Genética no ensino médio: uma sequência didática para ensinar heranças genéticas a partir da construção de árvores genealógicas e das discussões sobre o preconceito étnico racial
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Data
2020-10-26
Autores
Silva, Tiago de Freitas
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Universidade Federal do Espírito Santo
Resumo
The content of Mendelian Genetics in High School has as main focus the 1st and 2nd Laws of Mendel, emphasizing concepts, crossings and heredograms almost always exemplified in textbooks. The present work highlights the importance of a teaching methodology based on the students' daily lives, on their familiarities and lived experiences, addressing ethnic-racial prejudice as a trigger for the teaching of genetic inheritances. Thus, through a didactic sequence in which the main pedagogical strategy was the construction of family trees, we sought to contribute to a meaningful learning of the content. This sequence consisted of playful and investigative activities, being applied to high school students from a state school in the city of Montanha-ES. Using qualitative research-action research and ethnographic reports, students' perceptions of heredity and ethnic-racial prejudice were collected. Each student was also invited to produce an ethnic-racial self-portrait in an attempt to understand how he sees himself in relation to this theme. The instruments used to collect these data were semi-structured and unstructured interviews, questionnaires and dynamic activities of a pedagogical nature applied to the participants. Throughout the development of the work, the students were enthusiastic about the proposal, since the discussions of ethnic-racial relations aroused curiosity as to its origin, being able to contextualize the theme within the teaching of Genetics through an investigative proposal. This rescue to the origins made possible surprising discoveries in the construction of the family trees, motivated by these revelations the students started to sketch associations and assimilate concepts so that they could develop the proposed activities. Through the construction of self-portraits it was possible to collect from students an ethnic-racial self-declaration, based not only on their family histories, on their origins, but also taking into account the identity feeling of each one, considering mainly the social construct in which were inserted, thus re-signifying the cultural, ethnic-racial identity of several students, according to the testimonies obtained. We can conclude that through the Didactic Sequence it was possible to develop the teaching of Genetics linked to ethnic-racial relations, which characterized it as an emancipatory methodological proposal, having certainly contributed to the student's learning. The results of this work showed that students understand and perceive the existence of ethnic-racial prejudice at school, but it also reveals that the issue needs to be urgently prioritized in the teaching-learning process
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Identidade cultural , Autorretratos étnico-raciais , Interações discursivas , Heredograma , Racismo , Cultural identity , Ethnic-racial self-portraits , Discursive interactions , Heredogram , Racism