Análise do livro didático de biologia no contexto da educação do campo e avaliação de uma sequência de ensino investigativo como recurso didático no processo de ensino e aprendizagem

Abstract

Brazilian schools still have difficulties in offering quality education, especially when it comes to rural education, in which the geographic diversity of Brazil is not considered in the teaching and learning process, which distances the school contents from the student's reality. As a result of the colonization process, Brazilian education was based on Eurocentric models, with the incorporation of school support materials, such as textbooks, which in some cases do not yet consider the culture of each people and region of the country, without contextualizing the programmatic content. with the student's experience. With the need to consider the student's surrounding environment in the teaching process, education contextualized with the semiarid is based on the social reality of the student, incorporating the diversity and culture of each place in the teaching-learning process, producing knowledge from the reality each region. Research teaching makes students the central subject of teaching processes, enabling them to solve problems, raise data and test hypotheses, giving meaning to the science learned at school. In this perspective, the present study aimed to analyze the textbook used in a school of Pedro II - PI as a basic tool for teaching ecology in the context of rural education and to evaluate a proposal for a sequence of investigative teaching as a mechanism of scientific investigation. The research was qualitative, with an analytical and explanatory approach. In the first stage of the research, a visit was made to a school located in the rural area of Pedro II - PI, in order to identify the biology textbook used, and to analyze it according to the objective of this work. In the second stage, an Investigative Teaching Sequence was evaluated as a basic tool for teaching ecology. When analyzing the results, it was possible to observe that the textbook still has flaws in its structure when it comes to rural education, in which there is a distance between the contents covered in the book and the reality of the students. From the evaluation of the Investigative Teaching Sequence, it is possible to highlight the importance of using other didactic resources together with the book, in order to arouse the interest of the student, giving meaning to the science learned at school, enabling its use in daily life.