Evolução biológica no contexto educacional: dificuldades encontradas no ensino e aprendizagem do tema: uma revisão da literatua
Carregando...
Tipo
TCC
Data de publicação
2023
Periódico
Citações (Scopus)
Autores
Pauli, Laura Ragazzi
Orientador
Pechliye, Magda Medhat
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Programa
Resumo
A Biologia é a área da ciência que se dedica ao estudo da vida, dos seres vivos e da interação entre eles e também com o meio ambiente. Apesar de parecer natural a existência desse campo, ele se consolidou somente na segunda metade do século XIX, e passou a ser a ensinado nas escolas ainda mais tarde, em meados do século XX. A consolidação da Biologia se deu após a proposição da Teoria da Evolução, por Darwin e Wallace, que responderam de maneira efetiva questionamentos misteriosos feito pelos humanos desde os primórdios da espécie: qual a origem das espécies? Essa teoria quebrou paradigmas enraizados em várias sociedades até o século XVIII, e propunha que os seres vivos se transformam incessantemente por estarem em constante e infindável interação com o meio em que vivem. A Teoria da Evolução integra diversas áreas de estudo que eram exploradas separadamente até então, e ela acabou por consolidar, um pouco mais tarde, a Biologia, representando o seu paradigma. Assim, a evolução biológica é considerada o eixo integrador e orientador da Biologia. No contexto educacional, o ensino e aprendizagem do tema propiciam o desenvolvimento de várias competências e habilidades fundamentais para a atualidade, tornando-se indispensáveis no cenário escolar. Contudo, a evolução biológica recebe uma relevância, tempo e espaço diminutos nos currículos e nas salas de aula, além de ser permeada por múltiplas confusões e dificuldades conceituais, tanto no ensino, pelos docentes, quanto na aprendizagem, pelos alunos, fazendo com que informações e concepções distorcidas acerca desse tema sejam perpetuadas. Dessa forma, o presente trabalho tem como objetivo principal identificar, elencar e analisar os principais motivos de dificuldades enfrentadas pelo ensino e pela aprendizagem da teoria da evolução biológica no contexto escolar. Como resultados, foram identificados múltiplos impasses, como abordagem de ensino, aspectos curriculares, concepção de ciência, conflitos ou influências (religiosos ou não), epistemologia da temática, influência da internet e mídia, livros didáticos e práticas docentes, havendo relações intrínsecas entre todos e, portanto, cada um não deve ser analisado isoladamente. Nessas conexões, a interação entre esses fatores acaba por resultar em impasses ao ensino e aprendizagem da evolução biológica no contexto educacional. Tais relações são analisadas neste trabalho.
Biology is the area of science dedicated to the study of life, living beings and the interaction between them and the environment. Although the existence of this field seems natural, it was consolidated only in the second half of the 19th century, and started to be taught in schools even later, in the mid-20th century. The consolidation of Biology took place after the proposition of the Theory of Evolution, by Darwin and Wallace, who effectively answered mysterious questions asked by humans since the beginning of the species: what is the origin of the species? This theory broke paradigms rooted various societies until the 18th century and proposed that living beings are constantly changing because they are in constant and endless interaction with the environment in which they live. The Theory of Evolution integrates several areas of study that were explored separately until then, and it ended up consolidating, a little later, Biology, representing its paradigm. Thus, biological evolution is considered the integrating and guiding axis of Biology. In the educational context, the teaching and learning of the theme favor the development of several competences and skills that are fundamental for today, becoming indispensable in the school scenario. However, biological evolution receives a reduced relevance, time and space in curricula and classrooms, in addition to being permeated by multiple confusions and conceptual difficulties, both in teaching, by professors, and in learning, by students, making information and distorted conceptions about this theme are perpetuated. Thus, the main objective of this work is to identify, list and analyze the main reasons for difficulties faced by teaching and learning the theory of biological evolution in the school context. As a result, multiple impasses were identified, such as teaching approach, curricular aspects, conception of science, conflicts or influences (religious or not), epistemology of the theme, influence of the internet and media, textbooks and teaching practices, with intrinsic relationships between all and therefore each should not be analyzed in isolation. In these connections, the interaction between these factors ends up resulting in impasses in the teaching and learning of biological evolution in the educational context. Such relationships are analyzed in the present work.
Biology is the area of science dedicated to the study of life, living beings and the interaction between them and the environment. Although the existence of this field seems natural, it was consolidated only in the second half of the 19th century, and started to be taught in schools even later, in the mid-20th century. The consolidation of Biology took place after the proposition of the Theory of Evolution, by Darwin and Wallace, who effectively answered mysterious questions asked by humans since the beginning of the species: what is the origin of the species? This theory broke paradigms rooted various societies until the 18th century and proposed that living beings are constantly changing because they are in constant and endless interaction with the environment in which they live. The Theory of Evolution integrates several areas of study that were explored separately until then, and it ended up consolidating, a little later, Biology, representing its paradigm. Thus, biological evolution is considered the integrating and guiding axis of Biology. In the educational context, the teaching and learning of the theme favor the development of several competences and skills that are fundamental for today, becoming indispensable in the school scenario. However, biological evolution receives a reduced relevance, time and space in curricula and classrooms, in addition to being permeated by multiple confusions and conceptual difficulties, both in teaching, by professors, and in learning, by students, making information and distorted conceptions about this theme are perpetuated. Thus, the main objective of this work is to identify, list and analyze the main reasons for difficulties faced by teaching and learning the theory of biological evolution in the school context. As a result, multiple impasses were identified, such as teaching approach, curricular aspects, conception of science, conflicts or influences (religious or not), epistemology of the theme, influence of the internet and media, textbooks and teaching practices, with intrinsic relationships between all and therefore each should not be analyzed in isolation. In these connections, the interaction between these factors ends up resulting in impasses in the teaching and learning of biological evolution in the educational context. Such relationships are analyzed in the present work.
Descrição
Palavras-chave
evolução biológica , diversidade de espécies , transformismo , ensino e aprendizagem , dificuldades , biological evolution , diversity of species , transmutation , teaching and learning , difficulties