O conteúdo de genética nos livros didáticos de duas escolas públicas de Cruz das Almas, Bahia

Abstract

The didatic book is a resource facilitator of learning and at the same time an instrument to support pedagogical practice. By presenting the basic mechanisms of communication by text and image, the book should encourage the teaching and building knowledge from the practice of contextualization of scientific knowledge, moreover, should encourage the integration of these with other areas of knowledge. Given its importance, the didatic book has been discussed in many research being analyzed from various perspectives, highlighting the educational aspects and their role in shaping the contemporary school. In this context, various problems can be seen in approach and interpretation of many contents for them, such as the predominance of theoretical lectures on the problems presented, regardless of the student's reality situations, the occurrence of errors and insufficiency of content. Accordingly, the aim of this study was to historiographical and epistemological revision of the didatic book, as well as point out the possible consequences on teaching science and biology / genetics Two high school didatic book, adopted by two public schools in the city Cruz das Bahia. For this, the books were analyzed: Biology, one volume of Janet Laurence and Bio secondary education, volume 2 of Sonia Lopes and Sergio Rosso, used in schools Luciano Steps State and State College Landulfo Alves de Almeida. The following aspects were considered for this analysis: figure, activity of research and experimentation, and introductory concepts of genetics and its epistemological characteristics. The book Bio high school, 2 Volme Sonia Lopes and Sergio Rosso was considered the most suitable for teaching practices, since most pre meets requirements established in this research, favoring the process of teaching and learning.