Ser um corpo mais humano: a visão de professores sobre o Ser Humano no ensino de Ciências e Biologia

• Autor(a) principal: Ramos, Karen Christina de Almeida Batista
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/12082
• topic: Human being; Science teaching; Biology teaching; Human body; Ser Humano; Ensino de Ciências; Ensino de Biologia; Corpo Humano; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present research originates from the following generating questions: "What visions about Humanity do the Biological Sciences teachers have?" and "How are these visions reflected in their teaching practices?", with the objective of analyzing the visions of Human Being enunciated by Sciences and Biology teachers and in what way these visions can interfere in their teaching practices. From a brief retrospective on the philosophical studies around the Human Being we come to the understanding on how the human body became the focus of the Biological Sciences in the contemporary. The discussion of the subject human being/human body in researches on teaching of Sciences and Biology and in the official curricular documents is done seeking to locate the theme of this investigation in the area. The research is qualitative, located in the field of Applied Human Sciences. The subjects of the research are three professors graduated from the Biological Sciences Degree course of the Universidade Federal Rural do Rio de Janeiro who answered questionnaires and questions in semistructured interviews in order to collect the data. The categories of analysis, elaborated a posteriori, are: 1) visions of Human Being; 2) origins of the visions of Human Being; 3) relations between the visions of Being Human and the teaching practice of Sciences and Biology teachers; And 4) factors that interfere with teaching practices about the Human Being. The main results point to the prevalence of a Human Being focused on biological aspects related to the school and academic/professional trajectory of the teachers. The cultural, historical and social vision and the philosophical view were also presented, which are generally supported in socio-cultural contexts. The teaching practices reported highlight the inclusion of daily students, the use of their previous conceptions and the expansion of dialogue in the classroom. As for the factors that interfere in teaching practices, the students' curriculum, assessments and behavior appear. We point out the need for other empirical investigations that seek to identify the visions of Human Being of Science and Biology teachers in other contexts, as well as the observation of classes in basic education, in order to reflect on how these visions are concretized in their practices.