Apropriação de conhecimentos da genética mendeliana: possibilidades e limites determinados pela resolução de problemas

Abstract

The present research aims to analyze the contribution of a Didactic Sequence created through difficulties diagnosed from the application of a questionnaire referring to Mendelian Genetics in a class of 3rd year of High School. The interest for the theme arose when we perceived the difficulty of the biology teachers from schools belonging to the Education Department of Mato Grosso do Sul, in working with this very complex subject of great importance. The study counted on the participation of the 30 students at first, whom answered promptly. Considering this scenario, the research is anchored in the qualitative approach and the theoretical foundation will be based on Paulo Freire and Humberto Maturana that even with different origins as philosophical schools approach themselves in the study of subjects such as dialogue, autonomy, knowledge and politics. Data construction took place in two stages, characterized as follows: step 1) Application of a questionnaire step 2) Elaboration of a Didactic Sequence based on the eventual difficulties chosen in the questionnaire. This perspective enables reflection and learning, as they propose a new look at education, in which respect for oneself and the other becomes reality. The data obtained in all stages of the research will be evaluated qualitatively according to the Content Analysis. We evaluated that the present research collaborated with the learning of the participating students, providing moments of critical reflection on concepts learned and absorbed mechanically and superficially. And that through the experience during the participation of phases such as the resolution of the questionnaire and the experience of the Didactic Sequence, elucidated that certain concepts must be well founded so that the resolution of exercises pertinent to this theme is based as a positive baggage for these students.