Relações epistemológicas e metodológicas na abordagem do tema Saúde no ensino médio

Abstract

This research had as objective to analyze the methodological approach of the health theme that the teachers teach in classes of Biology in order to establish relations with an epistemological perspective of science and to teach sciences. For this, a theoretical perspective was used that articulated to the empirical dimension allows to make notes about the formation of the teachers and the relation between epistemology and methodologies. This research had theoretical references on teacher education that include Tardif (2010), Schön (2000), Pimenta (2000), among others. For the contribution of the epistemological discussion, Maturana (2001), Moraes (2011), Ramos (2011), Harres (2011), Feyerabend (1985,1991), Cachapuz et al (2005), among others. The concept of scientific literacy, based on Chassot (2006, 2007), incorporating the social question, is also highlighted in this discussion. The methodology, of a qualitative nature, was carried out through semi-structured interviews with 5 teachers who work in High School with the discipline of Biology. The interviews were recorded in audio for later transcription of the testimony of the research subjects. The analyzes were organized around the following axes: conceptions of science; conceptions of teaching sciences of the teachers as well as the approach of the subject health in the classes of Biology. These analyzes showed that most teachers used their reference in science education to define science as the language of the world, as a generalist view and as a human construct. Regarding the conceptions of teaching science, although two professors assume themselves as traditional, the others indicated elements of a teaching vision that is situated in a perspective that approaches the constructivist. In the health approach also the majority of teachers make use of concrete and local situations to contextualize the classes which indicates the promotion of a health education with a view to a more critical formation. Based on the analysis of these conceptions of teachers and guided by the theoretical reference, we developed a didactic resource in the game form, "Playing with microorganisms", which proposes a more articulated approach to the health issue. The application of this game to a group of students of the 3rd year of High School allowed an analysis of their potentialities related to the mobilization of concepts of biology, the clarification of previous knowledge and articulation with the scientific knowledge of other themes such as evolution and environment, revealing a movement of reconstruction of knowledge by the students evidenced by the questions proposed by them throughout the activity. In addition, the game allowed the approach of the health issue inserted in a social context that covers from the aspects of public health to those pertinent to science itself, since the school articulates knowledge within a social and cultural context. This study allowed the problematization of the initial formations and continuing education of science teachers who, in general, are emptied of an epistemological formation that guarantees safe choices about teaching methodologies to be used in classrooms. In any case, in a more or less conscious way there is always a relation between epistemology and methodology. In addition, we highlight the importance of health issues in a broader and more articulated perspective, surpassing prescripted views that allow students to be educated about Health Education with a view to scientific literacy and, therefore, social practice.