Alunos do ensino médio e suas relações com o saber das ciências biológicas

Abstract

Understanding the relation with school knowledge can contribute to foment pedagogical practices consistent with the human and social development of students. Studies of a qualitative nature, whose objective was to investigate how relation that secondary school students construct with school knowledge, in particular, with the knowledge of biological sciences. As of the studies of Charlot (1996, 2000), which considers the appropriation of subjectivity as an element in the production of the meanings of relations with knowledge, we adopted narrative research as a research method and semi-structured questionnaires as a data production technique. Were interlocutors six students from the last year of the Technical High School who voluntarily participated in this study. The analysis of the narratives pointed out that the relation with the knowledge of the Biological Sciences is varied and strongly identitary, the result of a personal history, determined by the social context that starts with the relation of the subject with others and with the world. It was also found that this relationship is inconsistent and fragile, since it was noticed the absence of operations that sustain the students' mobilization. It is concluded that understanding that each person is unique and that their relations with the knowledge of the biological sciences are not homogeneous, schools will have the possibility to better serve them. This will require adapting to different learning styles and rhythms, resulting in quality teaching.