Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Flôres, Ana Luiza Zappe Desordi |
| Orientador(a): |
Pigatto, Aline Grohe Schirmer |
| Banca de defesa: |
coutinho, Cadidja,
Scremin, Greice |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Ensino de Ciências e Matemática
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/777
|
Resumo: |
The teaching of biology intends to explain the world in which we live and provide reflection on everything around us. Thus, it makes no sense working with biology teaching if not in the light of evolution, since the source of explanations lies in the path led by each individual, whether microscopic or macroscopic. Regardless of the kingdom these beings belong to, they are part of an intricate system of relations. This system precisely begins in the emergence of our universe and consequently, in the origin of life on our planet. Therefore, this work aims to investigate the knowledge of biology teachers, regarding the process of evolution of plants and their implications in the teaching practice. We aim to discover the level of understanding of professionals in the field of biology on the subject and how it is dealt with in the classroom. For this, a qualitative research was carried out, the data collection took place through narrative interview (WELLER; ZARDO, 2013), and through documentary analysis. The data analysis was done through textual analysis. The categories of analysis were chosen a priori and in the light of work by Tardif (2014), namely: 1) disciplinary knowledge, 2) curricular knowledge, 3) professional knowledge, 4) experiential knowledge, 5) cultural knowledge. The research subjects are graduated in biological sciences, and they are students of the academic or professional master’s degree, doctorate and postdoctoral program of the postgraduate program in science and mathematics. In addition, they work in basic education. The documentary analysis took into account the documents that rule the Brazilian education system, namely: Curricular parameters available for the teaching of science and biology, the National Common Curricular Base and the Biological Sciences Curricular Guidelines. In order to understand the locus, as well as the understanding and importance attributed by teachers and the documents to the teaching of plant evolution, it was observed that all the documents mention this theme. Moreover, they consider it important. Nevertheless, interviews were found to be superficial, and most participants reported not having or not remembering whether the topic had been addressed during their initial training. It is imperative to emphasize the importance of conceptual knowledge concerning the evolution of plants, not only, but mainly for the teaching of botany, so that we will nurture interest, curiosity and critical thinking in students. |
