Perspectivas de abordagem da astrobiologia por professores de biologia do ensino médio visando o desenvolvimento de um guia didático

Abstract

Astrobiology is a field that deals with questions about the origin, distribution, evolution of life and the possible prospects for the expansion of life on other planets. Thus, it is a field of investigation that enables an integrated view of the world, based on considerations about the manifestations of life in a cosmic context, as something that proves to be stimulating for the teaching of Biology, but which is still little known by education professionals. The present work seeks to analyze the perspectives of six Biology teachers from three schools in João Pessoa-PB to articulate the assumptions between teaching practices and possible theoretical contributions to favor the insertion of an approach to the theme Astrobiology in Biology Teaching, through the development of a Didactic Guide. Therefore, the work assumed a character based on the theoretical-methodological assumptions of qualitative and bibliographical research, to diagnose publications that deal with the articulation between the theme and Education, with a focus on the teaching of Biology. In addition, a structured interview was adopted for data collection, which included records transcribed from direct recording and subsequent analysis through the Textual-Discourse Analysis (TDA) method. From this, the results allowed us to point out aspects about teaching practices and to find that teachers have little or no knowledge about the subject, which some justified to be due to the lack of approach in initial training. In addition, they demonstrated frequency in carrying out interdisciplinary practices, although separately from other teachers, they showed that they are updated with regard to teaching practices through different means and also vary in the didactic materials they use, which are recognized as auxiliary resources that they facilitate the teaching and learning process, which provide direction to practices carried out in the classroom and distance Biology from the abstract character that it can have. In general, the participants were interested in knowing about Astrobiology, in order to address it in their classes, mainly with the help of a didactic guide. This guide was developed from the four elaborated didactic sequences, interconnecting Biology contents to Astrobiology notes. In this way, the research concluded that Astrobiology can be a potentiating proposal to be worked on from the interdisciplinary bias which it proposes when designed for Biology teaching, which promotes the mobilization of knowledge and the stimulus to the practice of teachers and students.