Um material curricular educativo baseado em uma questão sociocientífica sobre genética, raça e cotas raciais

Abstract

This research used the research-application methodological approach with the objective of validating a didactic sequence based on a socio-scientific question about race, genetics and racial quotas in order to promote the education of ethnic-racial relations in the teaching of Genetics in the context of high school of Basic Education. The validation of an educational innovation presupposes assessing whether the development principles, theoretical statements that guide an educational innovation, attributed to the activities proposed for the didactic sequence were sufficient to achieve the planned learning objectives. Thus, the first stage of this research-application, called the preliminary phase, consisted of the formulation of initial development principles, which were elaborated based on a literature review. The second stage, called the prototyping phase, included the planning, application and evaluation of the didactic sequence. Data from the analysis of the prototyping phase of the didactic sequence guided the production of an Educational Curriculum Material (MCE), which is a curricular material that is primarily concerned with teacher training and, in this research, it is configured as a product. Such data were produced through observations documented in a field diary, audio and audiovisual recordings of classes. The analytical units were selected through the elaboration of five teaching episodes with themes related to the development principles elaborated in the preliminary phase. The analysis of the results produced in this work indicates that, of the development principles formulated, four of them had positive results, since the learning objectives were reached from an articulation between procedures and theoretical arguments that can serve as guidance in other experiences of educators/ as in promoting the education of ethnic-racial relations in Science Teaching. Another two of the principles can be used with consideration to deal with speeches, reactions and classroom situations that are established as a challenge for the educator. Based on these guidelines, resulting from evaluations of the development principles of this didactic sequence, we prepared an MCE on race, genetics and racial quotas.