Construção do conhecimento sobre microbiologia no ensino fundamental II.

Abstract

The teaching-learning process starts from the school diagnosis made by the teacher to be used as a teaching strategy to attract students to the contents. Since the teacher is the mediator of the construction of knowledge he must possess several methods, which take precedence those who have an exploratory character, play activities such as teaching the game can be tools that

aid in learning significantly. In this work, we intended to evaluate Microbiology’s teach- learning aspects of the contents worked in primary school and identify possible obstacles

faced in school that generate learning difficulties, as well as identify which methods are being used by teachers in the classroom and the from them, to seek a form of intervention in school. The survey was conducted through questionnaires for students and teachers in classes 7 and 8 years of elementary education in a public school in the state of Paraiba, Brazil. The results of the research shows that student’s daily seems to be a still distant reality of the school, as for the answers achieved demonstrates in the way of learning which refer to education by memorizing and causes contradictions in the student’s responses. About their perception over the microorganisms form, in the additional question which refers to the drawings, there is a concern about this because the results showed that from 180 students surveyed, 118 of them presented decontextualized forms than would be the microorganisms or simply did not associated to anything they have seen before. Its shows that the students are learning in a fragmented and inefficient manner. As to the teachers’ questionnaires, we can infer that the methodologies are not diversified, can be proven in their speech when they say that the methodologies used in microbiology teaching are based on information from textbooks and videos. The results show that it is still necessary to change the form of microbiology content approach, because most of the students have a distorted and disjointed vision of everyday facts and affirm teachers that limited the development of traditional classes that often do not awaken students' interest and make difficult the dialectical relationship between teacher and student. So one of the ways to achieve the construction of knowledge can be the application of alternative methodologies of investigative character that tend to favor a more effective learning.