Ciência, gênero e sociedade no ensino de biologia: uma abordagem por meio de metodologias investigativas

Abstract

The present study addresses Biology teaching from a critical and contextualized perspective, articulating scientific content with social, cultural, and ethical dimensions, with an emphasis on discussions on gender and science. It is based on the assumption that traditional teaching, still predominant in many school contexts, presents limitations by privileging memorization and the fragmentation of content, thereby hindering the formation of critical subjects and the understanding of science as a social construction. In this sense, the study aims to present a proposal for a set of lessons for the final years of elementary education, grounded in inquiry-based methodologies and guided by the thematic axis “Life,” in accordance with the National Curriculum Parameters. The research is characterized as a qualitative pedagogical intervention, developed within the context of a specialization course in Science Education. The proposal consists of five lessons that integrate content from the fields of Cytology, Genetics, Zoology, Evolution, Botany, and Ecology with themes such as gender, ethics, diversity, and the production of scientific knowledge. The activities were structured based on strategies such as guided reading, problematization, mock trials, text analysis, panel construction, and the development of pedigrees, aiming to promote student protagonism, the development of critical thinking, and argumentative skills. The perspective underlying the planned lessons sought to articulate scientific content with contemporary social issues in order to contribute to more meaningful learning, as well as to foster reflection on historical inequalities, such as the invisibilization of women in science and the relationships between scientific knowledge and social values. Thus, it is possible to consider that inquirybased teaching, combined with a critical approach, may constitute a relevant strategy for the construction of more inclusive, reflective, and socially engaged pedagogical practices, broadening students’ understanding of the role of science in society.