MEDEIROS, C. G.; http://lattes.cnpq.br/0035735227998118; MEDEIROS, Camyla Guedes.
Resumen:
Teaching Biology requires the teacher and student to deal with a series of complexities, difficult to understand. Contextualizing content with students' previous knowledge is a fundamental strategy for the development of learning. Because of this we reflect on the question, what are students and teachers thinking about biology teaching in high school after the implementation of full high school? Consequently, we sought to answer these questions, based on the Theory of Representations - via Abric's structural approach. Thus, the work sought to investigate the social representations of high school students and teachers in the state school system regarding biology teaching in schools. In view of this, the research was carried out in two stages. In the first part we used the questionnaire of identification of the participants and the Technique of Free Association of Words - TALP as instruments to approach the social representations of individuals. This technique allows you to know the central core of the representation. Then, semi-structured scripts of interviews were elaborated, which were intended for students and teachers. Data analysis occurred through Bardin's thematic content analysis and the evocative software and iramuteq software. Some results indicate that students tend to see biology teaching as a contentist and focused only on reality from within the classroom.
