Possibilidades da infografia para o ensino de biologia: um olhar a partir da revista Superinteressante

Abstract

The study is part of the field of Teaching in Biology and is related to visual perception being the most general aspect of human communication, which motivated by the imagery appropriation suggests: maturation, assimilation and decoding of information contained in proposals infografadas, generating learning. It goes through the observation of the infographics, as generators of strategies to complement the teaching of Biology, in front of the mass media. The infography is characterized by the union of verbal and visual language, allowing the dissemination of news through the systematization of information. The main objective was to verify the occurrence of the infographic genre in the editions of Superinteressante Magazine, considered as potentially useful material for the teaching of Biology. As secondary objectives: To demonstrate that the use of computer graphics can favor the mediation of content and the teaching performance; To develop the critical reasoning, through the scientific concepts present in the infografadas narratives; To show the ease of comprehension under examination of the most complex concepts through the infographics and To understand the applicability of the infographics in the development of interdisciplinary studies. It was tried to the recognition of infographics that are directly related to the area of Biology, considering the years of 2015 and 2016 in accordance with the association with Content Analysis (CA), (BARDIN, 2016). The research has three chapters, the first one: Everything passes first through the image, presents the conceptual bases of the image, Joly (1994); Oliveira (2008), as a way of understanding the genesis of infographics. This section further discusses the Multimedia Learning advocated by the author of Theory (MAYER, 2009) and explains the bases of learning mediated by the association of image and text. The second chapter: Understanding the infographics: multimodality at the service of information, seeks to initially rescue the infographics as a genre, information and cultural artifact, for that, authors such as (SANCHO 2000); Alberto Cairo(CAIRO 2008, 2011); (TEIXEIRA, 2010); (MORAES, 2013), served fundamentally to know the functionality of infographics versus teaching. The third title: Brief historical interface of Biology teaching, addresses aspects of Biology teaching, traversing the competences that the student should develop in the discipline (BRASIL, 1961, 1971, 1996); (BORBA, 2013).The results point to a total of 27 issues of Superinteressante magazines: cutting 13 knowledge areas composing the list of references; the chosen categories; presence or absence of infographics in magazines; frequency of appearance of the respective areas. The presence of 22 journals containing biology infographics and a total of 48 infographics from the same area were verified; The data cataloged in the graphs show the percentage of 23.8% for the 1st year; 40.4% for the 2nd year; and 35.7% for the third of all infographics aimed at the area of Biology. For the first year about 4.7% of infographics focused on the content of "Introduction to Biology"; 11.9%, for "Cytology" and 7.1%, for the contents of "Origin of life"; The second year it was observed that 35.7% of infographics considered the contents of "Living beings" and 4.7% were related to the contents of "vegetal kingdom"; While the third year showed that 35.7%, went to the contents of "Ecology." In this way, it was verified that the valuation of the concepts presented by infographics for all areas, and especially for the Biology area; The infographics used to explain the importance of teaching Biology and the themes presented offer some insights to reflect on the possibilities that the teacher needs to establish for the teaching of Biology. The findings reinforce the impression that the infographics of the mass media favor the discussion about the relations between science, technology and society, areas that are compulsorily present in the high school curriculum. With all the observations made during the study, it can be seen that the contents of Biology are strongly associated with the infografada mass media production, characterizing it as a strong mechanism in the propagation of knowledge, as well as the generation of possibilities in Biology classes.