O conceito de interação ecológica e a formação de professores de Biologia: do domínio conceitual às transformações sociais
Nenhuma Miniatura disponível
Data
2020-09-25
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
This research aims to present the processes of teacher training in the light of the historical approach to the elaboration of the concept of ecological interaction and discuss how the development of conceptual thinking on this topic can contribute to the initial training of Biology teachers. The conceptual domain should be inherent to the formative processes, since, from the perspective of Historical-Critical Pedagogy, the relationship between the historically produced knowledge and the social, cultural and political relations of the subjects in formation is necessary. To understand the objective of this research and establish the intended relationships, theoretical-bibliographic research was used. In order to unveil the processes of construction of biological knowledge, more specifically the concept of interaction, the historical path of the concept was carried out. Based on that, a discussion was developed on how the appropriation of conceptual development can provide teachers in training with tools for making decisions about teaching instruments. The concept of ecological interaction was constituted as such in the middle of the 19th century, however, the notions regarding the relationships of living organisms with each other and with the physical-chemical environment had already been considered since Ancient Greece. The perception of the elaboration of a concept based on the historical and logical relations that constitute it allows teachers in training to identify the processes of contradiction, reformulation, permanences, ruptures and complexification of scientific knowledge. In addition, it provides the necessary instruments for reflection on the social practice of teachers. Understanding the process of elaborating scientific knowledge, considering the external and internal aspects related to it, serves as a means of re-elaborating the knowledge itself in and for teacher training. Finally, with the theoretical discussions developed in the research, we consider it expensive to train teachers, approaches that consider the History of Science in the entire training process. However, it is not a question of including one more subject in the curricular structure, but of providing subjects with training that effectively contributes to the appropriation of the science they will teach, it is about delimiting more and better the teaching field. And for that, it is necessary to reflect on the purposes of teacher training courses.
Descrição
Palavras-chave
Citação
SILVA, V. A. O conceito de interação ecológica e a formação de professores de Biologia: do domínio conceitual às transformações sociais. 2020. 101 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2020.