No desvelar de polêmicas contemporâneas, o desafio do ensino de biologia

Abstract

This research of qualitative nature aims to verify the contribution of the approach of polemic themes of Contemporary Biology in the building of values, attitude and their implications to the process of learning. The investigation was made by the application of a pedagogic project. The focus is the study of cloning and stem-cell because they are present themes, and students may be interested in them. Besides, these subjects present controversy. We look for understanding about the phenomenons, according to the education theory. To develop this project, we use as resource, texts of cientific release and some illustration about it. Data were collected by direct observation of classroom during the developing of the pedagogic project and coletive interview with students. The classes were recorded and the interviews were recorded by tape. We observe that polemic questions in classrooms can be possibilities and challenge to the didatic pedagogic plane. The controversies were the element that enables questionary and explanations. The result of it is some critical reflexions about various aspects. The research shows that cientific knowledge is changed in school context and the building of competences goes over to conceptual concepts and it emproves the intelectual autonomy of critical sense and respect of values such as solidarity, justice and human dignity. The focus of this kind of polemic questions in contemporany biology opens the possibility to form subjects with ethical, reflexive and critical values. The polemics and controversies facilitate students to present better interesting and participation in classes.