O ensino de Biologia na educação de jovens e adultos: a perspectiva histórico-cultural como princípio da organização do ensino-aprendizagem

• Autor(a) principal: Avelar, Lucas Martins de
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11996
• topic: Estado do conhecimento; Conhecimento biológico; EJA; Práticas pedagógicas; State of knowledge; Biological knowledge; EJA; Pedagogical practices; CIENCIAS HUMANAS::EDUCACAO

This study has the Historical-Dialectical Materialism as a method and the Historical-Cultural perspective (HC) as a theoretical framework. The investigation is linked to the Research Network on Science Teaching in Youth and Adult Education (REPEC-EJA). The object is the Brazilian production in Biology Teaching at EJA. Based on the author's work with the social movement of the EJA Forums and the subjects studied during the master's degree, the following research question was formulated: How has the Historical-Cultural perspective been incorporated as a principle for the organization of teaching and learning in research on Biology Teaching at EJA? The specific questions unfold from it: a) What aspects of HC are mobilized by the productions? How are they linked to each other?; b) What relationships are woven by the productions between Biology Teaching, EJA and the Historical-Cultural perspective?; c) When considering teaching and learning as a human activity, what elements characterize the dynamics of your organization in the context of the interventions proposed by the research? The bibliographic research of the State of Knowledge type was adopted as a methodology. Fifteen dissertations were analyzed. The corpus consists of a clipping of the research collected by the collective of REPEC-EJA in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) for the period 1997 to 2019. elaboration of a grid as an instrument for data collection. The analysis of the works made possible the emergence of three assertions: 1) The incorporation of the Historical-Cultural perspective in the research occurs in a light way and by combining it with other references of different epistemological bases, a theoretical amalgam is formed that reproduces the ideas of the pedagogies of “learning to learn”; 2) The manifestation of the empirical desire for criticality is contradicted by the dynamics of the teaching-learning organization, which endorses the hegemony of the conception of the task teacher.; 3) As a socio-historical process and product, research contains contradictions that generate the need for theoretical bases that support pedagogical activities that effectively promote transformative praxis. The investigation also indicates, for the field, the urgency of studies that are committed to building didactic-pedagogical principles for Biology Teaching in EJA based on the Historical-Cultural perspective.