GLYCOGENESIS OR 'ANAEROBIC GLYCOGENOLYSIS'? UNDERSTANDING LEARNING PROCESSES IN A BIOCHEMISTRY CLASSROOM

Abstract

Considering theoretical and methodological aspects regarding learning as a process of signification, we examined how students mobilize knowledge before and after their experiences in a didactic unit that related the conceptual and contextual dimensions of glucose metabolism. Discursive Textual Analysis was applied to analyze and assist in the understanding of the texts produced as answers to contextualized and problematized questions about mitochondrial aerobic metabolism and muscle glycogenolysis. We noticed that previous knowledge was promptly activated and mobilized in order to give shape to the object of study. However, some gaps, forgetfulness and difficulties were present. Similarly, alternative conceptions also emerged as preexisting knowledge. Despite this, we understand them as new possibilities of anchoring for new interactive contexts and so that more interesting and proactive processes of (re)signification for students can be established in a biochemistry classroom.