ENSINO DE EVOLUÇÃO BIOLÓGICA: ARTICULAÇÕES ENTRE EPISTEMOLOGIA, HISTÓRIA E DIDÁTICA EM UM GRUPO COLABORATIVO DE PROFESSORES DE BIOLOGIA

• Autor(a) principal: Giuffrida, Kamilla Zabotti
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: https://tede.unioeste.br/handle/tede/6482
• topic: Formação de Professores; Ensino de Biologia; Ensino de Evolução Biológica; Teoria Sintética; Síntese Estendida da Evolução; Teacher training; Biology Teaching; Teaching of Biological Evolution; Synthetic Theory; Extended Synthesis of Evolution; EDUCAÇÃO EM CIÊNCIAS

The epistemology of Biology and the history of science, when reflecting on the status of knowledge, allows a contextualized approach to the production of concepts, especially the evolutionary one, thus allowing to place some didactic assumptions, placing it as a central concept and organizer of biological knowledge. In this context, this study's main objective is to understand the articulation of the epistemological, historical and didactic dimensions of evolutionary knowledge, as the basis for forming a Collaborative Group of Biology teachers. Thus, given the multipaper organization, this study is divided into two stages, the first of which is a theoretical and epistemological study, which preceded the construction and organization of the Collaborative Group, which is the second stage. The first stage resulted in two articles. In the first one, we discuss the history of science through a historical episode – the contributions of the evolutionary geneticist Theodosius Dobzhansky – and his essential role in the construction of the main concepts of the Synthetic Theory of Evolution. Complementarily, we carried out a theoretical discussion in correlation with Lakatos' epistemology, regarding the main changes in the Synthetic Theory of Evolution and the Extended Synthesis of Evolution, which constitutes the current prepositions of Evolutionary Biology. The second stage of the research, of an empirical nature, resulted from the development of a Collaborative Group with Biology teachers. In the third article, we theorize the emerging understandings of the teachers' discourse on continuing education, where continuing education initially prevailed based on the technical rationality model, but with the development of the Collaborative Group, reconstructions emerged in collective reflections through exchanges of experiences, experiences, among other aspects. In the fourth and last article, based on the emerging understandings in the teachers' discourse, we theorize about the articulation between epistemology, history and didactics aiming at the teaching of Biology around the evolutionary axis. The deepening of the phenomenon studied, showed the integration and mobilization of different teaching knowledge, linked to the epistemic, historical and didactic dimensions, fundamental to overcome the fragmentation of biological contents and thus aiming for a more holistic teaching of Biology.