Ensino de biologia plural: alternativas de implementação em sequência didática
The present work recognizes two major crises, the first of which is reported in references related to Science Teaching, which indicates difficulties of motivation and interest faced by the students, as sociated whit the distance between class and their cultures or realities. The second crisis is env...
| Autor principal: | Cabral, Lucas Munhoz |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2021
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/25327 |
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| Resumo: |
The present work recognizes two major crises, the first of which is reported in references related to Science Teaching, which indicates difficulties of motivation and interest faced by the students, as sociated whit the distance between class and their cultures or realities. The second crisis is environmental, in which the effects of human actions on nature, names the presentera as Anthropocene, culm in a ting in loss of biodiversity, climate change and the destruction of civilizations. Both scenarios integrate the field of values. In view of the sechallenges, a didactic sequence of thirteen lessons was proposed, aimed at teachers of Natural Sciences, with a specific focus on third-year high school classes. The concepts of critical multiculturalism and intercultural teaching were adopted as reference, aimed at the approach of differences, identities, and the lives of students to Biology classrooms, also the questioning of hegemonic discourses that stereotype or exclude groups. The sequence was focused on the problems caused to the environment, aiming the union of nature whit social, historical, and plural aspects. When the material was completed, it was evaluated in view of its contributions and challenges. As a contribution, the didactic sequenceis considered a possible reference to Biology teachers, to a stillincipient the me and with few reported experiences. The challenges, in turn, are linked to the complexity of developing activities based on the proposal, knowledge and practice of the adopted concept. These challengestests the capacity of renew a land creativity of teachers, linked to the Natural Sciences, in order to develop strategies that are more attentiveto the reality of those who are the objective of pedagogical actions, the students themselves. |
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