Ensino e aprendizagem de ciências e biologia: estado do conhecimento na perspectiva da educação básica (2011-2012)

Abstract

This article aims to discuss the interrelationships between the teaching and learning of Science and Biology from the production of Higher Education Training Coordination (Capes) in the 2011-2012 period, in order to identify the meanings and scope theoretical and methodological. This is a theoretical research, called state of knowledge, contributing to the creation of the conceptual field of the area with new information and data on what has been published in post-graduate studies in Brazil. Therefore, we carried out a survey through the brief reading of the titles and abstracts of theses and dissertations published in the mentioned period. The results were discussed in the light of discursive textual analysis that is based on the deconstruction process of abstracts by unitarization, categorization and interpretation. In the analysis process emerged the categories teaching and learning; scientific knowledge. It was concluded that the work approaches have focused on teacher practice with descriptions of teaching materials, methodologies and lessons learning indicators. Also value new meaning ownership of the foundations of science and biology in basic education, with a view to overcoming the deck idea these disciplines are merely content.