Ação mediada em uma aula investigativa sobre microrganismos junto a um grupo de alunos da 3º série do ensino médio de uma escola pública do município de São Mateus/ES

Abstract

The theme of this research involves the discursive interactions between myself (teacher and researcher), a biology teacher, and a group of high school students from a public school in São Mateus, Espírito Santo, during an investigative class on microbiology. The objective of this research is to analyze the mediation carried out between the teacher, the researcher/author, and the students during the development of the Investigative Teaching Sequence on Microorganisms. The theoretical framework is based on the inquiry-based approach to science teaching and Wertsch’s historical cultural theory, called “mediated action.” The methodology adopted is qualitative, collaborative, and exploratory. Through the collaborative development and application of the investigative teaching sequence, the interaction between the agents was analyzed using instruments such as observation, field diary, questionnaires, and audio recordings of the interactions during the activities. The analyses were based on the principles of inquiry-based teaching and mediated action as the unit of analysis. The results indicated that intentional social interaction between students and teachers during investigative classes on microorganisms promoted a collaborative environment in which students could share ideas, discuss concepts and clarify doubts, enriching collective understanding. This process helped students develop social and communication skills essential for the construction of scientific knowledge. The research shows us that, through qualified and dialogical pedagogical mediation, it is possible to build an investigative activity in the teaching of Biology. As a result, a Teaching Guide was created with the aim of guiding, inspiring and encouraging other teachers to implement classes with an investigative approach