Herpetologia na educação básica: uma análise da associação entre o perfil dos professores e as estratégias aplicadas no ensino do tema.

Abstract

The present study aimed to investigate how the Science and Biology teachers of the basic education in Jaguaripe, Aratuípe and Nazaré municipalities, in Bahia State, deal with amphibian and reptile content during your classes, based on the selection of methodological strategies and didactic materials. For this, data were collected with the application of a semi-structured questionnaire formed by three groups of questions: (i) the professional profile of the teachers who teach the curricular components of Science and Biology; (ii) empathy for amphibians and reptiles; and (iii) how the teachers approach such contents. For the analysis, empathy data were categorized using the discourse analysis proposed by Bardin. The lexical analysis using the tag clouds was used to classify the subjective questions and a Principal Components Analysis was used to verify which variables had the greatest influence in the definition of the professional profile of the teachers, associated with approach of the contents of amphibians and reptiles. Sixteen teachers (12 women and 2 men) participated in this study. The initial graduation of the teachers was Biology (7), Pedagogy (6), Languages and Literature (1), History (1) and Physical (1). Eleven teachers had specialization and 5 did not. Fourteen teachers are permanently employed and two are contract employees, of which three have a workload of 60 hours, 3 of 20 hours and 10 of 40 hours. In relation the quantity of methodological strategies and didactic materials used to approach the content of amphibians and reptiles, biologists and pedagogues used similar quantities About the empathy, feeling of fear, disgust and repulsion showed presence in the relationship with amphibians and reptiles. The variables that most influenced the definition of the professional profile were the workload, the presence of specialization and the specialization course, evidencing a greater similarity between biologists and pedagogues. We consider that the similarity in the way of approaching the contents of amphibians and reptiles as to the use of materials and methodological strategies by teachers trained in Biology and Pedagogy opens precedents for new studies about the performance of teachers in areas other than those of their formation.