Banca de DEFESA: DANIEL FERREIRA SILVA

Biolanguages: a proposal for transdisciplinary teaching in High School.

Science/Biology. Language. Teaching-learning. Game. Interdisciplinarity.

Abstract

The teaching of Natural Sciences is usually carried out through two disciplines: Science and Biology and, in this organization, there are few opportunities for the teaching and learning of this field to establish dialogues with other disciplines and areas of knowledge. The present study addresses this issue by relating Portuguese Language and Science in a transdisciplinary way, so that the particularities of both areas directly collaborate in the construction of concepts and knowledge in the teaching of Biology. As a general objective, this study aims to investigate the use of a game as a pedagogical tool in the Biology teaching and learning process, using language, more specifically the Portuguese language, in the appropriation of biological terms and concepts in High School. The game, entitled "BioCards", was experienced by students from three private schools, located in the West Zone of the city of Rio de Janeiro, and by students from a social pre-college preparatory course, located in the same region. After the experience with the game, the research participants answered a semi-structured questionnaire and the answers were analyzed according to interpretive-comprehensive studies in order to identify, interpret, and discuss the discursive productions related to the meanings attributed by them to the game experience. The study is characterized as a qualitative research and is based on the theories of different authors who address relevant discussions on the topic of science teaching (KRASILCHIK, 2000), playfulness (KISHIMOTO, 2000; HUIZINGA, 2007), and on the teaching-learning processes and aspects (COLL, 1994; FREIRE, 1996, 1997, 1980). Through data analysis, we identified that the game can be a tool to resize the learning process of Natural Sciences, making the Biology content, taught in classroom, more enjoyable and meaningful to students.

The present paper aims to investigate the use of a game as a pedagogical tool in the teaching and learning process of Biology, using language, Portuguese specifically, in the appropriation of biological terms and concepts in high school. The game entitled "BioCartas" (BioCards) will be experienced by students of a private school located in the West Zone in the city of Rio de Janeiro and by students of a social pre-college preparatory course located in the same region, in order to analyze, interpret and discuss  the discursive productions related to the senses/meanings attributed by them to the game experience. Therefore, this study is based on theories of different authors who address relevant discussions about science teaching (Krasilchik, 2000), ludicity (Kishimoto, 2000; Huizinga, 2007) as well as the teaching-learning aspects and processes (Coll, 1994; Freire, 1996, 1997, 1980). The activity (game application) will be made in person, both at the school and at the pre-college course, and the discourses/data collected through a virtual form on Google Forms platform, filled out individually by each of the participating students. As preliminary perceptions, it is argued that the game can be a tool to intensify the learning process, making Biology contents, previously taught in the classroom, more pleasant and meaningful for students.