Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Pinheiro, Regiane Machado de Sousa
 |
| Orientador(a): |
Queiroz, José Rildo de Oliveira
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| Banca de defesa: |
Queiroz, José Rildo de Oliveira,
Echalar, Adda Daniela Lima Figueiredo,
Echeverría, Agustina Rosa,
Selles, Sandra Escovedo |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
|
| Departamento: |
Pró-Reitoria de Pós-graduação (PRPG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/8346
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Resumo: |
The present research analyzes how the historical process of constructing the concept of a cell is presented in Biology textbooks approved in the National Program Textbook (PNLD). This investigation was developed with books of the first year of high school of the nine Biology collections approved in the PNLD 2015, whose analysis based on the didactics of Historical- Critical Pedagogy (PHC). In order to analyze the data, a matrix of analysis was built based to the Statutes Structuring of Biology proposed by Nascimento Júnior (2010), with technical and pedagogical aspects, that made possible to understand the world view, Science and Biology in these books. The results obtained make it evident that the construction of the cell concept is permeated through an ontological-mechanistic view of biology, in which science is considered linear, and scientific production, an individual activity. Thus, this research contributes to unveiling the textbook as a didactic resource that can lead to an alienating teaching work, since it reveals the presentation mode of knowledge, which can be uncritically and a-historical in opposition to proposed by the PHC. |
