A BIOQUÍMICA NO ENSINO MÉDIO: UMA PROPOSTA DE ENSINO A PARTIR DE UMA SEQUÊNCIA DIDÁTICA

• Autor(a) principal: Solner, Tiago Barboza Baldez
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/738
• topic: Ensino de Bioquímica; Química; Sequência Didática; Teoria Sócio Cultural de Vygotsky.; Teaching of Biochemistry; Chemistry; Following teaching; Vygotsky Cultural Socio-Cultural Theory.; Ciências e Matemática

This research, qualitative character, aims to investigate the General biochemistry teaching in high school in the municipality of Santa Maria-RS and the potential of a Didactic Sequence for this content. Was first, carried out a mapping on the biochemistry teaching in theses, dissertations and periodicals on the portal of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) that paved the way. Then a semi-structured interview with eight teachers from public and private teaching of basic education of the central region of the city of Santa Maria – RS. In the last step, was elaborated and applied a Didactic Sequence based on Vygotsky's theory of Cultural Partner in a group of third grade high school in a public school in the town of Santa Maria. From the mapping was evidenced the importance of this research in the area, because there are not many works about the biochemical content of the curricular component of chemistry of the third grade of high school. These readings have helped in the construction of this research and, sure, it might work for other future research work in this perspective. In the interview held with teachers it was evident that public school teachers cannot work all curricular component of chemistry of the third grade of high school, so little can be working the biochemical content in the classroom. The elaboration of Didactic Sequence of this research involved several different strategies, which enabled a greater interaction in the classroom. During this step, was used the food theme, is abundant in examples and ends up arousing the attention of students in the classroom. Performing the didactic sequence in the form of Gymkhana strengthened teamwork, in addition to improving the interaction among students, thus covering individual differences in order to reach a consensus about the problems faced and discussed during the Application of the concepts and methods used. During the application, care we was taken to contemplate the socio-historical conceptions of Vygotsky, where the interaction between the teacher and student and the mediation by the author was present throughout the process. In this process having the teacher as the mediator of learning during the application of the didactic sequence, the students had the opportunity to work group, demonstrating their points of view and knowledge regarding the proposed activities. From the analysis of the pre-test and post-test questionnaires, we can observe a significant increase of the students participating in this research related to the content of biochemistry involving the food theme. Therefore, it is to consider that for the improvement of students learning it is necessary that the teacher perform didactic-pedagogical instruments that contribute to the dynamization of the classes and, that they are in accordance with the demands of the current world. These requirements, which enable to emphasize social, economic, political, historical and environmental issues in a comprehensive way for high school students, presenting a contextualized methodology using the food theme.