Conceitos de espécie em livros didáticos de Biologia
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/5007 |
Resumo: | In the evolutionary context, the species concept is a central theme, causing long academic discussions both in the Biology and Philosophy fields. For Biology, the species concept makes it possible to recover and understand of organisms, in addition to understanding that the perception that a unique understanding of biodiversity is not feasible. For Biology teaching, the species concept allows thinking about the science dynamics and the complexity of biological diversity. Therefore, the species concept for the Biology teaching is a relevant theme, so we conducted this research in order to analyze the species of concept(s) in textbooks, and their respective teacher’s manual of Biology approved in the National Textbook Program (PNLD) of 2018. Of a qualitative nature and based on the Content Analysis, we studied the textbooks for the 2nd and 3rd years of High School in the ten approved collections by PNLD/2018 of Biology, selecting the chapters that approached the contents of classification of living beings, Genetics, Evolution, and Ecology, chapters which could address the theme of species concepts. We identified 11 (eleven) species concepts in total. The biological species concept was found in the ten collections and the phylogenetic species concept in five collections. Concepts such as the Ecological, Evolutionary, and Typological appeared in two collections, and the Cohesion, Phenetic, Genetic, Morphological, Recognition, and Nominalist Species concepts in only one collection. Activities that approached the theme of the species concept were also found, presenting the focus on the biological species concept. The speciation activities were closely linked to the species concept. In the teacher’s manual, subsidies were identified for working on the content of the species concept in three collections, and proposals for activities in four collections. We concluded that the presentation of a single species concept occurs mainly in textbooks for the 2nd year, and the approach of more than one species concept is reserved for the book for the 3rd year. In the approach of the biological species concept, it is stated that it is a didactic concept and that it allows developing the content of the classification and origin of living beings. For the Phylogenetic concept, approached in half of the collections, the influence of the Phylogenetic Systematics is related. The presentation of multiple species concepts is defined as an alternative to the limitations of the biological species concept, but not only to this. The approach of other species concepts allows the student to perceive the dynamics of the construction of scientific knowledge, recognizing it as a human construction, its achievements, and limitations, in addition to understanding that to recover and learn about biodiversity, multiple tools are needed, in this case, multiple species concepts. |
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Meglhioratti, Fernanda Aparecidahttp://lattes.cnpq.br/3719288552692207Meglhioratti, Fernanda Aparecidahttp://lattes.cnpq.br/3719288552692207Dias, Eliseu Vieirahttp://lattes.cnpq.br/5970789398466562Heerdt, Bettinahttp://lattes.cnpq.br/6454387839993031Leite, Rosana Franzenhttp://lattes.cnpq.br/3509384512601083http://lattes.cnpq.br/1638564101757354Silva, Luciano Neves da2020-10-07T18:42:54Z2019-11-08SILVA, Luciano Neves da. Conceitos de espécie em livros didáticos de Biologia. 2019. 170 f. Dissertação (Programa de Pós-Graduação em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel - PR.http://tede.unioeste.br/handle/tede/5007In the evolutionary context, the species concept is a central theme, causing long academic discussions both in the Biology and Philosophy fields. For Biology, the species concept makes it possible to recover and understand of organisms, in addition to understanding that the perception that a unique understanding of biodiversity is not feasible. For Biology teaching, the species concept allows thinking about the science dynamics and the complexity of biological diversity. Therefore, the species concept for the Biology teaching is a relevant theme, so we conducted this research in order to analyze the species of concept(s) in textbooks, and their respective teacher’s manual of Biology approved in the National Textbook Program (PNLD) of 2018. Of a qualitative nature and based on the Content Analysis, we studied the textbooks for the 2nd and 3rd years of High School in the ten approved collections by PNLD/2018 of Biology, selecting the chapters that approached the contents of classification of living beings, Genetics, Evolution, and Ecology, chapters which could address the theme of species concepts. We identified 11 (eleven) species concepts in total. The biological species concept was found in the ten collections and the phylogenetic species concept in five collections. Concepts such as the Ecological, Evolutionary, and Typological appeared in two collections, and the Cohesion, Phenetic, Genetic, Morphological, Recognition, and Nominalist Species concepts in only one collection. Activities that approached the theme of the species concept were also found, presenting the focus on the biological species concept. The speciation activities were closely linked to the species concept. In the teacher’s manual, subsidies were identified for working on the content of the species concept in three