A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA.

Detalhes bibliográficos
Autor(a) principal: Palheta, Hermison Bruno Baia
Data de Publicação: 2023
Outros Autores: Alves, Fábio José da Costa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13279
Resumo: ABSTRACT. The present research was developed with the objective of investigating the extent to which a Didactic Sequence (DS) involving the concept of "Human Reproduction", according to the historical-cultural perspective, can contribute to riverside communities about teenage pregnancy As a theoretical anchor, we base ourselves on in historical-cultural theory, from Oliveira (1995), Rego (1995), Prestes (2010), Braz (2015) and other theorists who contributed to the debate. In the methodology, we developed a qualitative approach based on Alves (1992) and Oliveira (1995), analyzing a SD from the looks of Zabala (2011) and Cabral (2017). For the analysis of SD interactions, we worked with the theoretical assumptions of Góes (2000) known as “Microgenetic Analysis”. In the results, we observed that the research participants showed greater understanding of the concepts on the theme "Human Reproduction", significantly reflecting teenage pregnancy. We observed that when we used scientific knowledge and everyday knowledge, there were changes in attitudes towards the subject. In this sense, our lens pointed out potential in learning when we develop SDs from the historical-cultural perspective.
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spelling A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA.A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PAUna experiencia didáctica en la enseñanza de la Biología desde la perspectiva del embarazo adolescente en comunidades ribereñas de Marajó- PAA didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA.Um experimento didático no ensino de Biologia a partir de um olhar sobre gravidez na adolescência em comunidades ribeirinhas no Marajó-PAABSTRACT. The present research was developed with the objective of investigating the extent to which a Didactic Sequence (DS) involving the concept of "Human Reproduction", according to the historical-cultural perspective, can contribute to riverside communities about teenage pregnancy As a theoretical anchor, we base ourselves on in historical-cultural theory, from Oliveira (1995), Rego (1995), Prestes (2010), Braz (2015) and other theorists who contributed to the debate. In the methodology, we developed a qualitative approach based on Alves (1992) and Oliveira (1995), analyzing a SD from the looks of Zabala (2011) and Cabral (2017). For the analysis of SD interactions, we worked with the theoretical assumptions of Góes (2000) known as “Microgenetic Analysis”. In the results, we observed that the research participants showed greater understanding of the concepts on the theme "Human Reproduction", significantly reflecting teenage pregnancy. We observed that when we used scientific knowledge and everyday knowledge, there were changes in attitudes towards the subject. In this sense, our lens pointed out potential in learning when we develop SDs from the historical-cultural perspective.ABSTRACT. The present research was developed with the objective of investigating the extent to which a Didactic Sequence (DS) involving the concept of "Human Reproduction", according to the historical-cultural perspective, can contribute to riverside communities about teenage pregnancy As a theoretical anchor, we base ourselves on in historical-cultural theory, from Oliveira (1995), Rego (1995), Prestes (2010), Braz (2015) and other theorists who contributed to the debate. In the methodology, we developed a qualitative approach based on Alves (1992) and Oliveira (1995), analyzing a SD from the looks of Zabala (2011) and Cabral (2017). For the analysis of SD interactions, we worked with the theoretical assumptions of Góes (2000) known as “Microgenetic Analysis”. In the results, we observed that the research participants showed greater understanding of the concepts on the theme "Human Reproduction", significantly reflecting teenage pregnancy. We observed that when we used scientific knowledge and everyday knowledge, there were changes in attitudes towards the subject. In this sense, our lens pointed out potential in learning when we develop SDs from the historical-cultural perspective.RESUMEN. La presente investigación se desarrolló con el objetivo de indagar en qué medida una Secuencia Didáctica (DS) que involucre el concepto de “Reproducción Humana”, según la perspectiva histórico-cultural, puede contribuir a las comunidades ribereñas sobre el embarazo adolescente como ancla teórica, nos basamos en la teoría histórico-cultural, de Oliveira (1995), Rego (1995), Prestes (2010), Braz (2015) y otros teóricos que contribuyeron al debate. En la metodología, desarrollamos un enfoque cualitativo basado en Alves (1992) y Oliveira (1995), analizando una SD a partir de las miradas de Zabala (2011) y Cabral (2017). Para el análisis de las interacciones SD se trabajó con los supuestos teóricos de Góes (2000) conocidos como “Análisis Microgenético”. En los resultados, se observó que los participantes de la investigación mostraron una mayor comprensión de los