A contextualização no âmbito da prática como componente curricular de genética

Abstract

Attention to the directions that the official documents for the Basic Education give to the teaching practice, we realize that contextualization is still a theme far from the spaces of teacher training, although it is considered as one of the guiding principles of curricular organization. The understanding that contextualization has three dimensions (transpositive, epistemological and socio-historical) imply that it requires the teacher certain competences so that their practice can be considered contextualized. Thinking about this, we propose to understand how the contextualization for the Teaching of Genetics in the training process of the Biology education undergraduates students in Biological Sciences in Practice as a Curricular Component (PCC) of Genetics. Specifically, we seek: to analyze the conceptions of the teacher and Biology education undergraduates students about the contextualization; to identify how the training teacher articulates the contextualization in her teaching practice; and to analyze if the training offered in the PCC contributed for the Biology education undergraduates students to elaborate contextualized situations of Teaching of Genetics. This is a descriptive research carried out within the framework of the PCC of Genetics Practice of a Higher Education Institution of Pernambuco. The data were obtained from licensees, the teacher and documents, all submitted to content analysis. Among the results, we emphasize that the teacher's understanding of contextualization is closer to the transpositive dimension, while that of the students is a naive view. However, these at the time of elaboration of teaching situations also approached the transpositive dimension, being rare situations with characteristics of the socio-historical dimension. Possibly the scenario studied has some relation resulting from the interpretation of the PCC as synonymous with Teaching Practice at the moment of the formulation of the new curricular matrix. Therefore, students lack to understand that Teaching Genetics, or any area of scientific knowledge, needs to be associated with real-world facts and the world we deal with beyond school space or purely didactic issues.