<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922019000300718</article-id>
<article-id pub-id-type="doi">10.20396/etd.v21i3.8651972</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INVESTIGANDO OS OBSTÁCULOS DA APRENDIZAGEM DE GENÉTICA BÁSICA EM ALUNOS DO ENSINO MÉDIO]]></article-title>
<article-title xml:lang="en"><![CDATA[RESEARCHING THE OBSTACLES OF BASIC GENETICS LEARNING IN MIDDLE SCHOOL STUDENTS]]></article-title>
<article-title xml:lang="es"><![CDATA[INVESTIGANDO LOS OBSTÁCULOS DEL APRENDIZAJE DE GENÉTICA BÁSICA EN ALUMNOS DE LA ENSEÑANZA MEDIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Cirlande Cabral da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabraliléia Monteiro Maciel]]></surname>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Patrícia Macêdo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Amazonas  ]]></institution>
<addr-line><![CDATA[Manaus AM]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria Municipal de Educação  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Roraima  ]]></institution>
<addr-line><![CDATA[Caracaraí RR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>21</volume>
<numero>3</numero>
<fpage>718</fpage>
<lpage>737</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922019000300718&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922019000300718&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922019000300718&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo procurou investigar os obstáculos que os alunos do Ensino Médio enfrentam quando estudam conteúdos relacionados à disciplina genética. Para isso, utilizamos como metodologia a Teoria Fundamentada que nos possibilitou elaborar uma teoria explicativa para o fenômeno investigado (os obstáculos da aprendizagem de genética). Diante disso, percorremos os três passos recomendados por essa Teoria, que são: 1) Codificação Aberta, que consiste em dar nomes aos dados (códigos iniciais), levando em consideração as ações e processos dos indivíduos envolvidos; 2) Codificação Axial, responsável pela aglutinação dos códigos iniciais em subcategorias e categorias analíticas, e 3) Codificação Seletiva, que consiste em escolher, entre todas as categorias analíticas evidenciadas, aquela com capacidade de entrelaçar todas as demais (categoria central). A Teoria Fundamentada pode ser usada para gerar teorias explicativas que, ao contrário das grandes teorias formais, explicam melhor as áreas específicas da pesquisa empírica já que essas teorias emergem diretamente de dados do mundo real. Portanto, para essa investigação, elaboramos a seguinte Teoria Substantiva: &#8220;Para que as dificuldades de aprendizagem dos conceitos genéticos possam ser compreendidas e superadas com mais facilidade pelos alunos do Ensino Médio, é necessário a elaboração, pelo professor, de estratégias diversificadas de ensino, através de múltiplas abordagens teórico-metodológicas. Portanto, é imprescindível que o professor de genética reoriente sua prática pedagógica, modificando sua maneira de ensinar, procurando entender a complexidade dos assuntos, refletindo sobre qual maneira mais apropriada esse conhecimento pode ser transmitido a fim de que possa realmente ocorrer uma aprendizagem efetiva por parte dos alunos&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article investigated the obstacles that high school students face when studying content related to genetic discipline. For this, we used as methodology the Grounded Theory that enabled us to elaborate an explanatory theory for the investigated phenomenon (the obstacles of the learning of genetics). Thus, we go through the three steps recommended by this Theory, which are: 1) Open Coding, which consists in naming the data (initial codes), taking into account the actions and processes of the individuals involved; 2) Axial coding, responsible for the agglutination of the initial codes in subcategories and analytical categories, and 3) Selective Codification, which consists in choosing among all the analyzed analytical categories the one with the ability to interlace all the others (central category). The Grounded Theory can be used to generate explanatory theories that, unlike the great formal theories, better explain the specific areas of empirical research since these theories emerge directly from real world data. Therefore, for this investigation, we elaborated the following Substantive Theory: "In order that the learning difficulties of the genetic concepts can be understood and overcome more easily by the students of the High School, it is necessary the elaboration by the teacher of diverse strategies of teaching, through multiple theoretical-methodological approaches. Therefore, it is imperative that the genetics teacher reorient his pedagogical practice, modifying his teaching, trying to understand the complexity of the subjects, reflecting on what more appropriate way this knowledge can be transmitted so that effective learning can actually take place from the students".]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente artículo buscó investigar los obstáculos que los alumnos de la Enseñanza Media enfrentan cuando estudian contenidos relacionados a la disciplina genética. Para ello, utilizamos como metodología la Teoría Fundamentada que nos posibilitó elaborar una teoría explicativa para el fenómeno investigado (los obstáculos del aprendizaje de genética). En este sentido, se trata de un proceso de transformación de las relaciones entre el hombre y la mujer. 2) Codificación Axial, responsable de la aglutinación de los códigos iniciales en subcategorías y categorías analíticas, y 3) Codificación Selectiva, que consiste en elegir, entre todas las categorías analíticas evidenciadas, aquella con capacidad de entrelazar todas las demás (categoría central). La Teoría Fundamentada puede ser usada para generar teorías explicativas que, a diferencia de las grandes teorías formales, explican mejor las áreas específicas de la investigación empírica ya que esas teorías emergen directamente de datos del mundo real. Por lo tanto, para esa investigación, elaboramos la siguiente Teoría Sustantiva: "Para que las dificultades de aprendizaje de los conceptos genéticos puedan ser comprendidas y superadas con más facilidad por los alumnos de la Enseñanza Media, es necesario la elaboración por el profesor de estrategias diversificadas de enseñanza, a través de múltiples enfoques teórico-metodológicos. Por lo tanto, es imprescindible que el profesor de genética reoriente su práctica pedagógica, modificando su manera de enseñar, buscando entender la complejidad de los asuntos, reflexionando sobre qué manera más apropiada ese conocimiento puede ser transmitido a fin de que pueda realmente ocurrir un aprendizaje efectivo por parte de los alumnos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Genética]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Teoria fundamentada dos dados]]></kwd>
<kwd lng="en"><![CDATA[Genetics]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[Grounded theory of data]]></kwd>
<kwd lng="es"><![CDATA[Genética]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza media]]></kwd>
<kwd lng="es"><![CDATA[Teoría fundamentada de los datos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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