O ensino de biologia: uma análise da relevância da contextualização histórica da ciência no processo de ensino e aprendizagem

Abstract

This monographic work seeks to analyze how historical context can contribute to the teaching and learning process of Biology. The main objective of this research was to broaden the understanding of how the history of science contributes to meaningful learning. The teaching of biology is composed of concepts and terms that are alien to popular everyday life. Thus, understanding how this knowledge was constructed becomes of great importance for the student to incorporate the theory into their daily lives. Sometimes this contextualization occurs in a wrong way, causing historical confusion, making it even more difficult to assimilate the content. Given this, the present work seeks to evaluate how the structure of the textbook presents this historical approach. For this, the analysis of three textbooks used in the public school system was carried out and the methodology adopted was the observation of the contents of Mendel's Laws, from two categories: type of record in relation to the scientist's biography and the type record in relation to the historical context of the discovery. Although this contextualization is foreseen and ensured in the curricular guidelines, we tried to analyze how textbooks contemplate this approach, and how the integrated study between science and history can contribute to the expansion of knowledge, the orientation of ideas, the generation of debates and construction of new knowledge. Despite contemplating some historical aspects, what can be observed in the analyzed chapters of the textbooks, is that mistaken information is still reproduced, or little based on the reality of the facts.