Mediação do professor em sala de aula: a abordagem do conceito de biodiversidade no contexto da educação popular

Abstract

In the context of a popular course that works with alternative teaching methods in the interior of São Paulo, this research aims to understand how the mediation of teachers in classes based on socio-scientific issues can promote dialogues about the concept of Biodiversity. In order to establish these discussions we start with the references in Popular Education and Intercultural education, Science Teaching that discuss the curricular approach Science, Technology and Society and the use of socio-scientific questions as a methodological tool for classes, with the purpose of promoting discursive interactions between students and teachers and approaching Students' reality, in this perspective the interculturalism learning takes place through these interactions to establish the negotiation between scientific knowledge and personal experiences. The teacher's mediation in this context is seen in a dialogical proposal. Regarding the methodological procedures, we adopted the ethnographic perspective with an emphasis on the analysis of daily school, in which observations were about of classes and pedagogical processes, classrooms and productions of didactic materials, teacher meetings and WhatsApp groups and elaborated a field notebook. We also used a focus group interview method to obtain information about elements that are related to classroom mediation. For the construction of the data, the records of the field book, excerpts of discursive interactions between students and teachers and the transcription of interviews. The results show how the process of mediation on the concept in focus occurs through the interactions between teachers-teachers and students-teachers. And it was possible to identify at various times in the curriculum the dimensions about the concept of Biodiversity.