A mineração como eixo orientador das práticas pedagógicas da disciplina de metodologia de ensino de biologia do curso de licenciatura da UFLA: uma experiência para a formação docente

Abstract

Beyond the evident ecological and environmental damage it causes, mining (under capitalism) provokes social and cultural changes and alters the way we view nature, reducing it to a mere source of resources to be exploited, something that has become naturalized in contemporary Western thought. To address the objectives of education, more specifically in the area of Science and Biology in Minas Gerais, the theme of mining emerges as a possibility for educating students to critically read reality, problematizing the way mining companies operate and sometimes impose themselves to the detriment of the popular will or the guarantee of fundamental rights. This consideration generates the need to understand the following question: what is the most appropriate pedagogical approach to prepare Biology teachers to act in this scenario? We defend the principle that art can enhance pedagogical dialogues, in an approach where the deepening of the poetic vision will seek to enchant the teachers in training and foster their perception of the multifaceted context of mining activity. In this sense, this research seeks to understand how the theme of mining, developed in the discipline of Biology Teaching Methodology of the Biology degree course at UFLA, in the context of remote teaching during the pandemic, expressed the learning that sought to encompass biological, social, political, and pedagogical aspects in video format. The discipline is divided into a theoretical and a practical part, that is, after the formative experiences of the course, the participants were divided into pairs to prepare their own classes, designed to discuss mining and biology concepts in elementary schools. The videos produced by the pairs were analyzed using the content analysis methodology, specifically through thematic categorization. Thus, the four aspects (biological, pedagogical, social, and political) constituted the thematic axes, resulting in descriptive analyses of how the seven videos addressed each axis. Several biology contents are linked to mining, such as the imbalance of ecological relationships, soil and water contamination, and affected wildlife species. Regarding the pedagogical aspect, the approaches in the videos take the form of journalistic news or video calls interpreted by "friend" characters who meet to discuss schoolwork, animations, and dialogues between poetry and materials published on the internet. In the analysis of the social axis, traditional peoples and the struggle for their lost territories are considered, with the pairs addressing social issues in a historical-cultural, multicultural, public health, and consumption-related manner. In the fourth and final axis, some pairs addressed political issues in a way that recognizes the contradiction between capital and labor as the root of the structure of society, while others understand social contradictions but do not recognize the origin of the problem. We believe that working with art and video production can enchant students and motivate them to learn.