Internships' pedagogical intervention proposals for the teaching of biology in public schools of Porto Velho

Abstract

This article aims describing and presenting the schools students' impressions about an interdisciplinary movement carried out by the Biological Sciences Course, at Federal University of Rondônia, between Didactics and Supervised Internship disciplines, which culminated in eleven pedagogic interventions in public schools of Porto Velho. The interventions were based on the epistemological-methodological perspective defended by Magda Damiani and collaborators, whose objective is to generate knowledge for the practical application and/or directed to the overcoming of specific educational problems. These researchers defend the use of intervention term to denominate educational research associated to changes in pedagogical processes, based on a theoretical reference and with the purpose of potentiating these processes, evaluated at the end. Five interventions captured the school students' (from the internships' classes) impressions, collected through questionnaires and analyzed through discursive textual analysis. The schools students' impressions on the didactic proposals indicated: 1. positive reception of the practical classes and of the different didactics proposed by the college internships; 2. motivation to participate in science fairs and environmental awareness activities. The results corroborate the authors' defense concerning the importance of didactic diversity in Biology classes to arouse students' interest and promote meaningful learning.