collections, and proposals for activities in four collections. We concluded that the presentation of a single species concept occurs mainly in textbooks for the 2nd year, and the approach of more than one species concept is reserved for the book for the 3rd year. In the approach of the biological species concept, it is stated that it is a didactic concept and that it allows developing the content of the classification and origin of living beings. For the Phylogenetic concept, approached in half of the collections, the influence of the Phylogenetic Systematics is related. The presentation of multiple species concepts is defined as an alternative to the limitations of the biological species concept, but not only to this. The approach of other species concepts allows the student to perceive the dynamics of the construction of scientific knowledge, recognizing it as a human construction, its achievements, and limitations, in addition to understanding that to recover and learn about biodiversity, multiple tools are needed, in this case, multiple species concepts.O conceito de espécie é uma temática central no contexto evolutivo, provocando longas discussões acadêmicas, tanto no campo da Biologia como no da Filosofia. Para a Biologia, o conceito de espécie possibilita recuperar e compreender a complexidade dos organismos vivos, além de entender que a percepção de um entendimento único da biodiversidade se mostra inviável. Para o Ensino de Biologia, o conceito de espécie permite pensar a dinâmica da ciência e a complexidade da diversidade biológica. Logo, o conceito de espécie é uma temática relevante para o Ensino de Biologia; desse modo, realizamos esta pesquisa com o objetivo de analisar o(s) conceito(s) de espécie(s) nos livros didáticos e seu respectivo manual do professor de Biologia aprovados no Programa Nacional do Livro Didático (PNLD) do ano de 2018. De cunho qualitativo, com base na análise de conteúdo, estudamos nas dez coleções aprovadas pelo PNLD/2018 de Biologia os livros para os 2º e 3º anos, sendo selecionados os capítulos que abordavam os conteúdos de classificação dos seres vivos, Genética, Evolução e Ecologia, capítulos esses que poderiam abordar a temática de conceitos de espécies. Identificamos ao todo onze conceitos de espécies. O conceito biológico de espécie foi encontrado nas dez coleções, e o conceito filogenético de espécie em cinco. Conceitos como o ecológico, o evolutivo e o tipológico apareceram em duas coleções; os conceitos de espécie de coesão, fenético, genético, morfológico, de reconhecimento e nominalista em apenas uma coleção. Foram encontradas atividades que abordavam a temática do conceito de espécies, com foco no conceito biológico de espécie; as atividades de especiação mostraram-se intimamente ligadas ao conceito de espécie. No manual do professor, foram identificados subsídios para se trabalhar o conteúdo de conceito de espécie em três coleções e propostas de atividades em quatro coleções. Conclui-se que a apresentação de um único conceito de espécie ocorre principalmente nos livros didáticos para o 2º ano e a abordagem de mais de um conceito de espécie fica reservada aos livros para o 3º ano. Na abordagem do conceito biológico de espécies, é afirmado que se trata de um conceito didático e que permite desenvolver o conteúdo de classificação e origem dos seres vivos. O conceito filogenético, que é abordado em metade das coleções, relaciona-se com a influência da sistemática filogenética. A apresentação de múltiplos conceitos de espécies é definida como alternativa às limitações do conceito biológico de espécie, mas não só isso, pois a abordagem de outros conceitos de espécies permite ao estudante perceber a dinâmica da construção do conhecimento científico, reconhecendo-a como uma construção humana, suas conquistas e limitações, além de compreender que, para recuperar e conhecer a biodiversidade, são necessárias múltiplas ferramentas, nesse caso, múltiplos conceitos de espécies.Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2020-10-07T18:42:54Z No. of bitstreams: 2 Luciano_Silva2019.pdf: 4712145 bytes, checksum: a89581c00c6285d8c590f800421582ed (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-10-07T18:42:54Z (GMT). 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dc.title.por.fl_str_mv |
Conceitos de espécie em livros didáticos de Biologia |
dc.title.alternative.eng.fl_str_mv |
Species concepts in Biology textbooks |
title |
Conceitos de espécie em livros didáticos de Biologia |
spellingShingle |
Conceitos de espécie em livros didáticos de Biologia Silva, Luciano Neves da Epistemologia da Biologia Ensino de Biologia Conceito de Espécie Livro Didático Biology Epistemology Biology Teaching Species Concept Textbook Educação em Ciências e Matemática... |
title_short |
Conceitos de espécie em livros didáticos de Biologia |
title_full |
Conceitos de espécie em livros didáticos de Biologia |
title_fullStr |
Conceitos de espécie em livros didáticos de Biologia |
title_full_unstemmed |
Conceitos de espécie em livros didáticos de Biologia |
title_sort |
Conceitos de espécie em livros didáticos de Biologia |
author |
Silva, Luciano Neves da |
author_facet |
Silva, Luciano Neves da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Meglhioratti, Fernanda Aparecida |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3719288552692207 |
dc.contributor.referee1.fl_str_mv |
Meglhioratti, Fernanda Aparecida |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3719288552692207 |
