Pluralismo metodológico e ensino de biologia na 2ª série do ensino médio

Abstract

Some subjects of Biology teaching, specifically when involving more abstract subjects such as Classification of Living Beings, Viruses and Bacteria, are difficult for students to understand. With the objective of analyzing Paul Feyerabend 's Methodological Pluralism as a teaching approach in contents of the discipline of Biology in the 2nd Year of High School, this work aims to make explicit the concept of Methodological Pluralism and its relation with Biology Teaching, to establish a dialogue between Methodological Pluralism and interdisciplinarity and to promote diverse practical classes for the different contents, seeking to provide a meaningful learning from the perspective of David Ausubel. This is a descriptive study and qualitative analysis and observational procedure presents a deductive and inductive approach, with experience reporting. Studying was characterized by a bibliographical and field research. The results suggest that the methodological approach adopted contributed to the qualitative improvement of the learning of the themes studied. Among the many concerns of the didactic action of the teacher is the reflection on his teaching strategies. In agreement with their proposal, these strategies are responsible for the experiences offered in the teaching practice, as well as for the didactic choices. Teaching methods should be examined, evaluated and re-evaluated in the course of the process, avoiding to imbue them with standardizing and routine rules or methodologies. In teaching Biology it is possible to minimize the difficulties of teaching and learning from the use of a pluralistic methodological approach.