Biological evolution: ECO-EVO-DEVO in initial teachers and researchers education

• Autor(a) principal: Oliveira, Thais Benetti de [UNESP]
• Data de Publicação: 2017
• Outros Autores: Brando, Fernanda da Rocha, Caldeira, Ana Maria de Andrade [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.14483/23464712.10847; http://hdl.handle.net/11449/163582
• topic: didatic of biology; teacher training; biological evolution

Epistemology is an area that allows reflections about nature and construction of knowledge. In what is referred to Biological Sciences, the concept of evolution is understood as unifier axis of this science and therefore should represent the integration of various Biology's areas. An epistemological study of evolution allows us to identify a recent approach of research called ECO-ECO-DEVO, which shows the integration among development, organism and environment in evolutionary process and constitution of phenotypic diversity. We understand that is the ostensible importance that this approach is discussed in the Teacher Training on biological sciences and therefore, intend to investigate means of representation of integrated and pluralistic perspective of biological evolution as a way of didatizar this approach and facilitate insertion in the classroom. To accomplish this research, we organized a group of Biology's Epistemology research (GPEB) which were proposed discussions on the biological evolution from that approach. Thus, this article is systematized through three main points: 1) the characteristics of the integrated biological knowledge; 2) epistemology as a fundamental part of the teaching biology; 3) GPEB as a formative space by which one can obtain empirical data about didatizacao possibilities of biological knowledge and 4) the proposition of diagrams to represent the conceptual path of the integrated evolution approach. Thus, a depth study of contemporary compilations about the ECO-EVO-DEVO and the plurality of processes involving biological evolution, GPEB's discussions and the elaboration of diagrams arising from the conceptual organization engendered by group participants form methodological strategies that allowed exemplify characterizations on the integration of biological levels in the evolutionary process. From these methodological artifacts, you can trace the path of conceptual development process by the group in relation to the evolution of an integrated perspective.