O ensino por investigação e o ensino de Biologia: possibilidades de aproximação com a natureza da Biologia

Abstract

This Course Conclusion Paper deals with Teaching by Research in Biology Teaching from a perspective of considering the Nature of Biology in the proposition of Investigative Teaching Sequences to contemplate teaching that favors the involvement of students in Scientific Literacy. In this sense, the work seeks to answer in what ways does the teaching by investigation, present in the Investigative Teaching Sequences published on the Capes journal portal, in three national events and in theses and dissertations, meet the specificities of Biology? The general objective is to analyze the use of the Teaching by Investigation approach as a way to bring the Nature of Biology Science closer to its teaching and the specific objectives: identify the Investigative Teaching Sequences (SEI) of Biology present in the analyzed literature, analyze the conceptions of nature of Biology in SEI, understand the implications of Biology SEI for Scientific Literacy and reflect on possibilities that can support the development of Teaching by Investigation in Biology Teaching. The work permeates discussions about the characteristics of Biology Teaching and Scientific Literacy as a teaching objective, the Nature of Science and the specificities of Biology that made it autonomous Science, and the relationship between Teaching by Investigation in Biology. To answer the research problem and achieve the established objectives, the adopted methodology configured the research as being qualitative of a basic nature and exploratory and descriptive, based on a bibliographic research of the Systematic Literature Review type, in order to reach the SEI focused on Secondary Education of Basic Education published in the databases placed in the research problem with the time frame of works published from 2017 onwards, thus configuring the last five years. The data obtained were treated through content analysis that resulted in the following categories: particular characteristics of the production of biological knowledge, resources for Investigative Teaching Sequences with non-experimental problems, experimental activities in Biology teaching and their implications. In addition, the results obtained from the research carry elements of Scientific Literacy in the investigative teaching proposals. Finally, from the work it was possible to visualize how Teaching by Investigation can be conducted to meet the two branches of Biology: functional and evolutionary, and to point out researches that offer greater exploration in the subject.