O pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimento
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/10433 |
Resumo: | This research aimed to discuss the importance of thinking as a concept in the training of Biology teachers from the historical and philosophical study of a biological concept. Here we propose to answer the following question: to what extent can the historical-philosophical understanding of the concept of gene transmission contribute to the formation of Biology teachers conceptual thought? Therefore, we seek to explain how the possible relations between History and Philosophy of Science (HFC) and the conceptual thinking of Biology teachers in training can base this profesional’s methods of thinking and teaching, in a critical perspective.The research method used was historical-dialectical materialism (MHD); therefore, we use as basis the thought of theorists like Enges (1976), Kopnin (1978), Lefebvre (1991), Marx e Engels (2007), Marx (2008) and Kosik (2011). We are also based on the Historical- Cultural Theory (VYGOTSKY, 2009) and the theory of Developmental Teaching (DAVYDOV, 1988). It is a theoretical research, of bibliographic character, in which three complementary literature reviews were made, in order to fully understand the object of investigation. n the reviews, we privileged the following themes: the role of HFC and teacher training in the academic research analyzed, the conceptual thinking formation and the Biology knowledge. The initial review consisted of 33 papers (dissertations and theses). In the analysis, we identified that 45% of the works are based on elements of formal logic regarding the conceptions of teacher training, especially by practicalism as a training purpose. The HFC works, for its part, prioritize it as a methodology in itself or content in itself. As a result of this research, we present the historical and philosophical movement for the concept of gene transmission development, articulating the perspective of each philosophical current in Biology (vitalism, physicalism and organicism) in this process, in order to explain the intense relationship between social and natural history. In addition, we seek to advance the relationship between HFC and didactic-pedagogical mediation through the proposal of conceptual thinking formation by the Biology teacher as formative intentionality in teaching. We present, throughout the discussions, elements and conditions necessary for the Biology teacher’s conceptual thinking formation to be recognized and used effectively as a transformative educational praxis. |
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Echalar, Adda Daniela Lima Figueiredohttp://lattes.cnpq.br/3758976350155947Echalar, Adda Daniela Lima FigueiredoRosa, Sandra Valéria LimontaGuimarães, Simone Sendin Moreirahttp://lattes.cnpq.br/1352240678465993Silva, Elisa Vaz Borges2020-03-16T14:38:16Z2020-02-21VAZ, E. V. B. O pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimento. 2020. 131 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2020.http://repositorio.bc.ufg.br/tede/handle/tede/10433ark:/38995/001300000bhr0This research aimed to discuss the importance of thinking as a concept in the training of Biology teachers from the historical and philosophical study of a biological concept. Here we propose to answer the following question: to what extent can the historical-philosophical understanding of the concept of gene transmission contribute to the formation of Biology teachers conceptual thought? Therefore, we seek to explain how the possible relations between History and Philosophy of Science (HFC) and the conceptual thinking of Biology teachers in training can base this profesional’s methods of thinking and teaching, in a critical perspective.The research method used was historical-dialectical materialism (MHD); therefore, we use as basis the thought of theorists like Enges (1976), Kopnin (1978), Lefebvre (1991), Marx e Engels (2007), Marx (2008) and Kosik (2011). We are also based on the Historical- Cultural Theory (VYGOTSKY, 2009) and the theory of Developmental Teaching (DAVYDOV, 1988). It is a theoretical research, of bibliographic character, in which three complementary literature reviews were made, in order to fully understand the object of investigation. n the reviews, we privileged the following themes: the role of HFC and teacher training in the academic research analyzed, the conceptual thinking formation and the Biology knowledge. The initial review consisted of 33 papers (dissertations and theses). In the analysis, we identified that 45% of the works are based on elements of formal logic regarding the conceptions of teacher training, especially by practicalism as a training purpose. The HFC works, for its part, prioritize it as a methodology in itself or content in itself. As a result of this research, we present the historical and philosophical movement for the concept of gene transmission development, articulating the perspective of each philosophical current in Biology (vitalism, physicalism and organicism) in this process, in order to explain the intense relationship between social and natural history. In addition, we seek to advance the relationship between HFC and didactic-pedagogical mediation through the proposal of conceptual thinking formation by the Biology teacher as formative intentionality in teaching. We present, throughout the discussions, elements and conditions necessary for the