O ensino de genética no Ensino Médio do Brasil: uma análise a partir de documentos e políticas educacionais e curriculares

Abstract

This dissertation is inserted in the field of studies of Science Teaching, with the general objective of identifying how the basic knowledge of Genetics present in high school textbooks approach or distance from those present in official documents. The documents that guide basic education point out a way for schools to build their curriculum based on guidelines and parameters that support science teaching. The research went through three distinct moments, all involving the theme “The teaching of genetics” in high school. First, a survey was carried out with the objective of identifying academic works that deal with the teaching of genetics in Brazilian Basic Education, focusing on the mapping of possible approaches to teaching and the research strategies used. The research corpus consisted of dissertations and theses from the Digital Library of Brazilian Theses and Dissertations, from 1999 to 2019, using the descriptor “Education of Genetics”. The results indicate that, in the analyzed works, studies about the concepts of Genetics worked in Basic Education prevailed. Among these concepts, DNA was identified as one of the main learning difficulties of students. We then started with a historical approach to the beginning of the teaching of genetics in Brazilian school spaces. For this, a qualitative approach research was carried out, analyzing the works published in the proceedings of the 12 editions of the National Meeting of Research in Education in Science (ENPEC), Theses and dissertations, published in a period of 20 years (1999 to 2019) and in the Annals of ENEBIOS (National Biology Teaching Meetings) - from I ENEBIO (2005) to VII ENEBIO (2019) - which discuss the teaching of genetics. 68 publications were analyzed, finding 21 articles that met the scope of the research. The results found indicated an evolution in the presence of genetic concepts in education in Brazil. Understanding the historical process of the insertion of genetic concepts helps in learning Nature Sciences, justifying research on the subject, in order to support teachers in their pedagogical practices. The Teaching of Genetics is part of the Brazilian Basic Education curriculum, inserted in the subjects of Science and Biology. It is known that the textbook is an important part of the teaching and learning process, as it helps and guides the pedagogical practice, providing students and teachers with access to information and knowledge. On the other hand, it is most often the only teaching material used in the classroom. In view of this, it is extremely important that the guidelines present in the guiding documents of the national curriculum, on the subject, contribute, in fact, to a strengthened student education so that they can acquire skills that make them act in the environment in which they live, recognizing these acquired knowledge fundamental to act as critical citizens in the required contemporary society. Therefore, it is necessary that the textbook fully contemplates the proposals of the socalled official curricula, such as the current National Common Curriculum Base (BNCC).