Contribuições dos conhecimentos escolares em biologia na vida dos estudantes

Abstract

The study analyzes how the content taught in the Biology component of high school contributed to changes in students' daily lives. Based on Historical-Critical Pedagogy, the study highlights the importance of linking Biology content to students' practical experiences, promoting meaningful and reflective education. The research investigates how students' prior and everyday knowledge can be used to facilitate learning and make the content more relevant to their lives. The methodology includes the use of focus groups with high school students, allowing them to share perceptions about how they apply Biology knowledge to topics such as health, the environment, and social relations. The results show that students recognize the importance of topics such as genetics, body systems, and ecology in their lives, indicating that these contents contribute to their critical and civic formation. In addition, they consider that teachers play a fundamental role in connecting the content to students' reality, stimulating curiosity and practical understanding. It is concluded that the teaching of Biology, when contextualized and connected to the daily lives of students, has the potential to guarantee access to socially produced school knowledge, favoring the involvement of students in the issues of their time, encouraging conscious and socially responsible attitudes, essential for the development of critical and active citizens, as proposed by Historical-Critical Pedagogy.