Uma abordagem pedagógica baseada em Vigotski com tecnologias digitais de informação e comunicação para o ensino de Biologia

Abstract

Bearing in mind the challenges present in the process of teaching and learning Biology, as well as, in the potential of Digital Information and Communication Technologies – Digital ICT for the creation of a new scenario in education that meets the needs raised by the National Common Curriculum Base - CNBC, the objective of this study was to evaluate the construction of knowledge in Biology from a Pedagogical Approach , based on Vigotski, with the inclusion of Digital Information and Communication Technologies. Thus, this study was based on the analysis of Vigotski's view on Development Zones, as well as, in the understanding of education, technologies and biology in the CNBC and on the identification of the potentialities of the inclusion of Virtual Learning Environments - VLE in education. To achieve the stipulated objective, a qualitative and quantitative study was elaborated, in the case study modality, with questionnaires as data collection tools. The study was developed in a full-time center, located in the North Zone of the city of Manaus / AM, and, meeting ethical criteria, we chose 52 students and a teacher of the discipline of Biology of the third grade of high school. In this public, the view on the discipline of Biology and the use of Digital ICT was identified, as well as the perception after immersion in the VLE and teaching intervention. From the application of a pedagogical approach with the identified previous knowledge, about ecological relations, as well as, the post-immersion knowledge in the VLE, with the help of Chatbot, and the knowledge after the teacher's intervention, making it possible to transpose to the Development Zones based on Vigotski. Thus, with the implementation of the study, it was observed the antagonism between the need, on the part of the students, to include Digital ICT in the process of teaching and learning biology, in view of the teacher's contrary argument, justifying the lack of autonomy of the students for the use of these tools. Thus, as, the positive view of the public about the discipline and the emphasis on the complexity in certain content, leading to the need for help offered by the Digital ICT. From the analysis of the Development Zones, it was identified that more than 80% of the class progressed in the theme, showing significant contributions from the approach used. In addition, it was observed, through the final speech of the teacher, the change in their initial perception, placing the Digital ICT as promoters of autonomy and facilitator in the teaching practice. The study, in this way, contributed significantly to the promotion of the way of teaching and learning Biology, but ran into some challenges, such as the unpreparedness of students for a more active role in the construction of knowledge and technological limitation in the face of some needs of the class. It’s concluded that the approach used was significant for the transposition of content into reality and to solve many of the challenges that permeate the teaching and learning of Biology, besides providing the teacher with a tool to achieve the expectations raised in the Common National Curriculum Base.