História e filosofia da ciência no ensino de Biologia: a relação forma e conteúdo em teses e dissertações

• Autor(a) principal: Norato, Anita Gabriella Ferreira
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/10208
• topic: História e filosofia da biologia; Conceitos biológicos; Pedagogia histórico-crítica; History and philosophy of biology; Biological concepts; Historical critical pedagogy; ENSINO-APRENDIZAGEM::AVALIACAO DA APRENDIZAGEM

From theoretical discussions about the importance of a Biology teaching that explicit the processes of historical construction of the concepts to be taught and, at the same time, consider the social use that students will make of these out of school, this research aimed to understand how History and Philosophy of Science relate to the teaching of Biology and how the relation form and content is articulated in the pedagogical practices that guide this teaching in Basic Education. This is a state-of-the-art research conducted through the systematic review technique. The empirical matrix of this research are the theses and dissertations raised from two databases (CAPES Catalog of Theses and Dissertations and CEDOC/Unicamp). The initial collection consisted of all theses and dissertations that present the theme History and Philosophy of Science (2,278 works), and, based on exclusion criteria, the survey was verticalized to the area of Biology in relation to its teaching. The 17 papers that discuss this teaching in Basic Education were selected. The final sample consisted of 13 dissertations and 4 theses, most of them produced in public institutions (15 papers) between 2000 and 2016. Regarding the great theories and biological concepts, we find a centrality in the discussions related to theories of evolution and inheritance theories. The works were mostly developed in high school and essentially problematize the history of Science/Biology, considering little the philosophical aspects of knowledge. In the relationship between History and Philosophy of Science (HPS) and teaching, five papers focus on its use as an approach (externalist and internalist). If we consider the pedagogical perspective in the relation content and form that underlies (implicitly or explicitly) these works, much of them dichotomize form and content. Finally, although it is possible to affirm the increase of a Biology teaching based on historical and philosophical aspects of Science, there is a lack of a pedagogical perspective that critically grounds this teaching, considering form and content, process and product. Thus, we consider that the Historical-Critical Pedagogy (HCP) can play this role, and we conclude with a theoretical synthesis of ideas between HPS and HCP.