Paleontology and science teaching: an official document and textbooks analyzes of elementary school materials

• Autor(a) principal: Silva, Dhiego Cunha
• Data de Publicação: 2019
• Outros Autores: Reis, Rodrigo Arantes, Silva, Luiz Everson, Domiciano, Tamara Dias
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/8001
• topic: Ensino-Aprendizagem; Métodos e Técnicas de Ensino; Ensino de ciências; Paleontologia; Curriculo de Ciências.; Science Teaching; Paleontology; Science Curriculum

Paleontology is an interdisciplinary science, considered as a transversal theme in the teaching and learning processes of sciences. However, this subject is usually approached in a fragmented and decontextualized way in the final years of elementary school, without exploiting the full potential of this area of knowledge. In this work we aimed to identify how Paleontology is present in the Teaching of Sciences in the final years of Elementary Education. To fulfil this goal, documents as National Curricular Parameters (NCP) and State Curricular Guidelines (SCG) were analyzed. Also, textbooks collections, approved in the Textbooks National Plan in 2008 (Projeto Araribá) and 2014 (Companhia das Ciências), were studied. To evaluate these documents a documental analysis was applied searching for texts, images and activities related to Paleontology. From the analysis of the curricula, it was evident a disparity in the presence of debates around Paleontology, with the NCP guiding their use in the classroom more clearly and broadly, while the SCG showed few recommendations of teaching through the theme. The textbooks share the same problem, the Araribá Project collection presented in a broad and contextualized way questions about Paleontology, and, conversely, the books of the Company of Sciences, did not present the subject in a clear way, and with decontextualized treatment and little targeted at regional issues. As a result, it was possible to perceive a fragility in the curricular guidelines and approaches of the knowledge of Paleontology within the classroom, leaving, at the criterion of the teacher's affinity, the inclusion of the theme in the teaching process, resulting in a low profit of the potentialities that the Paleontology provides for Science Teaching.