conceptos sobre el tema "Reproducción Humana", reflejando significativamente el embarazo adolescente. Observamos que cuando utilizamos el conocimiento científico y el conocimiento cotidiano, hubo cambios en las actitudes hacia el tema. En este sentido, nuestro lente apuntó potencialidades en el aprendizaje cuando desarrollamos el SD desde la perspectiva histórico-cultural.ABSTRACT. The present research was developed with the objective of investigating the extent to which a Didactic Sequence (DS) involving the concept of "Human Reproduction", according to the historical-cultural perspective, can contribute to riverside communities about teenage pregnancy As a theoretical anchor, we base ourselves on in historical-cultural theory, from Oliveira (1995), Rego (1995), Prestes (2010), Braz (2015) and other theorists who contributed to the debate. In the methodology, we developed a qualitative approach based on Alves (1992) and Oliveira (1995), analyzing a SD from the looks of Zabala (2011) and Cabral (2017). For the analysis of SD interactions, we worked with the theoretical assumptions of Góes (2000) known as “Microgenetic Analysis”. In the results, we observed that the research participants showed greater understanding of the concepts on the theme "Human Reproduction", significantly reflecting teenage pregnancy. We observed that when we used scientific knowledge and everyday knowledge, there were changes in attitudes towards the subject. In this sense, our lens pointed out potential in learning when we develop SDs from the historical-cultural perspective.A presente pesquisa foi desenvolvida com objetivo de investigar em que medida uma Sequência Didática (SD) envolvendo o conceito de “Reprodução Humana”, segundo a perspectiva histórico-cultural, pode contribuir nas comunidades ribeirinhas  sobre a gravidez na adolescência Como ancoragem teórico, nos baseamos na teoria histórico-cultural, a partir de  Oliveira (1995), Rego (1995), Prestes (2010), Braz (2015) e outros teóricos que contribuíram com o debate. Na metodologia, desenvolvemos uma abordagem qualitativa fundamentada em Alves (1992) e Oliveira (1995), analisando uma SD a partir dos olhares de Zabala (2011) e Cabral (2017). Para a análise das interações das SDs, trabalhamos com os pressupostos teóricos de Góes (2000) conhecido como “Análise Microgenética”. Nos resultados, observamos os participantes da pesquisa mostraram maior compreensão dos conceitos sobre o tema “Reprodução Humana”, refletindo de forma significativa a gravidez na adolescência. Observamos que quando usamos o conhecimento científico e o conhecimento cotidiano houve mudanças de atitudes com relação ao tema. Neste sentido, nossa lente apontou potencialidade na aprendizagem quando desenvolvemos as SDs a partir da perspectiva histórico-cultural. Palavras-chave: ensino-aprendizagem, biologia, teoria histórico-cultural, sequência didática.   A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA    ABSTRACT. The present research was developed with the objective of investigating the extent to which a Didactic Sequence (DS) involving the concept of "Human Reproduction", according to the historical-cultural perspective, can contribute to riverside communities about teenage pregnancy As a theoretical anchor, we base ourselves on in historical-cultural theory, from Oliveira (1995), Rego (1995), Prestes (2010), Braz (2015) and other theorists who contributed to the debate. In the methodology, we developed a qualitative approach based on Alves (1992) and Oliveira (1995), analyzing a SD from the looks of Zabala (2011) and Cabral (2017). For the analysis of SD interactions, we worked with the theoretical assumptions of Góes (2000) known as “Microgenetic Analysis”. In the results, we observed that the research participants showed greater understanding of the concepts on the theme "Human Reproduction", significantly reflecting teenage pregnancy. We observed that when we used scientific knowledge and everyday knowledge, there were changes in attitudes towards the subject. In this sense, our lens pointed out potential in learning when we develop SDs from the historical-cultural perspective. Keywords: teaching-learning, biology, historical-cultural theory, didactic Sequence.   Una experiencia didáctica en la enseñanza de la Biología desde la perspectiva del embarazo adolescente en comunidades ribereñas de Marajó- PA. RESUMEN. La presente investigación se desarrolló con el objetivo de indagar en qué medida una Secuencia Didáctica (DS) que involucre el concepto de “Reproducción Humana”, según la perspectiva histórico-cultural, puede contribuir a las comunidades ribereñas sobre el embarazo adolescente como ancla teórica, nos basamos en la teoría histórico-cultural, de Oliveira (1995), Rego (1995), Prestes (2010), Braz (2015) y otros teóricos que contribuyeron al debate. En la metodología, desarrollamos un enfoque cualitativo basado en Alves (1992) y Oliveira (1995), analizando una SD a partir de las miradas de Zabala (2011) y Cabral (2017). Para el análisis de las interacciones SD se trabajó con los supuestos teóricos de Góes (2000) conocidos como “Análisis Microgenético”. En los resultados, se observó que los participantes de la investigación mostraron una mayor