Ensino de Zoologia: concepções e metodologias na prática docente

Abstract

The Teaching of Zoology should be reflected and constantly investigated in order to propose improvements in pedagogical practice proposals to transform it. This study expresses a research with documentary character that investigates the conceptions and methodologies used in the Zoology Teaching. The objects of study were abstracts published in Zoology Teaching section, of the Brazilian Congress of Zoology (CBZ), between the years of 2004 and 2014. In all, 167 works were analyzed and the academician conceptions identified, the teaching methods, the educational levels in the implementation of the pedagogical practice and the localization of authors in Brazilian regions. The results indicate a predominance of technical conceptions (49, 1%), followed by practical conceptions (31.1%) and emancipatory (19.8%). We have also found that there is methodological diversity in Zoology Teaching, but in qualitative terms there is a predominance of teaching methods that configure only teaching tools techniques, almost not discussing the process of teaching and learning. Most of the works were done in basic education, and region of the country that produced the most works was the Northeast. We infer that teachers should constantly investigate and reflect their actions, identifying obstacles and trying to overcome them. The Zoology Teaching must be anchored in concepts and methodologies that should be in accordance with the reality of student, school and society in constant transformation and reformulation, in search of a better quality of Biology Teaching.