O conceito de vida: um diálogo com professores pesquisadores das ciências biológicas

• Autor(a) principal: Rodrigues, Jéssica Laguilio
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4466
• topic: Epistemologia da biologia; Fenômeno da vida; Ciências - Teoria e filosofia; Biologia - Ensino superior; Ciências Exatas e da Terra; Matemática

Biology, one of the broad areas of scientific knowledge, has made efforts in its historical journey to seek the understanding of the phenomenon of life. As this science has been built through studies in different contexts, guided by different problem situations, it includes diverse thoughts about its subject matter - life. Whereas this plurality of biological knowledge about the vital phenomena is present in the training of teachers and researchers, we seek through this qualitative research to understand how these professionals from different fields of life sciences, acting on a Higher Education Institution (HEI) of the Northwest the state of Paraná, use their expertise to develop a concept and / or definition of life. This study covered a sample of thirteen professionals from the center of Biological Sciences of a HEI, which were chosen according to the sub-area of biology in wich they worked such as genetics, botany, biochemistry, cell biology, evolution, ecology and physiology. In this study we present the speeches of these teacher-researchers, which were obtained with semi-structured interviews, which were recorded and transcribed. The data were analyzed by discourse analysis (AD) of the French line. As we follow the theoretical assumptions described by Orlandi (2001), we can extract elements of the discourse of the subjects surveyed, which were allocated in blocks to facilitate analytical interpretations and meaning productions. Thus, the AD was used as an auxiliary method to interpret the meanings in the dialogues pf the interviewed subjects, since this strategy has allowed us to extract the thoughts between the lines of the discourse. The data demonstrate that these teacher-researchers had difficulties in answering what is life, but when urged to reflect, through guiding questions, revealed elements in their speeches that indicate knowledge regarding their area of operation, as well as the capability to organize a conceptual thinking, which allows them to reach either a prototypical definition of life, or a list of properties that reiterate life as a process, arriving at conceptions close to currents of thought in the epistemology of biology.