As interações no ensino e na aprendizagem de conceitos científicos sobre virologia: desafios e possibilidades para o ensino de biologia

Abstract

Thinking about teaching and learning leads us to think about the school space, the relationship between subjects and the interactions that are established for the construction and appropriation of knowledge. Thus, the present research aims to investigate how Biology students from the 2nd year of high school at night at a public school in the city of Cerro Largo/RS develop the meaning of scientific concepts about Virology from the interactions established in class. The Historical-Cultural theoretical framework was the main theoretical source of this study, for helping to understand the processes and peculiarities involved in teaching and learning. The theoretical-methodological course has a qualitative approach, characterized as bibliographic research and Experimental Method. For the development of the Bibliographic research, a survey of Dissertations and Theses was carried out in the database of the Brazilian Library of Theses and Dissertations (BDTD) on the theme formation of concepts and interactions in the teaching and learning of Natural Sciences and Biology and, another survey, in the Annals of the National Meeting of Biology Teaching (ENEBIO) on the interactions in the classroom, both revisions in the light of the Historical-Cultural theoretical framework. Regarding the Experimental Method, an Interactive Didactic Sequence (SDI) was prepared for the teaching of Virology, with eight classes that deal in a special way with Dengue and Covid-19. Due to the global context of the pandemic, classes took place virtually, in a Google meet room. The option of Analysis of the bibliographic review works was with the aid of Discursive Textual Analysis - ATD. Regarding the data collected by the experimental intervention, we opted for the Microgenetic Analysis for allowing better conditions for the analysis of interactive processes and for being more aligned with the theoretical framework of this study. The constructed results indicate that the teacher/researcher's mediation enabled interactions between students and the operation of some higher psychological functions such as language, thought, perception and attention. The process of conceptual meaning showed in the research subjects the predominance of the complex thinking stage, which allows us to infer that the formation of scientific concepts with EM students requires a greater capacity for abstraction, as well as more time for monitoring and intentional stimuli . In general, the research allowed us to better understand the processes involved in teaching and learning, as well as the importance of intentional teaching intervention, in the construction of scientific concepts by students.