Ensino de Zoologia: concep??es e metodologias na pr?tica docente

The Teaching of Zoology should be reflected and constantly investigated in order to propose improvements in pedagogical practice proposals to transform it. This study expresses a research with documentary character that investigates the conceptions and methodologies used in the Zoology Teaching. The objects of study were abstracts published in Zoology Teaching section, of the Brazilian Congress of Zoology (CBZ), between the years of 2004 and 2014. In all, 167 works were analyzed and the academician conceptions identified, the teaching methods, the educational levels in the implementation of the pedagogical practice and the localization of authors in Brazilian regions. The results indicate a predominance of technical conceptions (49, 1%), followed by practical conceptions (31.1%) and emancipatory (19.8%). We have also found that there is methodological diversity in Zoology Teaching, but in qualitative terms there is a predominance of teaching methods that configure only teaching tools techniques, almost not discussing the process of teaching and learning. Most of the works were done in basic education, and region of the country that produced the most works was the Northeast. We infer that teachers should constantly investigate and reflect their actions, identifying obstacles and trying to overcome them. The Zoology Teaching must be anchored in concepts and methodologies that should be in accordance with the reality of student, school and society in constant transformation and reformulation, in search of a better quality of Biology Teaching.O Ensino de Zoologia deve ser refletido e investigado constantemente a fim de propor avan?os nas propostas de pr?tica pedag?gica para transform?-la. O presente trabalho expressa uma pesquisa de car?ter documental que investiga as concep??es e metodologias utilizadas no Ensino de Zoologia. O objeto de estudo foram os resumos publicados na se??o de Ensino de Zoologia, do Congresso Brasileiro de Zoologia (CBZ), entre os anos de 2004 e 2014. Ao todo, foram analisados 167 trabalhos e identificadas as concep??es docentes, as modalidades did?ticas, os n?veis de ensino da aplica??o da pr?tica pedag?gica e a localiza??o dos autores em regi?es brasileiras. Os resultados apontam para predomin?ncia de concep??es t?cnicas (49, 1 %), seguido por concep??es pr?ticas (31,1%) e emancipat?rias (19,8 %). Tamb?m constatamos que existe diversidade metodol?gica no Ensino de Zoologia, mas em termos qualitativos h? predomin?ncia de modalidades did?ticas que configuram apenas ferramentas t?cnicas de ensino, pouco discutindo o processo de ensino e aprendizagem. Grande parte dos trabalhos foram produzidos na educa??o b?sica, e a regi?o do pa?s que mais produziu trabalhos foi a Nordeste. Inferimos que professores devem constantemente investigar e refletir suas a??es, identificando obst?culos e tentando super?-los. O Ensino de Zoologia deve ser ancorado em concep??es e metodologias que est?o em concord?ncia com a realidade do aluno, da escola e da sociedade, em constante transforma??o e reformula??o, na busca de um ensino de Biologia de melhor qualidade