teaching in the first formation, but in the actions developed in the schools, improving the processes of teaching, and learning of the students in the classes of Sciences. It is also hoped that the product of this dissertation - Methodological Didactic Proposal for the Teaching of Genetics in the Fundamental, will be a support material for science teachers.