Biology teacher’s conceptual thinking formation to be recognized and used effectively as a transformative educational praxis.Essa pesquisa visou discutir a importância do pensamento por conceito na formação de professores de Biologia a partir do estudo histórico e filosófico de um conceito biológico. Propomos aqui responder à seguinte indagação: em que medida a compreensão históricofilosófica do conceito de transmissão gênica pode contribuir para a formação do pensamento conceitual de professores de Biologia? Para tanto, buscamos explicar como as possíveis relações entre a História e Filosofia da Ciência (HFC) e o pensamento conceitual de professores de Biologia em formação podem fundamentar os modos de pensar e ensinar deste profissional, em uma perspectiva crítica. O método de investigação utilizado foi o materialismo histórico-dialético (MHD); sendo assim, utilizamos como fundamento o pensamento de teóricos como Engels (1976), Kopnin (1978), Lefebvre (1991), Marx e Engels (2007), Marx (2008) e Kosik (2011). Nos fundamentamos também na Teoria Histórico- Cultural (VYGOTSKY, 2009) e na teoria do Ensino Desenvolvimental (DAVYDOV, 1988). Tratase de uma pesquisa teórica, de caráter bibliográfico, na qual foram efetivadas três revisões de literatura complementares, a fim de compreender o objeto de investigação em sua plenitude. Privilegiamos, nas revisões, as seguintes temáticas: o lugar da HFC e da formação de professores nas pesquisas acadêmicas analisadas, a formação do pensamento conceitual e o conhecimento de Biologia. O corpus inicial das revisões se constituiu de 33 trabalhos (dissertações e teses). Na análise efetivada, identificamos que 45% dos trabalhos se fundamentam em elementos da lógica formal quanto às concepções de formação de professores, em especial, pelo praticismo enquanto propósito de formação. Os trabalhos de HFC, por sua vez, a priorizam como uma metodologia em si ou conteúdo em si. Ainda como resultado desta pesquisa, apresentamos o movimento histórico e filosófico de desenvolvimento do conceito de transmissão gênica, articulando neste processo a perspectiva de cada corrente filosófica da Biologia (vitalismo, fisicalismo e organicismo), de modo a explicitar a intensa relação entre história social e natural. Além disso, buscamos avançar na relação entre HFC e a mediação didático-pedagógica por meio da proposta de formação do pensamento conceitual pelo professor de Biologia como intencionalidade formativa e de ensino. Apresentamos, ao longo das discussões, elementos e condicionantes necessários para que a formação do pensamento conceitual do professor de Biologia possa ser reconhecida e utilizada de forma efetiva como práxis educativa transformadora.Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2020-03-16T14:19:27Z No. of bitstreams: 2 Dissertação - Elisa Vaz Borges Silva - 2020.pdf: 1214846 bytes, checksum: ceed4cc45aea28a6b8a68555b2d42c6a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2020-03-16T14:38:16Z (GMT) No. of bitstreams: 2 Dissertação - Elisa Vaz Borges Silva - 2020.pdf: 1214846 bytes, checksum: ceed4cc45aea28a6b8a68555b2d42c6a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-03-16T14:38:16Z (GMT). No. of bitstreams: 2 Dissertação - Elisa Vaz Borges Silva - 2020.pdf: 1214846 bytes, checksum: ceed4cc45aea28a6b8a68555b2d42c6a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2020-02-21Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEGapplication/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Educação em Ciências e Matemática (PRPG)UFGBrasilPró-Reitoria de Pós-graduação (PRPG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessConceito científicoEnsino e aprendizagemPensamento teóricoHistóriaFilosofia da ciênciaScientific conceptTeaching and learningTheoretical thinkingHistoryPhilosophy of scienceCIENCIAS EXATAS E DA TERRA::MATEMATICAO pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimentoThe Biology teacher's conceptual thinking: gene transmission as an object of knowledgeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis8628247000970657879600600600600-264539188392646063-7090823417984401694-961409807440757778reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGCC-LICENSElicense_urllicense_urltext/plain; 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dc.title.eng.fl_str_mv |
O pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimento |
dc.title.alternative.eng.fl_str_mv |
The Biology teacher's conceptual thinking: gene transmission as an object of knowledge |
title |
O pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimento |
spellingShingle |
O pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimento Silva, Elisa Vaz Borges Conceito científico Ensino e aprendizagem Pensamento teórico História Filosofia da ciência Scientific concept Teaching and learning Theoretical thinking History Philosophy of science CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
O pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimento |
title_full |
O pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimento |
title_fullStr |
O pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimento |
title_full_unstemmed |
O pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimento |
title_sort |
O pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimento |
author |
Silva, Elisa Vaz Borges |
author_facet |
Silva, Elisa Vaz Borges |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Echalar, Adda Daniela Lima Figueiredo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3758976350155947 |
