Percepções dos professores sobre as estratégias metodológicas utilizadas para o ensino de Biologia no 1o ano do nível médio

Abstract

The difficulties faced in the teaching and learning process by students and teachers in the 1st year of high school, when approaching the objects of knowledge of Biology, have been highlighted in educational studies, since this area of knowledge has always been stigmatized for containing a nomenclature very specific, systematic and difficult to memorize. Furthermore, teaching Biology requires the teacher to overcome challenges that go beyond merely conceptual scopes. The possible explanation, which may cause these learning difficulties, may be related to the student's profile in approaching conceptual content, choice of methodological strategies or the most appropriate resources used in the classroom. In this sense, the present work seeks to probe teachers' perceptions regarding the choice of the most appropriate methodological strategies for teaching Biology, for the 1st year of secondary education in public schools. To this end, the methodological approach deals with qualitative research, of a descriptive and exploratory nature, carried out with teachers from the 1st year of high school, from the state education network in the municipalities of Cruz das Almas, Governador Mangabeira, Muritiba and São Félix. The work used a semiopen questionnaire as a data collection instrument, the results of which were analyzed based on reference literature published in the area From the analysis and discussion of the data obtained, it was possible to identify complications faced in the process of teaching and learning Biology content and, in this way, understand that the teacher needs to be able to propose the use of different methodological strategies and teaching resources that come to assist you in the teaching process, even if the consequences arising from this process do not have a significant impact on student learning, as well as the lack of infrastructure and necessary resources inherent to the educational institution is also a limiting factor in the planning of didactic action.