A pesquisa no ensino de zoologia: uma análise dos estudos publicados nos anais do Congresso Brasileiro de Zoologia

Abstract

It is through Education that critical reflective thinking is processed, and that the subject's scientific knowledge is constructed and progressive. Although it is common to find fragmented and decontextualized teaching practices that involve Biology classes and its subareas such as Zoology Teaching, which could be approached in a more dynamic and meaningful way. As a result, we highlight the importance of conducting research based on the acquisition of understanding of what has been produced regarding the Teaching of Zoology. Thus, the general objective of this study is to investigate the contribution of academic research in the area of teaching/education in Zoology, based on the analysis of the annals of the CBZ from the years 2016, 2018 and 2020. It is a research with a qualitative approach. quanti, based on the bibliographic research method and using the content analysis technique. From the analysis of the abstracts, we obtained highlights in the following relative frequencies: 79.3% of the works in formal education; 67% of qualitative approaches; 42% of action research projects; 25% using questionnaires in data collection; 27% of practical classes; 20% of the works were about conservation; 25% about the phylum Arthropoda. From this, we conclude that it is possible to infer that there are researchers dedicated to contributing to the construction of scientific knowledge about the Teaching of Zoology, however, we emphasize that there is still a great need to expand this area of knowledge, and to explore it more studies and publications in this area are vast, leading to the development of research under a broader and more fruitful approach.