dc.contributor.referee1.fl_str_mv |
Echalar, Adda Daniela Lima Figueiredo |
dc.contributor.referee2.fl_str_mv |
Rosa, Sandra Valéria Limonta |
dc.contributor.referee3.fl_str_mv |
Guimarães, Simone Sendin Moreira |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1352240678465993 |
dc.contributor.author.fl_str_mv |
Silva, Elisa Vaz Borges |
contributor_str_mv |
Echalar, Adda Daniela Lima Figueiredo Echalar, Adda Daniela Lima Figueiredo Rosa, Sandra Valéria Limonta Guimarães, Simone Sendin Moreira |
dc.subject.por.fl_str_mv |
Conceito científico Ensino e aprendizagem Pensamento teórico História Filosofia da ciência |
topic |
Conceito científico Ensino e aprendizagem Pensamento teórico História Filosofia da ciência Scientific concept Teaching and learning Theoretical thinking History Philosophy of science CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Scientific concept Teaching and learning Theoretical thinking History Philosophy of science |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
This research aimed to discuss the importance of thinking as a concept in the training of Biology teachers from the historical and philosophical study of a biological concept. Here we propose to answer the following question: to what extent can the historical-philosophical understanding of the concept of gene transmission contribute to the formation of Biology teachers conceptual thought? Therefore, we seek to explain how the possible relations between History and Philosophy of Science (HFC) and the conceptual thinking of Biology teachers in training can base this profesional’s methods of thinking and teaching, in a critical perspective.The research method used was historical-dialectical materialism (MHD); therefore, we use as basis the thought of theorists like Enges (1976), Kopnin (1978), Lefebvre (1991), Marx e Engels (2007), Marx (2008) and Kosik (2011). We are also based on the Historical- Cultural Theory (VYGOTSKY, 2009) and the theory of Developmental Teaching (DAVYDOV, 1988). It is a theoretical research, of bibliographic character, in which three complementary literature reviews were made, in order to fully understand the object of investigation. n the reviews, we privileged the following themes: the role of HFC and teacher training in the academic research analyzed, the conceptual thinking formation and the Biology knowledge. The initial review consisted of 33 papers (dissertations and theses). In the analysis, we identified that 45% of the works are based on elements of formal logic regarding the conceptions of teacher training, especially by practicalism as a training purpose. The HFC works, for its part, prioritize it as a methodology in itself or content in itself. As a result of this research, we present the historical and philosophical movement for the concept of gene transmission development, articulating the perspective of each philosophical current in Biology (vitalism, physicalism and organicism) in this process, in order to explain the intense relationship between social and natural history. In addition, we seek to advance the relationship between HFC and didactic-pedagogical mediation through the proposal of conceptual thinking formation by the Biology teacher as formative intentionality in teaching. We present, throughout the discussions, elements and conditions necessary for the Biology teacher’s conceptual thinking formation to be recognized and used effectively as a transformative educational praxis. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-03-16T14:38:16Z |
dc.date.issued.fl_str_mv |
2020-02-21 |
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 |
VAZ, E. V. B. O pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimento. 2020. 131 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2020. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/10433 |
dc.identifier.dark.fl_str_mv |
ark:/38995/001300000bhr0 |
identifier_str_mv |
VAZ, E. V. B. O pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimento. 2020. 131 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2020. ark:/38995/001300000bhr0 |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/10433 |
dc.language.iso.fl_str_mv |
por |
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por |
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8628247000970657879 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Pró-Reitoria de Pós-graduação (PRPG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
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Universidade Federal de Goiás (UFG) |
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Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
http://repositorio.bc.ufg.br/tede/bitstreams/7e5364f6-1147-4f24-9024-47da0b7d6a47/download http://repositorio.bc.ufg.br/tede/bitstreams/ca1c6d60-c461-47cf-bcf4-3fc24b76dc23/download http://repositorio.bc.ufg.br/tede/bitstreams/31ab0100-255d-4483-903d-bdca9d4b86aa/download http://repositorio.bc.ufg.br/tede/bitstreams/ab58a194-0e6e-4d0e-9c8b-7a12a6686bc2/download http://repositorio.bc.ufg.br/tede/bitstreams/3ca88faf-6672-47c9-84ba-dd5d458201d9/download |
bitstream.checksum.fl_str_mv |
4afdbb8c545fd630ea7db775da747b2f d41d8cd98f00b204e9800998ecf8427e d41d8cd98f00b204e9800998ecf8427e bd3efa91386c1718a7f26a329fdcb468 ceed4cc45aea28a6b8a68555b2d42c6a |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1811721483628576768 |