Abordagem prática para o ensino da biologia: do DNA à proteína.

Abstract

The present work reflects a concern that arose from the observation of the author in the years of teaching practice in basic education, regarding the students' difficulties concerning the construction of scientific knowledge, which tends to be decontextualized and based on memorization, especially in the unit didactics of genetics. The content of genetics is extensive and has as antecedent the need for the student to have consolidated requirements on the structure and dynamics of nucleic acids. However, unfortunately, it is noted that most do not have them. Thinking about teaching biology to most public schools requires investing in effective, low-cost methods that facilitate the learning process, often focused on largely subjective content. Materializing processes and molecules, which are basically conceptual, is a constant difficulty in the area. Thus, this work aimed to propose alternatives, making use of didactic models made with low-cost and/or resignifiable materials as viable practices, which enable students to discover themselves as co-authors in the construction of their knowledge, enabling significant learning. For this to occur, it must offer two basic conditions: the material must be meaningful and the student must be eager to learn. The work was carried out at the school CIEP 263 Lina Bo Bardi, located in Itaperuna-RJ, with the classes of the 3rd year of regular high school, in the year 2019. It is concluded that a well-planned didactic sequence, with interleaved theoretical and practical classes, can cover several. As a result of this work proposal, a didactic sequence was prepared containing guided materials in a playful proposal, which facilitated the teaching of genetics and the report of the experience, based on the more than twenty years of classroom experience of the author of the proposal.