Análise de metodologias didáticas aplicadas no ensino de biologia na Escola Estadual de Ensino Fundamental e Médio Dom Luiz Gonzaga Fernandes.

Abstract

This work presents a survey of biology teachers and high school students from the State School of Elementary and Secondary Education Dom Luiz Gonzaga Fernandes in Campina Grande, Paraiba. Where it is considered that to meet current demands and make the teaching of Biology significant, it needs a more accurate reflection on the content covered and on the methodological approaches proposed. For this, we sought a didactic reference in educational practice of these teachers and the exposure of pedagogical arguments by authors who have treated Teaching as the starting point for the teaching-learning process. The main objective was to investigate the main methodological die elements used in the explanatory content of teaching biology in high school said the school aimed to profile the evolutionary transition of this knowledge. For analysis of this study used a quantitative research, exploratory, which had data collection the main reference for the survey and results of treatment. Were prepared structured interviews with three teachers of biology, and the application of questionnaires to fifty high school students, and an analysis of classroom observations over a quarter school. The results showed that teachers have restrictions on when the understanding of the need to contextualize the content and methodological directions effective in various teaching situations in the school routine, they contribute to the failure in the teaching – learning process. In conclusion, it should give greater attention to the restructuring individual professional (continuing education) and the level of public education system. There is also the need to discuss certain situations with teachers to establish a job that conditions effectively, improvements in teaching biology in high school. Understanding that is through the theoretical and methodological knowledge updated, it is possible to make lessons more interesting and participatory Biology, producing a significant result of learning.