Estações da genética do sistema ABO: uma proposta para o ensino de biologia

Abstract

Genetic Stations from ABO System: a proposal for the teaching of Biology. The teaching of Biology in basic education is fundamental in the transformation of the school knowledge from the learners, who through the knowledge of the biological sciences deepen the theories that guides life essence of living beings. The genetics study from ABO Blood System presents knowledge oriented both scientificity and social issues, such as transfusions, blood donations, blood typing, among others. This theme was the object of study about this research with teachers and students of a public school in Campo Grande, Mato Grosso do Sul, starting from the necessity of the involvement from teachers and students in the construction of the research on knowledge of basic genetics and ABO blood groups and with the purpose of investigating the influence of the experience from a didactic model about ABO Blood System through a didactic sequence in the teaching and genetic learning to high school students. The development of the didactic model made it possible to establish the relations of knowledge, Knowing to be Taught and to Know Taught according to the theory of didactic transposition. The research was developed based on the theoretical framework of Didactic Transposition (TD) and the Anthropological Theory of Didactics (TAD) Yves Chevallard's (1999); and also an approach permeated by Freireana pedagogy promoting a dialogical articulation with students including social challenges and scientific concepts. The investigations were analyzed through the content analysis of Bardin (2001) applied in previous and later research instruments, the later instrument was called on-board script. The results showed relevance in the appropriation of the knowledge related to ABO System genetics by the students analyzed in the experiment with didactic model "Genetics Stations from ABO System" which the students developed techniques to performing the tasks showed and then built important knowledge allusive to the subject. The didactic model and its didactic sequence, which is the primary educational product of this research, has the potential to hope that genetic inheritance knowledge from the blood groups can be understood through knowledge construction, social and cultural way to live on the formal educational spaces, in this case, the school.