O ensino de Ciências, em aulas teórico-práticas, desenvolvido através de atividades investigativas, para o ensino da Microbiologia, enfocando o estudo de bactérias

Abstract

In this monograph, we investigate how the teacher researcher, under supervision of professor of biology (supervising teacher), the high school of adult and youth education (EJA), develops and guides, along with theoretical and practical classes, investigative activities involving the Microbiology, emphasizing the study of microorganisms especially bacteria. Data production followed the guidelines of the qualitative research of the type participant observation. This research was developed in a public school, in the northern region of Belo Horizonte, with students of the third year of high school youth and adult mode, through the elaboration of a didactic sequence: Producing and conserving Food-Science in the kitchen. The selection and development of strategies and didactic-pedagogical resources for the teacher researcher and identification of interactions and appropriations of students were analyzed through records in field journal, organization and development of theoretical and practical lessons, and investigative activities recorded in audio and transcribed. Through records in field Journal feature professor and identify concepts related to the teaching and learning process in biology. We support our discussions in studies on the Microbiology and its insertion along the science curriculum in basic education. We prioritize, along with the literature, studies focused on reflections on pedagogical approaches, developed in the social context of the classroom, on the subject, Microorganisms, with emphasis on bacteria. We can see that the teacher researcher, in its pedagogical practice, developed pedagogical actions concerned with characterizing the role of microorganisms in nature, highlighting the importance of bacteria in food production, medicines, and cleaning up. The researcher sought to develop a teaching and learning process that integrates the development of conceptual, procedural and attitudinal contents, enabling students, interact with the knowledge so reflective, critical and contextualized.