A identidade epistemológica dos saberes presentes nas produções acadêmicas em Educação de Jovens e Adultos e Ensino de Biologia na região Centro-Oeste

Abstract

This study is associated with the field of "Science and Mathematics Education and the Environment", subarea "Knowledge and pedagogical practices in specific contexts", of the Graduate Program in Science and Mathematics Education/UFG. The training of Biology educators for Youth and Adult Education (EJA) is a growing field, driven by the progressive increase, in recent decades, of studies related to the modality and Science Education (CE). The concern with the teaching knowledge used in classes and in the teaching, process is not recent. Therefore, the guiding question of this study arises: would it be possible to characterize the epistemological identity of the knowledge(s) present in academic productions in the area of EJA and Biology Teaching, carried out in postgraduate courses in the Central-West region? Several theorists have dedicated themselves to the study of teaching knowledge, including Shulman (1986), Freire (1996), Saviani (1996), Gauthier et al (1998), Pimenta (2005), Tardiff (2014), among others, forming singular and plural concepts. Thus, the objective of this study is to carry out a critical analysis of the teaching knowledge present in the academic production (DT), on the teaching of Biology in EJA, of the postgraduate programs of the Central-West region, in the time frame of 22 years (2000- 2022), available in the catalog of theses and dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES). Based on these theoretical assumptions, we conducted meta-research, using bibliographic research techniques, with a qualitative approach, supported by Dialectical Historical Materialism. We identified 19 academic productions (DT), which were fully analyzed after successive readings and filling out a collection form for systematization and in-depth analysis of the data, prepared a priori, gradually increasing the understanding of the authors' discourse. Most of the productions came from professional master's degrees, focused on discussions about teaching strategies. Finally, in the search for concrete thought, we noted the presence of all teaching knowledge that the literature points out, with emphasis on the knowledge of the epistemology of praxis, to the detriment of the knowledge of the epistemology of practice. We observed a pattern in the productions that evidences a movement opposite to the positivist nature of the initial training of Biology educators. This fact breaks with paradigms and reinterprets the teaching-learning process of Biology in EJA.