O estudo da herança genética com viés investigativo e abordagem da inclusão escolar - Análise e construção de uma sequência didática

Abstract

High school students common mistake some essential concepts of Genetic teaching such as inheritance, the presence of genetic material in all cells of the body and in simple organisms. Perhaps because these concepts have a high degree of abstraction. Therefore, this work proposes to build, apply and evaluate an investigative teaching sequence on genetic inheritance, taking an approach to school inclusion, in a public school in the city of Belo Horizonte. The didactic sequence begins with a problematization involving the film “Extraordinary”, which opens the discussion about the inheritance of the protagonist's syndrome and his school inclusion process. The other proposed activities aim to provide data to support the hypotheses raised by students in the investigative process such as a simulation involving the inheritance of pea characteristics in Mendel's works and an activity of manipulating chromosomes from different samples of a baby with a genetic disease. The individual systematization of the knowledge worked on occurred with the construction of an essay text based on a second problematization. The sequence was applied to a group of sixty students, however only thirty-one deliver completed TALE and TCLE, from whom questionnaires and audios were used for analysis. The results showed that the proposed problematization was able to engage students, who elaborate nine different hypotheses. During the development of activities, the dialogues point to the appropriation of genetic terms by the students (genotype, phenotype, pure, hybrid, among others). The activity also stimulated discussion with peers and provided data analysis and the creation of new hypotheses. The analysis of the questionnaires before and after the sequence shows a great advance in the perception that individuals have equal genetic material in all cells, coming from both parents. The students' perception of the activity was positive, with the majority of students agreeing that the activity helped in the assimilation of new concepts, aroused interest in learning and provided social interaction.