Práticas pedagógicas no ensino de Biologia: percepções de professores de uma escola estadual no município de Cachoeira-Ba

Abstract

The pedagogical practices are part of the teaching work in the context of the transposition of the conceptual, procedural and attitudinal contents, in the use of the necessary methodologies to establish a path that directs the students to effect the learning of the contents taught by them, reaching the intended educational objectives. However, taking into account the reference authors used in this research as: Bizzo (2009), Campos and Nigro (1999), Krasilchik (2011, 2012), Carvalho (2009, 2010), Marandino, Selles and Ferreira , and Delizoicov and Angotti (2000), for such actions to occur, it is necessary for teachers to be equipped with methodologies that allow the existence of these results, related to students' contextualization, at the level that guarantees them a meaningful learning. For this to happen it is necessary that the school offers teachers and students, minimally didactic resources and infrastructure necessary for the accomplishment of these classes. Based on these assumptions the present work had the general objective of analyzing the pedagogical practices used by Biology teachers and their contributions in the process of learning conceptual contents, in the context of Biology classes in a high school. The methodological procedures used were studies of qualitative contexts, with a descriptive and exploratory approach, through researches in the literature, observation of the school space and application of a semi - open questionnaire with the teachers of a state school located in the city of Cachoeira - BA. The collected data were analyzed, following the guidelines of the reference authors in content analysis, and it was verified that the teachers teach lectures frequently, making use of framework and pilot, datashow, notebooks and cell phones and never use games, group dynamics or other pedagogical possibilities as innovative resources. It was also possible to verify that the evaluation processes, used by most of them, are applications of written tests. In this context, experimental activities are developed according to the needs of the students and the availability of resources offered by the institution. Thus, the results obtained demonstrated that the transposition of the contents related to Biology teaching, as well as the methodological strategies used by the researched teachers, focus on the traditional teaching context, and need to be rethought to better meet the training needs of the target audience in question.