The CSI series and its possibilities as a Biology Teaching
strategy.
biology teaching, CSI, teaching strategy, teaching-learning, series.
This dissertation, as an exploratory qualitative research, has the objective to
analyse the CSI TV series and propose pedagogical strategy to mediate the
Biology teacher-learning processes. The television serial narratives, also
called TV series, has been growing in popularity in Brazil, enabling the
identification of a TV series culture. This growing might have been unleashed
by the increase of streaming channels, granting people the possibility of chain
watching the series and consume them how and when desired. The growing of
the series segment demonstrates how the technologies are inserted in
Brazilian daily life and that they can be a part of other social segments, like
school, for example. In the educational field, the claim for diversified strategies
is not a new topic, however, with the National Common Curricular Base
(BNCC) sanctioned, this pressure falls on the teachers, whose need to
restructure their teaching methods, adapting themselves to the skills and
abilities presented in the Base. In the Natural Science and its Technologies
field, Biology studies face some specifics difficulties. Some might be from the
complex and abstract content of the specifics topics. The CSI Series comes as
a strategy possibility in Biology teaching, with its investigative character and
main focus on the forensic scientists that appear mobilizing science to solve
the investigations. Its role in the classroom might be as a pre-text element, an
illustration or a structuration element, depending on the kind of the strategy the
teacher choose. To draw the strategy one needs to analyse the object that will
be implemented, that way the series was analyzed through the lens of the
Filmic-Comprehensive Analysis of Serialized Narrative (AFCNS). That way
was defined a corpus, delimited by the episodes three and four of the fifteenth
season, which initially were decoupled, transcribed and recomposed. As a
strategy it is not necessary the use of a full episode, let alone a complete
season, because one might lose focus. That way, each episode were
delimitated and recomposed entwining them with the specific skills and
abilities from BNCC. During the analysis were proposed teacher-learning and
evaluation strategies. Besides the strategy possibilities, it is worth notice that
the series is not a lesson in on itself, it needs the teacher intervention to fulfil
the objective of correlating to Biology content. Upon the strategies propositions,
it was possible to observe how CSI series has a wide spectre of moments that
could be correlated to the specifics skills and abilities, intertwined with Biology
content, which could weave teacher-learning strategies and could be practiced
in the classroom.