Elaboração de um roteiro de dinâmicas de grupo baseadas nos temas estruturadores como um instrumento didático para o ensino de biologia

Abstract

The use of differentiated activities is recognized as an instrument to develop in individuals the ability to dialogue, question and share knowledge, promoting reflection and changes in the face of the difficulties that teachers and students are subjected in the teaching-learning process. In this context, the present work proposed the construction of a group dynamics script as a didactic tool to support Biology teachers aiming at the possibility of enriching classes through the use of alternative activities that motivate and arouse students' curiosity. When using group dynamics as a strategy to improve the teaching-learning process, a more meaningful interaction with students was sought, contributing to the formation of more participatory, committed and critical agents. The Structuring Themes, i. e. the topics to be emphasized in the teaching of Biology, guided the methodological procedures proposed in this research, aiming at the promotion of competences and skills suggested for high school students. Each of the structuring themes (Interactions between living beings, quality of life of human populations, identity of living beings, diversity of life, transmission of life, ethics and genetic manipulation and origin and evolution of life) served as a parameter for the development of group dynamics. The script developed here is composed of six proposals for group dynamics and was evaluated, both by Biology teachers and by 3rd year high school students, as a very adequate and effective instrument. The script developed in this work allows students to experience situations that allow the development of creative skills, problem solving, argumentation and persuasion. The dynamics were planned in order to allow the students to participate actively, providing opportunities for the development of contextualized theoretical-practical activities that can lead the subjects to reach new cognitive structures from their previous knowledge. The script, therefore, shows itself as a possible proposal in the major objective of educational processes, seeking meaningful learning that highlights the effective participation of students, allowing the teacher to act as a mediator of the process, valuing the previous conceptions and the cultural background of the students.