Processo de ensino e aprendizagem de Citologia no 1° ano do Ensino Médio: desafios e perspectivas

Abstract

The difficulties faced in the teaching and learning process by students and teachers of the 1st year of high school, when approaching the objects of knowledge of Biology, specifically in the context of Cytology, have been highlighted in studies in Education, since this area of knowledge has always been stigmatized for having a very specific nomenclature that is difficult to memorize. Furthermore, theteaching of Biology requires the teacher to overcome challenges that go beyond merely conceptual scope. The possible explanation, which can cause these learning difficulties, may be in the approach of conceptual contents, choice of methodological strategies or in the most appropriate resources to be used in the classroom. In this sense, the present work seeks to investigate the difficulties faced by students and teachers in the teaching and learning process regarding the objects of knowledge of Cytology. To this end, the methodological path deals with qualitative research, of a descriptive and exploratory nature, carried out with a group of the 1st year of High School and a Biology teacher from a state school in the city of Cachoeira-BA. The work used a closed questionnaire, a semi-structured interview and the application of a didactic game as data collection instrument, whose results were analyzed based on the reference literature published in the area. The interview with the Biology teacher and the questionnaire applied to the students of that school, aimed to investigate the challenges and perspectives facing the teaching and learning of Cytology objects in the investigated class. The didactic game entitled “Cells dominoes” was designed and applied so that, in a playful way, one of the objects of knowledge in the area of Cytology could be approached and to ascertain the interest and participation of students in Biology classes. From the analysis and discussion of the data obtained, it was possible to identify some difficulties faced in the teaching and learning process of Cytology objects and, in this way, to understand that the teacher needs to be able to propose the use of different methodological strategies and didactic resources that come to help him in the teaching process, and that students do not understand the real practical meaning of learning objects related to Cytology. In this sense, considering the public school as the future field of work for undergraduates, it becomes relevant to discuss this topic during the initial training course of teachers, as an important aspect to be faced and, therefore, it is urgent and necessary to adapt the Course Pedagogical Projects (PPC, in Portuguese), in order to bring them closer to the new educational reality, in the context of implementing and facing the new curricular guidelines within the scope of the BNCC.