Ensino de biologia e educação contextualizada: diálogos entre o cordel e a convivência com o semiárido brasileiro.

Abstract

Aware of the need for intervention in the search for quality education, the present work points out a contribution to the teaching of Biology in Basic Education, adding a pedagogical tool that promotes the contextualization of contents through Cordel Literature, thus collaborating for a process learning. Based on this assumption, the aim of the research is to identify the importance of Cordel Literature in the teaching of biology from the contextualization of the Semiarid, investigating under this bias the influence of this form of language in the construction of knowledge and in the promotion of learning of the students, proposing a new look at the teaching of Biology, observing how the cordel affects the participation and commitment of the students. The research has a qualitative and quantitative character, from the perspective of the participant research, involving cordel workshops with the purpose of attend to demands and objectives of joint participation of the subjects of the research, promoting the dynamization of the classes and the mobilization of skills and abilities in what concerns the representation of the Portuguese language in oral and written forms. The research was carried out with the students of the 3rd grade of the Elaine Soares Brasileiro School, located in Santa Helena - Paraíba. The mechanism of obtaining information circled the sphere application of a questionnaire that was carried out before the application of the workshops (pre-test) and after the workshops (test). The results point positively to the use of cordel in the classroom, as a mechanism to stimulate learning, research and own construction of knowledge, collaborating for a contextualized education, not only directed to the Semiarid, but the most varied boundaries of education of Biology. The Semiarid was better understood, the teaching of Biology about the subject became more dynamic with the use of the cordel, which in turn, it was approved by more than 65% of those involved, showing their collaboration in the classroom , for learning and contextualization, as an alternative to the standard teaching process.