QUARESMA, F. D.; http://lattes.cnpq.br/2861090298873803; QUARESMA, Fernando Duarte.
Résumé:
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.