Heredogramas familiares na educação básica: ensino e aprendizagem pela interdisciplinaridade e contextualização do conhecimento

Abstract

Promote the interest of students to the scientific knowledge does not make sense, if there is no correlation between what is taught in school with life and the student's context. In the teaching of Biology, the theme heredity is among the first topics of the program of Genetics for high school. The use of graphics, such as pedigrees, permeates different content of human heritage. However, this teaching resource can not only teach specific concepts and procedures of Genetics, but also promote knowledge of the socio-historical and cultural context of the students. Also, deserves to be optimized to awaken critical and scientific attitudes in the earliest school years and not only in the high school. Thus, this research aimed to investigate how the pedigrees of the families of students can contribute to the teaching and learning of heredity and social-historical and cultural context at different levels and types of education of basic education. A qualitative and qualitative-quantitative approach was used. It is used as a data collection instrument, teaching materials produced by students that were interpreted by content analysis. This research is presented in five chapters. The first four articles, accentuate the didactic potential of the study of the inheritance patterns at different levels and types of basic education: the early years of elementary school, high school and youth and adult education. The didactic proposal is presented as a possibility to qualify the teaching and learning of Natural Sciences for the initial years. The results show that the pedigrees act as catalysts of contextualized and interdisciplinary educational activities in different educational contexts. These resources are capable of causing different knowledge about science and the reality to be studied and may be proposed for different levels and types of education, depending of the focus and conceptual reach. The survey also signals the misuse, in some books and teaching resources, for the pedigree term as synonymous of genealogy, as well as the analogy sometimes controversial to build family trees in the early years, to demonstrate the pedigree of students. This research could contribute to the reflection of teachers in the search for pedagogical proposals accessing knowledge of the school routine, interpreting them scientifically, and to enable greater security in the use of terminology and educational proposals, when working with data and family records.