Estratégias do saber científico ao saber ensinar: uma análise da transposição didática no ensino de divisão celular

Abstract

Teaching cell division represents one of the greatest challenges in Biology teaching, especially because it involves abstract and complex content that is not very related to students’ daily lives. In view of this, this study aimed to analyze the practice of didactic transposition in teaching cell division in a 1st grade high school class at the Instituto Federal do Piauí – Campus Floriano. The specific objectives were to observe the teaching strategies used by the teacher, identify how scientific knowledge is adapted to the knowledge to be taught, and evaluate the perception of students and the teacher about the methods applied. The research had a qualitative approach, developed in four stages: delivery of the terms, participant observation in the classroom, analysis of teaching materials and application of questionnaires with the teacher and students.The results revealed that the use of active methodologies, such as dynamics, discussion groups, group work, and visual activities, favored student engagement and understanding of cell division processes, allowing the construction of more meaningful and contextualized knowledge. Furthermore, the analysis of textbooks revealed the limitations of the content when used in isolation, which reinforces the importance of teaching mediation and methodological diversification. It is therefore concluded that didactic transposition, when combined with innovative strategies and varied resources, contributes to making the content more accessible, promoting active and meaningful learning.