A iniciação científica como estratégia pedagógica para o ensino de biologia

Abstract

The teaching of biology in the country was structured on the basis of philosophies, ideas and a political contextualization made effective from the teaching of Natural Sciences during the 1990s and was established through significant advances in the area. Nowadays, due to the arrival of a new generation of students to the school, the teaching of biology has been approached with great difficulties, bumping into obstacles that end up affecting the development of the discipline. Given these obstacles, the practice of scientific initiation in high school has been presented as a tool to approach the student, biology teaching and school. Aiming to establish the profile of the development of scientific initiation in the country as a pedagogical strategy for teaching biology, the research was characterized as exploratory and qualitative. It used the bibliographical research for the data collection evaluating 7 scientific publications of the last years. It was possible to compare scientific initiation data developed only in high schools and in schools with partnerships with research institutes. The SC / HS (High School Scientific Initiation Programs) that are much more grounded in the country are those applied between school partnerships and research institutes. Students who participate in these programs become more independent, demonstrate greater teamwork, show more interest in the studies, have a higher academic performance, even in the biology discipline, and become more mature in higher education. Several difficulties were observed in the development of the proposal, with emphasis on the academic orientation that needs to be constantly evaluated. The teaching strategy can be a great pedagogical support tool for the motivational interest of our young students, but still needs more studies for the gaps found in the specific literature.