O pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimento
Nenhuma Miniatura disponível
Data
2020-02-21
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
This research aimed to discuss the importance of thinking as a concept in the training of
Biology teachers from the historical and philosophical study of a biological concept. Here we
propose to answer the following question: to what extent can the historical-philosophical
understanding of the concept of gene transmission contribute to the formation of Biology
teachers conceptual thought? Therefore, we seek to explain how the possible relations
between History and Philosophy of Science (HFC) and the conceptual thinking of Biology
teachers in training can base this profesional’s methods of thinking and teaching, in a critical
perspective.The research method used was historical-dialectical materialism (MHD); therefore,
we use as basis the thought of theorists like Enges (1976), Kopnin (1978), Lefebvre (1991),
Marx e Engels (2007), Marx (2008) and Kosik (2011). We are also based on the Historical-
Cultural Theory (VYGOTSKY, 2009) and the theory of Developmental Teaching (DAVYDOV,
1988). It is a theoretical research, of bibliographic character, in which three complementary
literature reviews were made, in order to fully understand the object of investigation. n the
reviews, we privileged the following themes: the role of HFC and teacher training in the
academic research analyzed, the conceptual thinking formation and the Biology knowledge.
The initial review consisted of 33 papers (dissertations and theses). In the analysis, we
identified that 45% of the works are based on elements of formal logic regarding the
conceptions of teacher training, especially by practicalism as a training purpose. The HFC
works, for its part, prioritize it as a methodology in itself or content in itself. As a result of this
research, we present the historical and philosophical movement for the concept of gene
transmission development, articulating the perspective of each philosophical current in Biology
(vitalism, physicalism and organicism) in this process, in order to explain the intense
relationship between social and natural history. In addition, we seek to advance the
relationship between HFC and didactic-pedagogical mediation through the proposal of
conceptual thinking formation by the Biology teacher as formative intentionality in teaching.
We present, throughout the discussions, elements and conditions necessary for the Biology
teacher’s conceptual thinking formation to be recognized and used effectively as a
transformative educational praxis.
Descrição
Citação
VAZ, E. V. B. O pensamento conceitual e a formação de professores de Biologia: a transmissão gênica como objeto do conhecimento. 2020. 131 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2020.