A didactic experiment in biology teaching from a look at teenage pregnancy in riverside communities in Marajó-PA

Abstract

The present research was developed with the objective of investigating the extent to which a Didactic Sequence (DS) involving the concept of "Human Reproduction", according to the historical-cultural perspective, can contribute to riverside communities about teenage pregnancy As a theoretical anchor, we base ourselves on in historical-cultural theory, from Oliveira (1995), Rego (1995), Prestes (2010), Braz (2015) and other theorists who contributed to the debate. In the methodology, we developed a qualitative approach based on Alves (1992) and Oliveira (1995), analyzing a SD from the looks of Zabala (2011) and Cabral (2017). For the analysis of SD interactions, we worked with the theoretical assumptions of Góes (2000) known as “Microgenetic Analysis”. In the results, we observed that the research participants showed greater understanding of the concepts on the theme "Human Reproduction", significantly reflecting teenage pregnancy. We observed that when we used scientific knowledge and everyday knowledge, there were changes in attitudes towards the subject. In this sense, our lens pointed out potential in learning when we develop SDs from the historical-cultural perspective.

Keywords

• teaching-learning
• biology
• historical-cultural theory
• didactic sequence.