Conceitos básicos de genética numa abordagem construtivista de transposição didática

Abstract

In order to contribute to the improvement of the assimilation of basic contents of Genetics, mainly, the understanding of the abstract in the relationship between Genotype and Phenotype, as well as its adequate appropriation by the students, a study was carried out on the process of abstraction by constructivist didactic transposition and, including the evaluation of the abstractive situation of the research students. Therefore, some objectives were established, such as: to investigate the basic concepts of Genetics relating to the constructivist approach, to develop a pedagogical abstraction test to assess the abstraction level of students in relation to these basic concepts of Genetics and, finally, to explain the process of transposing the abstract - concrete of basic concepts of Genetics through constructivist teaching. The research was carried out in a public school in the city of Manaus with students from the third grade of High School, in the discipline of Biology, divided into groups A and B, with classes on alternate days, due to the norms of social removal established to enable a teaching insurance against the challenges of the Covid19 pandemic, being mainly qualitative, field and action research. The Pedagogical Abstraction Test was based on the Hologrammatic, Recursive and Dialogical principles of Edgard Morin's Complexity Theory and the intervention instrument "Genetic Face", which aimed to stimulate abstraction by playing inquiring cards (memory game) and the tool abstract image of human face construction (whole-parts). The effectiveness of knowledge construction through constructivist didactic transposition tools for the teaching of Genetics enabled students to internalize knowledge and the interrelation between abstract and concrete with constructed activities. The realization of this work made possible participatory, interesting and reality-associated classes, bringing the student closer to the content, and protecting their privacy in the approach of hereditary inheritance and its social relations. It is demonstrated through personification, the relationship between paternal and maternal genes, the hereditary formation enabling the experience in meaningful and contextualized learning, built on the theories of Morin's Complexity and Leontiev's Activity Theory, in an integrative, viable way. and collective, and can be used by Biology teachers in the technological and recreational aspects. Therefore, the importance of the project lies in the approximation of scientific thinking to the teachable, bringing the abstract to the concrete through the activity mediated by the teacher and the evaluation of the abstraction condition of the student.