Influências das metodologias ativas no conceito de biodiversidade para futuros professores de Ciências e Biologia

• Ano de defesa: 2021
• Autor(a) principal: Santos, Elaine Fernanda dos
• Orientador(a): Pagan, Alice Alexandre
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Ensino de ciências; Formação de professores; Estratégias de aprendizagem; Biodiversidade; Diversidade biológica; Aprendizagem ativa; Protagonismo discente; Ensino de biodiversidade
• Palavras-chave em Inglês: Biological diversity; Active learning; Student protagonism; Biodiversity teaching
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/14305

Our main goal in this research is to dicuss how the emancipatory knowledges present in active methodologies (AMs) can influence the concepts of biodiversity developed by future teachers of Natural Sciences. The present study was embodie with the participation of students from the Interdisciplinary Degree course in Natural Sciences and its Technologies (IDNST), from the Federal University of Southern Bahia (UFSB). Therefore, our objective was to analyze the concepts of biodiversity for future teachers of Natural Sciences in undergraduate courses at IDNST, based on active methodologies, in the context of UFSB, located in the Northeast Region of Brazil. Data collection was divided into two phases: document analysis and application of ten semi-structured interviews with students from different four-month periods active in the course. The data produced were processed and analyzed according to the assumptions of Bardin's content analysis, through thematic categorization built a priori and a posteriori, based on the speeches of the participants. In the area of active methodologies, three categories or dimensions emerged: 1) logistical and pedagogical barriers to the use of active methodologies; 2) active methodologies as innovative elements that favor learning, protagonism and motivation, and 3) curricular component of pedagogical practices as an articulating axis of the curriculum and of the conections between university, school and community. In the area of biodiversity, four categories emerged: 1) biodiversity in an ecological perspective; 2) biodiversity from a biocultural perspective; 3) biodiversity in a biocentric view, and 4) biodiversity, teaching and learning Biology. In a third moment, we seek to relate characteristics of active methodologies with the concepts of biodiversity developed by the students through a comparative inference in the statements of the interviewees of the initial and final quarters. Regarding the analysis of the interviews, we realized that the category of axis one, active methodologies as innovative elements that favor learning, protagonism and motivation, was the one that had the most frequency in the speech of the participants, which allows to identify that the students recognize the emancipatory characteristics in AMs, however it is worth mentioning that pedagogical and logistical barriers were also mentioned in their application. In axis two, we perceive that the statements are more associated with the category biodiversity in an ecological view, which shows us the predominance of a conception that highlights the supremacy of scientific knowledge over traditional ones. In our analyzes, we infer that this ecological trend is especially defended by professors in the technical area who work in the course and in the way the topic is discussed in this context, which, despite being carried out with active methodologies that have an emancipatory feature, goes through a serious of factors that start from the individual understanding.