Como usar o livro GenÉtica, de Mayana Zatz em suas aulas de Ciências e Biologia

Summary

In this video, Dany Beira Alta introduces a pedagogical approach to teaching genetics using Mayana Zatz's book, focusing on the first chapter about paternity tests and false paternity. Through real-life stories, the video explores genetic diseases like hemophilia, Huntington's disease, and leukemia. Dany suggests a class activity where students research the genetic diseases in the stories and propose outcomes, fostering critical thinking and discussion. The video offers a comprehensive teaching proposal for educators, encouraging exploration of ethical dilemmas and the impact of genetic information on family dynamics.

Takeaways

• 😀 Introduction of Mayana Zatz's book, *Genetics: The Choices Our Grandparents Didn't Make Today*, which explores genetic diseases and the ethical dilemmas surrounding them.
• 😀 The first chapter, *Paternity or the Right to Not Know*, specifically discusses the implications of paternity tests and false paternity.
• 😀 Three personal stories are shared to illustrate genetic dilemmas: Ingrid (hemophilia), Sonia (Huntington's disease), and Paulo (leukemia).
• 😀 Ingrid's story highlights how genetic testing revealed her father was not biologically related to her, despite his hemophilia, affecting her pregnancy decisions.
• 😀 Sonia's story involves her hesitation to have a child due to her father’s degenerative neurodegenerative disease and the discovery of a hidden family secret after genetic testing.
• 😀 Paulo's story revolves around the discovery that his brother was not his biological sibling due to a maternity ward mix-up, which raises questions about family loyalty and genetic identity.
• 😀 The pedagogical approach recommends using the stories in groups, encouraging students to research genetic diseases and propose outcomes based on their understanding of the genetics involved.
• 😀 Students are encouraged to explore key genetic concepts like mutation types (autosomal, sex-linked), disease inheritance, and implications of genetic testing.
• 😀 The educator should guide discussions on the ethical questions raised in the stories, such as whether individuals have the right to know about genetic anomalies or if it should remain undisclosed.
• 😀 The proposal suggests preparing presentations on genetic diseases, encouraging students to present their findings visually (e.g., via PowerPoint) while respecting differing opinions during discussions.

Q & A

Who is the presenter of the video and what is the main topic?

The presenter is Dany Beira Alta, and the main topic is how to pedagogically use Mayana Zatz's book 'Genetics: The Choices Our Grandparents Didn't Make Today', focusing on the first chapter about paternity and genetic testing.

What is the title of the first chapter of the book and what does it discuss?

The first chapter is titled 'Paternity or the Right to Not Know', and it discusses paternity tests, false paternity, and related family stories.

Can you summarize the story of Ingrid from the Netherlands?

Ingrid, a hemophilia carrier, sought genetic counseling while pregnant to see if her son would inherit the disease. Tests revealed that her father was not her biological father, which meant her son would not inherit hemophilia.

What ethical dilemma did Sonia from Brazil face in her story?

Sonia wanted a genetic test for Huntington's disease before getting pregnant, but her husband discouraged it. The test revealed her father was not her biological father, raising family dilemmas and ethical questions about disclosing genetic information.

What was the main issue in Paulo's story?

Paulo, a teenager with leukemia, required a transplant. During compatibility testing, it was discovered that one of his brothers was not biologically related, revealing a switch at the maternity ward and creating complex emotional and ethical challenges for the family.

What are the suggested steps for using these stories pedagogically in the classroom?

The suggested steps include: reading the chapter, dividing students into groups, researching the genetic disease in the story, proposing story outcomes, and presenting findings visually while facilitating discussions on both scientific and ethical aspects.

What are some key genetics concepts students should research for each story?

Students should research: disease definition, symptoms, mutation type, inheritance pattern (sex-linked, autosomal), age of onset, and implications for family planning or treatment.

How should teachers guide discussions on ethical aspects of the stories?

Teachers should encourage students to consider family reactions, rights to know genetic information, ethical dilemmas in disclosing sensitive results, and respect for differing opinions, while connecting these discussions to the scientific content.

What is hemophilia and how is it inherited?

Hemophilia is a blood clotting disorder caused by a genetic mutation and is inherited in an X-linked pattern, meaning it is carried on the X chromosome and usually affects males more severely, while females may be carriers.

What is Huntington's disease and when does it typically manifest?

Huntington's disease is an autosomal dominant neurodegenerative disorder that usually manifests after age 40, causing progressive cognitive and motor decline.

What are the main types of leukemia mentioned and how are they classified?

Leukemia is a type of blood cancer classified into two main types: lymphoid and myeloid. Each type can be further classified as acute or chronic depending on disease progression.

How can this pedagogical approach help students beyond understanding genetics?

This approach promotes critical thinking, ethical reasoning, empathy, and respectful discussion, as students analyze real-life genetic dilemmas and family situations while applying scientific knowledge.