Proposta metodológica de ensino de biologia da educação numa abordagem dialético-construtivista
Autor(a) principal: | |
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Data de Publicação: | 1993 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional do FGV (FGV Repositório Digital) |
Texto Completo: | http://hdl.handle.net/10438/8951 |
Resumo: | A methodological teaching proposal is the aim of this study. To its development we go over the history of sciences wi th the purpose of clarifyng the present si tuation of the biological epistemology and Educational Biology, consequently. The biological epistemology is analysed aiming the overcoming of càrtesian rationality. Such rationality is elucidated through a historical analysis of the currents existent in biological thought, which allow us to realize the influence of posi ti vism on the logic which is present in this science. We suggest a systematic, holistic and dialectical paradigm, that provides a whole view of this knowledge field, in opposition to positivist and cartesian view, which is still present in Biology. The study of knowledge construction is done as a support of an elaboration of a constructivist proposal of teaching, which is developed in a Federal Institution of Superíor Teaching. Simultaneously, observations take place in other two uni versi ties, aiming the analysis of methodological procedures of teaching. According to the dialectical-construcionism, the teaching proposed succeeds and we suggest the profound theorical analysis of construtivism and a wide debate on the Educational Biology based on the biological epistemology. |
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Castro, Ronaldo Souza deInstitutos::IESAESilva, Maria Lúcia do EiradoLima, Vera Lucia G. PereiraBaeta, Anna Maria Bianchini2012-01-11T12:30:14Z2012-01-11T12:30:14Z1993CASTRO, Ronaldo Souza de. Proposta metodológica de ensino de biologia da educação numa abordagem dialético-construtivista. Dissertação (Mestrado em Educação) - FGV - Fundação Getúlio Vargas, Rio de Janeiro, 1993.http://hdl.handle.net/10438/8951A methodological teaching proposal is the aim of this study. To its development we go over the history of sciences wi th the purpose of clarifyng the present si tuation of the biological epistemology and Educational Biology, consequently. The biological epistemology is analysed aiming the overcoming of càrtesian rationality. Such rationality is elucidated through a historical analysis of the currents existent in biological thought, which allow us to realize the influence of posi ti vism on the logic which is present in this science. We suggest a systematic, holistic and dialectical paradigm, that provides a whole view of this knowledge field, in opposition to positivist and cartesian view, which is still present in Biology. The study of knowledge construction is done as a support of an elaboration of a constructivist proposal of teaching, which is developed in a Federal Institution of Superíor Teaching. Simultaneously, observations take place in other two uni versi ties, aiming the analysis of methodological procedures of teaching. According to the dialectical-construcionism, the teaching proposed succeeds and we suggest the profound theorical analysis of construtivism and a wide debate on the Educational Biology based on the biological epistemology.Urna proposta metodológica de ensino e o objeto deste trabalho. Para seu desenvolvimento recorre-se à história das ciências com o objetivo de esclarecer a atual si tuação epistemológica da Biologia e, conseqüentemente, da Biologia da Educação. A epistemologia da biologia é anall sada, com vistas à superação da racionalidade cartesiana. Esta racionalidade é elucidada por meio de urna análise his tórica de correntes presentes no pensamento biológico,atravês das quais se percebe a influência do positivismo na ló gica presente nessa ciência. Contrapondo-se à visão positivista e cartesiana ainda presente na Biologia, propõe-se um paradigma sistêmico, holÍstico e dialetico, que viabilize urna Vlsao integradora dessa área de conhecimento. O estudo da construção do conhecimento é realiza do corno subsídio para a elaboração de urna proposta constru tivista de ensino, que é desenvolvida numa Instituição Federal de Ensino Superior. Em paralelo, realizam-se observações de campo em duas outras Universidades, com vistas à análise de procedimentos metodológicos de ensino. A proposta de ensino segundo o construcionismo -di alêtico obtém êxito e recomendam-se o aprofundamento teóri co do construtivismo e amplo debate sobre a Biologia da Educação, com base na epistemologia da Biologia.porTodo cuidado foi dispensado para respeitar os direitos autorais deste trabalho. Entretanto, caso esta obra aqui depositada seja protegida por direitos autorais externos a esta instituição, contamos com a compreensão do autor e solicitamos que o mesmo faça contato através do Fale Conosco para que possamos tomar as providências cabíveis.info:eu-repo/semantics/openAccessProposta metodológica de ensino de biologia da educação numa abordagem dialético-construtivistainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisEducaçãoBiologia - Estudo e ensinoreponame:Repositório Institucional do FGV (FGV Repositório Digital)instname:Fundação Getulio Vargas (FGV)instacron:FGVORIGINAL000059873.pdf000059873.pdfPDFapplication/pdf6902777https://repositorio.fgv.br/bitstreams/f89efb51-d1c7-4883-b3ca-b0d41e139db8/downloadd7d8401959ddfc5e711ff8b4757bde5eMD51LICENSElicense.txtlicense.txttext/plain; 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|
