Genética, microbiologia e genética microbiana sob a percepção de estudantes e professores do ensino médio.

Abstract

The process of teaching and learning science and biology are presented as difficult to understand, when the case of specific areas involving microscopic and molecular structures, such as microbiology and genetics is observed that the difficulty increases. To understand not only the difficulties, but the factors that affect teaching in general, we consider three agents considered essential for the effectiveness of the process, namely: the student, active subject of the construction of knowledge, the teacher, mediator of knowledge and finally but not least, the use of resources and educational media, specifically the textbook. Under this assumption , the study aimed to verify the knowledge by the students with respect to microbial genetic issue and its relationship to the everyday, to identify approaches and challenges of genetics and microbiology teaching in the perception of teachers and finally check alternative approaches to teaching .The survey was conducted in three state schools in the municipalities of Cuité, Nova Floresta and Picuí, being respectively, State Preparatory High School Orlando Venâncio Santos, State Elementary School and High School José Rolderick de Oliveira and State Preparatory High School Teacher Lordão . The study took place in three to stages so that in the first stage semi-structured questionnaires were administered to students in 3rd year high school classes of the surveyed institutions. In the second stage were applied semi-structured questionnaires with teachers of the schools surveyed and on the third and last stage a first time was questionnaires to teachers on the use and efficiency of the activities proposed by the textbook manual, while the second time was a manual analysis of the two textbooks used in the three institutions surveyed, based on four pre-established criteria. As a result, it was observed that in both spheres searches for faults in respect to the teacher role, positioning the same as the function of the textbook and the student learning, while not wanting to direct responsibility for a stakeholder as the process of teaching and learning appears as a dialects and not individual relationship.