TEACHING THROUGH RESEARCH AND SCIENTIFIC LITERACY IN BIOLOGY TEACHING IN THE NEW HIGH SCHOOL

Abstract

Taking into account the organization of secondary education in the context of Law nº 13.415/2017, this is classified by several scholars as a counter-reform from the economicist, pragmatic and reductionist perspectives, considering it an attack on the critical formation mainly of the working class. Bearing in mind the materialization of a pedagogy of opposition to the reform, it is questioned how biology teachers could contribute to the development of the critical and emancipatory capacity of the organic intellectuals of the working class so that in the future they will be able to position themselves in favor of their class and act as transforming agents of society. Having as a hypothesis the use of Scientific Literacy and Teaching by Investigation as didactic strategies capable of materializing the opposition to the reform, this research aimed to investigate the conception and implementation of teaching by investigation in scientific literacy in the teaching of high school biology in Tempo Integral (EMTI) of the state education network of Uberaba in the context of the new high school. To achieve this objective, with a descriptive qualitative approach, bibliographical research, field study and semi-structured questionnaire for EMTI biology teachers were used as methodological tools. As a result, it was found that teachers are aware of the real purposes of the reform, agree that it does not favor the critical and emancipatory formation of young people and recognize in Scientific Literacy carried out with the help of Teaching by Investigation, strategies of antagonistic assumptions to those advocated by the reform , potential to contribute to the development of young people's critical capacity and intellectual independence.