Contribuição do ensino de biologia para o exercício pleno da cidadania

Abstract

This work presents a discussion about the concept of citizenship and its relation with the teaching of biology in high school. The articulation between the role of formal education and the preparation for citizenship was analyzed through federal and state legislations, such as the Federal Constitution of 1988, the Basic Education Guidelines and Basic Law of 1996, the National Curricular Guidelines and the Curricular Guidelines State in what concerns the conduct of public educational institutions and what is proposed for education in the formation of the individual for the exercise of citizenship. Considering that the textbook is, in general, the main didactic resource used by teachers, an analysis of the didatic books of biology in current use was also carried out in the Regional Nucleus of Education of Dois Vizinhos. Considering full citizenship as the possession and exercise of civil, political and social rights, the work had as objective to investigate how the teaching of Biology can contribute with the formation of the students for the full exercise of citizenship and what is the proposal of articulation between the teaching of biology and citizenship in the legislation and textbooks that were analyzed. The documents were assayed through a qualitative research, with approaches that do not involve statistical data, but aim to obtain descriptive contents of this particular study. Data collection was done through a documentary analysis of Biology textbooks of 1st, 2nd and 3rd year of regular high school, used in the year 2018 in the Regional Nucleus of Education of Dois Vizinhos, state of Paraná. In the investigation was found coherence between what they bring the legislations analyzed and the specific contents of the discipline of biology. Although there is a commitment made by the authors of the collection on the articulation of the specific contents with the preparation of the students for the citizenship, there is not a good relation between these two elements, since the mentions about citizenship are made in the books only in boxes separated from the text main. It can be concluded that the collection assayed covers the specific knowledge of the discipline of biology in accordance with the current legislation. However, despite the authors declaring their intention to relate scientific content to the students' preparation for citizenship, there is no effective articulation. Without the support of the didactic material, it is up to the teacher to articulate the specific contents of the subject in order to contribute to the formation of the students for a full citizenship. On the other hand, biological knowledge is closely related to social reality, which would facilitate the work of the teacher in articulating the scientific knowledge of the discipline of biology and the preparation of students for the exercise of citizenship.