Proposta de uma sequência didática para abordagem da genética forense em biologia no ensino médio

Abstract

Complex subjects often lead only to the memorization of concepts, creating a gap between scientific knowledge and the students' experiences. However, in recent years, with the advance of DNA technologies, forensic genetics has established itself on the criminal investigation scene. The popularization of criminal cases, due to their investigative nature, stimulates critical thinking and challenges the analysis of evidence, the formulation of hypotheses and critical positioning. Considering this aspect, the aim of this study was to propose a Didactic Sequence for approaching Forensic Genetics in high school biology classes. To this end, a qualitative bibliographical and exploratory study was carried out with a view to understanding the phenomena to be investigated and evaluating the possibility of introducing Forensic Genetics as a teaching topic, based on the existing literature. The Didactic Sequence proposal includes the implementation of case studies as a strategy for exploring real situations in criminal cases with major repercussions in the media. To this end, the sequence was organized into three fifty-minute lessons, each divided into two parts. Based on the analyses carried out, it can be understood that a didactic sequence on forensic genetics as a theme for biology teaching, in addition to arousing students' interest, makes learning more contextualized by relating theory to practice, contributing to the development of an investigative stance.