Práticas pedagógicas do ensino de Biologia: transformações e permanências

Abstract

This research sought to analyze the pedagogical practices in Biology teaching of three teachers in order to know the transformations and permanencies of these pedagogical practices that occurred throughout the 1990s, 2000s and 2020s and to understand their importance for teaching and learning in Biology For the theoretical foundation of this research, authors who deal with Pedagogical Practices and Science/Biology Teaching were consulted, such as Krasilchik (2004), Longhini (2012), Franco (2016), Vasconcellos (2002), Zabala (1998), Carvalho and Gil -Pérez (2011), among others. The qualitative approach research is characterized as descriptive and its collection instrument was a questionnaire covering aspects of pedagogical practices that were applied to the three Biology teachers. It was noticed that some pedagogical practices remained over time, such as the contextualization of contents, consideration of the students' individualities, the construction of practice based on various pedagogical currents, participatory classes and group activities, didactic resources for to prepare and to teach the classes; other practices are no longer so frequent in the current decade, such as sharing teaching strategies with other teachers; while some practices were complemented over the decades, such as the way to carry out the planning and the sources used to prepare the classes. Changes also occurred with regard to the knowledge needed to teach Biology, which is no longer just about the relationship between teacher and student, theories and methodologies, to be knowledge that helps in life in society.