Teachers’ comprehensions about approaches of biotechnologies in chemistry teaching

Authors

  • Leonardo Victor Marcelino Universidade Federal de Santa Catarina
  • Carlos Alberto Marques Universidade Federal de Santa Catarina

DOI:

https://doi.org/10.5007/1982-5153.2017v10n1p119

Abstract

As we take the federative unity of Mato Grosso do Sul for example, which is marked by the large production of transgenic soy, we intended to research the relations established between biotechnologies and chemistry teaching by high school chemistry teachers from Campo Grande. The qualitative research was a Comparative Study Case-type, relying on interviews with one teacher from a country school and two teachers from a urban school. Their speeches were entirely transcript and analyzed by means of Discursive Textual Analysis, highlighting that teaches do not approach deeply the biotechnologies in their classes, due to the complexity of this knowledge. The teachers training and closer relations with universities are pointed out as means to enable the teaching of this theme which is socially defying and technologically polemical.

Author Biographies

Leonardo Victor Marcelino, Universidade Federal de Santa Catarina

Possui graduação em Licenciatura em Química pela Universidade Federal de Mato Grosso do Sul (UFMS, 2011) e mestrado em Educação Cientifica e Tecnológica pela Universidade Federal de Santa Catarina (UFSC, 2014). Atualmente, é aluno de doutorado no Programa de Pós-Graduação em Educação Científica e Tecnológica da UFSC e participa do Grupo de Investigação no ensino de Química (GIEQ-UFSC).

Carlos Alberto Marques, Universidade Federal de Santa Catarina

É licenciado, bacharel (1988) e mestre (1991) em Química pela Universidade Federal de Santa Catarina - UFSC. É doutor em Ricerche in Scienze Chimiche pela Universita' degli Studi di Venezia - Itália (1995). Realizou pós-doutorado na Itália (2010) sobre o tema da Química Verde na Educação Química Escolar. É professor Titular da Universidade Federal de Santa Catarina e Coordenador do Programa de Pós-Graduação em Educação Científica e Tecnológica (PPGECT). Bolsista Produtividade em Pesquisa - CNPq. Diretor-Geral da Divisão de Ensino da Sociedade Brasileira de Química. Coordena o Grupo de Investigação no ensino de Química (GIEQ-UFSC).

 

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Published

2017-05-30

Issue

Vol. 10 No. 1 (2017)

Section

Articles

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