dc.contributor.referee2.fl_str_mv |
Dias, Eliseu Vieira |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5970789398466562 |
dc.contributor.referee3.fl_str_mv |
Heerdt, Bettina |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/6454387839993031 |
dc.contributor.referee4.fl_str_mv |
Leite, Rosana Franzen |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/3509384512601083 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1638564101757354 |
dc.contributor.author.fl_str_mv |
Silva, Luciano Neves da |
contributor_str_mv |
Meglhioratti, Fernanda Aparecida Meglhioratti, Fernanda Aparecida Dias, Eliseu Vieira Heerdt, Bettina Leite, Rosana Franzen |
dc.subject.por.fl_str_mv |
Epistemologia da Biologia Ensino de Biologia Conceito de Espécie Livro Didático |
topic |
Epistemologia da Biologia Ensino de Biologia Conceito de Espécie Livro Didático Biology Epistemology Biology Teaching Species Concept Textbook Educação em Ciências e Matemática... |
dc.subject.eng.fl_str_mv |
Biology Epistemology Biology Teaching Species Concept Textbook |
dc.subject.cnpq.fl_str_mv |
Educação em Ciências e Matemática... |
description |
In the evolutionary context, the species concept is a central theme, causing long academic discussions both in the Biology and Philosophy fields. For Biology, the species concept makes it possible to recover and understand of organisms, in addition to understanding that the perception that a unique understanding of biodiversity is not feasible. For Biology teaching, the species concept allows thinking about the science dynamics and the complexity of biological diversity. Therefore, the species concept for the Biology teaching is a relevant theme, so we conducted this research in order to analyze the species of concept(s) in textbooks, and their respective teacher’s manual of Biology approved in the National Textbook Program (PNLD) of 2018. Of a qualitative nature and based on the Content Analysis, we studied the textbooks for the 2nd and 3rd years of High School in the ten approved collections by PNLD/2018 of Biology, selecting the chapters that approached the contents of classification of living beings, Genetics, Evolution, and Ecology, chapters which could address the theme of species concepts. We identified 11 (eleven) species concepts in total. The biological species concept was found in the ten collections and the phylogenetic species concept in five collections. Concepts such as the Ecological, Evolutionary, and Typological appeared in two collections, and the Cohesion, Phenetic, Genetic, Morphological, Recognition, and Nominalist Species concepts in only one collection. Activities that approached the theme of the species concept were also found, presenting the focus on the biological species concept. The speciation activities were closely linked to the species concept. In the teacher’s manual, subsidies were identified for working on the content of the species concept in three collections, and proposals for activities in four collections. We concluded that the presentation of a single species concept occurs mainly in textbooks for the 2nd year, and the approach of more than one species concept is reserved for the book for the 3rd year. In the approach of the biological species concept, it is stated that it is a didactic concept and that it allows developing the content of the classification and origin of living beings. For the Phylogenetic concept, approached in half of the collections, the influence of the Phylogenetic Systematics is related. The presentation of multiple species concepts is defined as an alternative to the limitations of the biological species concept, but not only to this. The approach of other species concepts allows the student to perceive the dynamics of the construction of scientific knowledge, recognizing it as a human construction, its achievements, and limitations, in addition to understanding that to recover and learn about biodiversity, multiple tools are needed, in this case, multiple species concepts. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-11-08 |
dc.date.accessioned.fl_str_mv |
2020-10-07T18:42:54Z |
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 |
SILVA, Luciano Neves da. Conceitos de espécie em livros didáticos de Biologia. 2019. 170 f. Dissertação (Programa de Pós-Graduação em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/5007 |
identifier_str_mv |
SILVA, Luciano Neves da. Conceitos de espécie em livros didáticos de Biologia. 2019. 170 f. Dissertação (Programa de Pós-Graduação em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
url |
http://tede.unioeste.br/handle/tede/5007 |
dc.language.iso.fl_str_mv |
por |
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por |
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dc.relation.confidence.fl_str_mv |
600 600 |
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2214374442868382015 |
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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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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências e Educação Matemática |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ciências Exatas e Tecnológicas |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.source.none.fl_str_mv |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
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biblioteca.repositorio@unioeste.br |
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