Microbiology Teaching: an alternative to Traditional Laboratory from the History and Philosophy of Science and Methodology of Problematization view

• Autor(a) principal: Rosa, Marllon Moreti de Souza
• Data de Publicação: 2021
• Outros Autores: Festozo, Marina Battistetti, Vera, Jose Alberto Casto Nogales
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2752
• topic: Microbiologia; Laboratório Escolar; História e Filosofia da Ciência; Metodologia da Problematização; Microbiology; School Laboratory; History and Philosophy of Science; Methodology of Problematization; Microbiología; Laboratorio Escolar; Historia y Filosofia de la Ciencia; Metodología de la Problematización

This paper proposes to describe and analyze the development of three classes didactic about Microbiology, conducted in a school laboratory of a state school of Minas Gerais in the second semester of 2019, seeking to analyze its potentialities and limitations. The classes were developed during a supervised internship, associating History and Philosophy of Science, Problem Methodology and the execution of an experiment. Through participant observation, the classes were recorded in an on-board notebook and, at the end of the practice, students were asked to evaluate the classes. These statements were analyzed qualitatively through Content Analysis. After analyzing the statements, it was possible to perceive the importance of the History and Philosophy of Science in order to avoid the fragmentation of knowledge, avoiding a distorted, ahistorical and non-social view of Science. Still, they highlighted the importance of problematizations that bring students' daily lives to the educational environment, providing a more meaningful learning. It is also worth highlighting the importance of rethinking the use of the school laboratory, building practices that transcend the technicist and dichotomous bias between theory and practice historically followed. Finally, given the Covid-19 pandemic and the growing anti-scientific movement in the country, debates about living scientific issues become even more necessary, seeking to equip individuals so that they are able to assess the facts disclosed by the media and identify the role of Science in their lives.