Sequência didática de citologia aliada à teoria histórico-crítica: um estudo para o ensino de Ciências
Data
2019-08-17
Autores
Dias, Natália Ferreira 
Orientadores
Rosalen, Marilena Aparecida de Souza
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este trabalho acompanhou e analisou o processo de ensino e aprendizagem de
Ciências, em especifico o conteúdo de Citologia nos anos finais do ensino fundamental, de
uma escola pública estadual do município de Diadema, com a aplicação de uma Sequência
Didática previamente construída e planejada sob a luz da pedagogia histórico-crítica e
posteriormente validada por pares. Foi desenvolvido no Programa de Pós Graduação em
Ensino de Ciências e Matemática (PECMA) da Universidade Federal de São Paulo. Optou-se
por uma abordagem metodológica qualitativa, seguindo o caminho de um estudo de caso.
Para a análise de dados, foram utilizados instrumentos metodológicos como a microetnografia
e análise de conteúdo. A coleta de dados se deu em quatro turmas de 7o ano de uma mesma
professora de Ciências da escola selecionada. Dentre as estratégias de ensino utilizadas na
sequência didática, tivemos uma sondagem dos conhecimentos prévios dos estudantes, aula
expositiva com valorização dos conhecimentos clássicos, construção de varal histórico, aula
de microscopia com lâminas fixadas em laboratório do vírus Papiloma Humano (HPV),
construção de lâminas com tecido vegetal (cebola), utilização de tecnologias em estação com
holograma, Realidade Virtual (VR) e microscópio digital. Dentre os resultados obtidos
mediante as análises, concluiu-se que a Sequência Didática colaborou positivamente para o
aprendizado de citologia em todas as turmas, ajudando a desenvolver o raciocínio teórico,
linguagem científica dos estudantes acerca do conteúdo, e a utilização da linguagem pela
professora foi o principal ponto mediador do processo de ensino e aprendizagem.
This dissertation thesis followed and analyzed the process of teaching and learning of Science, in specific the subjects of cytology in the middle school of a public school in Diadema, a city in the state of São Paulo, based in an application of a didactic sequence previously build and planned under the historical-critical pedagogy and previously validated by pairs. Was developed in the Post-Graduation Program in Teaching of Science and Math (PECMA) of the Universidade Federal de São Paulo (UNIFESP). It was chosen for a qualitative methodological approach, following the path of a study of case. For the analysis of data, were utilized methodological instruments like the microetnography and content analysis. The data collect happened in four classes of 7th grade from a same Science teacher from the selected school. In the teaching strategies used, we had a poll of the previous knowledge of the students, an expositive class with valuations of the classical knowledge, a construction of a historical clothesline, a class of microscopy in a lab with fixated blades of the virus Human Papilloma (HPV), construction of blades with vegetal tissue (onion), use of technology in a hologram station, virtual reality (VR) and digital microscope. Among the achieved results in the analysis, was observed that the didactic sequence positively contributed for the learning of cytology in all classes, helping the development of a theorical reason and scientific language of the students about the content and the use of language by the teacher was the main mediator point of the teaching and learning process.
This dissertation thesis followed and analyzed the process of teaching and learning of Science, in specific the subjects of cytology in the middle school of a public school in Diadema, a city in the state of São Paulo, based in an application of a didactic sequence previously build and planned under the historical-critical pedagogy and previously validated by pairs. Was developed in the Post-Graduation Program in Teaching of Science and Math (PECMA) of the Universidade Federal de São Paulo (UNIFESP). It was chosen for a qualitative methodological approach, following the path of a study of case. For the analysis of data, were utilized methodological instruments like the microetnography and content analysis. The data collect happened in four classes of 7th grade from a same Science teacher from the selected school. In the teaching strategies used, we had a poll of the previous knowledge of the students, an expositive class with valuations of the classical knowledge, a construction of a historical clothesline, a class of microscopy in a lab with fixated blades of the virus Human Papilloma (HPV), construction of blades with vegetal tissue (onion), use of technology in a hologram station, virtual reality (VR) and digital microscope. Among the achieved results in the analysis, was observed that the didactic sequence positively contributed for the learning of cytology in all classes, helping the development of a theorical reason and scientific language of the students about the content and the use of language by the teacher was the main mediator point of the teaching and learning process.