dc.title.por.fl_str_mv |
Proposta metodológica de ensino de biologia da educação numa abordagem dialético-construtivista |
title |
Proposta metodológica de ensino de biologia da educação numa abordagem dialético-construtivista |
spellingShingle |
Proposta metodológica de ensino de biologia da educação numa abordagem dialético-construtivista Castro, Ronaldo Souza de Educação Biologia - Estudo e ensino |
title_short |
Proposta metodológica de ensino de biologia da educação numa abordagem dialético-construtivista |
title_full |
Proposta metodológica de ensino de biologia da educação numa abordagem dialético-construtivista |
title_fullStr |
Proposta metodológica de ensino de biologia da educação numa abordagem dialético-construtivista |
title_full_unstemmed |
Proposta metodológica de ensino de biologia da educação numa abordagem dialético-construtivista |
title_sort |
Proposta metodológica de ensino de biologia da educação numa abordagem dialético-construtivista |
author |
Castro, Ronaldo Souza de |
author_facet |
Castro, Ronaldo Souza de |
author_role |
author |
dc.contributor.unidadefgv.por.fl_str_mv |
Institutos::IESAE |
dc.contributor.member.none.fl_str_mv |
Silva, Maria Lúcia do Eirado Lima, Vera Lucia G. Pereira |
dc.contributor.author.fl_str_mv |
Castro, Ronaldo Souza de |
dc.contributor.advisor1.fl_str_mv |
Baeta, Anna Maria Bianchini |
contributor_str_mv |
Baeta, Anna Maria Bianchini |
dc.subject.area.por.fl_str_mv |
Educação |
topic |
Educação Biologia - Estudo e ensino |
dc.subject.bibliodata.por.fl_str_mv |
Biologia - Estudo e ensino |
description |
A methodological teaching proposal is the aim of this study. To its development we go over the history of sciences wi th the purpose of clarifyng the present si tuation of the biological epistemology and Educational Biology, consequently. The biological epistemology is analysed aiming the overcoming of càrtesian rationality. Such rationality is elucidated through a historical analysis of the currents existent in biological thought, which allow us to realize the influence of posi ti vism on the logic which is present in this science. We suggest a systematic, holistic and dialectical paradigm, that provides a whole view of this knowledge field, in opposition to positivist and cartesian view, which is still present in Biology. The study of knowledge construction is done as a support of an elaboration of a constructivist proposal of teaching, which is developed in a Federal Institution of Superíor Teaching. Simultaneously, observations take place in other two uni versi ties, aiming the analysis of methodological procedures of teaching. According to the dialectical-construcionism, the teaching proposed succeeds and we suggest the profound theorical analysis of construtivism and a wide debate on the Educational Biology based on the biological epistemology. |
publishDate |
1993 |
dc.date.issued.fl_str_mv |
1993 |
dc.date.accessioned.fl_str_mv |
2012-01-11T12:30:14Z |
dc.date.available.fl_str_mv |
2012-01-11T12:30:14Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
CASTRO, Ronaldo Souza de. Proposta metodológica de ensino de biologia da educação numa abordagem dialético-construtivista. Dissertação (Mestrado em Educação) - FGV - Fundação Getúlio Vargas, Rio de Janeiro, 1993. |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10438/8951 |
identifier_str_mv |
CASTRO, Ronaldo Souza de. Proposta metodológica de ensino de biologia da educação numa abordagem dialético-construtivista. Dissertação (Mestrado em Educação) - FGV - Fundação Getúlio Vargas, Rio de Janeiro, 1993. |
url |
http://hdl.handle.net/10438/8951 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional do FGV (FGV Repositório Digital) instname:Fundação Getulio Vargas (FGV) instacron:FGV |
instname_str |
Fundação Getulio Vargas (FGV) |
instacron_str |
FGV |
institution |
FGV |
reponame_str |
Repositório Institucional do FGV (FGV Repositório Digital) |
collection |
Repositório Institucional do FGV (FGV Repositório Digital) |
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bitstream.checksum.fl_str_mv |
d7d8401959ddfc5e711ff8b4757bde5e dfb340242cced38a6cca06c627998fa1 eff7a7d4a756e110e7f1ac8965893dd6 2c2f2b37172956b330ae89dd0aa16251 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional do FGV (FGV Repositório Digital) - Fundação Getulio Vargas (FGV) |
repository.mail.fl_str_mv |
|
_version_ |
1810024074530783232 |