Citologia no ensino fundamental : dificuldades e possibilidades na produção de saberes docentes

Abstract

This research aimed to investigate the Cytology education and teaching knowledge mobilized during the approach of this content in primary education schools in the municipality of São Mateus-ES. Also, we discuss possibilities for contextualization of the cell contents, as alternative to better understand concepts that are abstract and difficult to understand by the students, through the perception of this structure as a functional unit of all living things. Therefore, we use the theoretical perspectives of Gauthier and Tardif, who argue the knowledge that are mobilized in the pedagogical action and pepper in his statements about the importance of conducting research with professionals in school contexts and not about them. The research was divided into three steps: 1 - survey of methodologies used in 12 schools in the municipal, state and private network; 2 - socialization alternatives to teaching contextualized cell, by conducting an educational workshop and update 3 - implementation of intervention project developed in a municipal school. We had the seizure of instruments and production data questionnaires, daily record and semi-structured interview. Data analysis shows that the curricular knowledge have great influence in the determination of Cytology teaching decontextualized and restricted to the introduction of organic content. The partnership University and school is an alternative to overcome the lack of equipment to conduct microscopy classes. The cell teaching can be contextualized, resulting in better learning when this content is related to other biological themes. The intervention led to the identification of knowledge mobilized during the teaching action, and his reworking from the reflection on and practice.