comprensión de los conceptos sobre el tema "Reproducción Humana", reflejando significativamente el embarazo adolescente. Observamos que cuando utilizamos el conocimiento científico y el conocimiento cotidiano, hubo cambios en las actitudes hacia el tema. En este sentido, nuestro lente apuntó potencialidades en el aprendizaje cuando desarrollamos el SD desde la perspectiva histórico-cultural. Palabras clave: enseñanza-aprendizaje, biología, teoría histórico-cultural, secuencia Didáctica.Universidade Federal do Tocantins2023-05-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1327910.20873/uft.rbec.e13279Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e13279Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e13279Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e13279Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e13279Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e132792525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13279/21195https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13279/21196Copyright (c) 2023 Hermison Bruno Baia Palheta, Fábio José da Costa Alveshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPalheta, Hermison Bruno BaiaAlves, Fábio José da Costa2024-03-25T18:08:06Zoai:ojs.revista.uft.edu.br:article/13279Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2024-03-25T18:08:06Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA.
A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA
Una experiencia didáctica en la enseñanza de la Biología desde la perspectiva del embarazo adolescente en comunidades ribereñas de Marajó- PA
A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA.
Um experimento didático no ensino de Biologia a partir de um olhar sobre gravidez na adolescência em comunidades ribeirinhas no Marajó-PA
title A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA.
spellingShingle A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA.
Palheta, Hermison Bruno Baia
title_short A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA.
title_full A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA.
title_fullStr A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA.
title_full_unstemmed A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA.
title_sort A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA.
author Palheta, Hermison Bruno Baia
author_facet Palheta, Hermison Bruno Baia
Alves, Fábio José da Costa
author_role author
author2 Alves, Fábio José da Costa
author2_role author
dc.contributor.author.fl_str_mv Palheta, Hermison Bruno Baia
Alves, Fábio José da Costa
description ABSTRACT. The present research was developed with the objective of investigating the extent to which a Didactic Sequence (DS) involving the concept of "Human Reproduction", according to the historical-cultural perspective, can contribute to riverside communities about teenage pregnancy As a theoretical anchor, we base ourselves on in historical-cultural theory, from Oliveira (1995), Rego (1995), Prestes (2010), Braz (2015) and other theorists who contributed to the debate. In the methodology, we developed a qualitative approach based on Alves (1992) and Oliveira (1995), analyzing a SD from the looks of Zabala (2011) and Cabral (2017). For the analysis of SD interactions, we worked with the theoretical assumptions of Góes (2000) known as “Microgenetic Analysis”. In the results, we observed that the research participants showed greater understanding of the concepts on the theme "Human Reproduction", significantly reflecting teenage pregnancy. We observed that when we used scientific knowledge and everyday knowledge, there were changes in attitudes towards the subject. In this sense, our lens pointed out potential in learning when we develop SDs from the historical-cultural perspective.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13279
10.20873/uft.rbec.e13279
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13279
identifier_str_mv 10.20873/uft.rbec.e13279
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13279/21195
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13279/21196
dc.rights.driver.fl_str_mv Copyright (c) 2023 Hermison Bruno Baia Palheta, Fábio José da Costa Alves
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Hermison Bruno Baia Palheta, Fábio José da Costa Alves
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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dc.publisher.none.fl_str_mv Universidade Federal do Tocantins
publisher.none.fl_str_mv Universidade Federal do Tocantins
dc.source.none.fl_str_mv Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e13279
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e13279
Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e13279
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e13279
Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e13279
2525-4863
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reponame_str Revista Brasileira de Educação do Campo
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repository.name.fl_str_mv Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)
repository.mail.fl_str_mv gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br
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