O ensino organizado para o desenvolvimento do pensamento teórico: o conceito de transmissão gênica na graduação em Ciências Biológicas

Abstract

Pedagogical-didactic work in higher education should aim to promote the process of forming students' theoretical thinking, as a basis for both intellectual and professional training, which goes beyond the formal, technical and instrumental logic of capitalist society. Based on this premise, the thesis presented here investigated the formation of theoretical thinking in students of Biological Sciences and sought to answer the following question: in what way, in higher education, do study actions based on the theory of developmental teaching make it possible to understand the process of development of theoretical thinking in Biological Sciences students, based on the concept of gene transmission? The study is based on the principles of Historical-Cultural Theory and Developmental Teaching Theory. The research method that underlies this research is historical-dialectical materialism. In understanding the research processes of Biology as a unique science, we aim to explain the learning and theoretical thinking of Biological Sciences students about the concept of gene transmission based on pedagogical-didactic work based on assumptions of developmental teaching. The research involved understanding what is already being discussed on the subject in academic research, through an exploratory study, with the analysis of 28 works, 10 theses and 18 dissertations published between 2008 and 2022. The second stage of the investigation was an empirical research – carrying out a didactic-training experiment with undergraduate and undergraduate students in Biological Sciences at the Federal University of Goiás, in an optional curricular component common to both courses, called “Topics in Biology II: Various Themes”, with the subtitle “After all, are we just genetic codes?”. Sixteen meetings were held, organized into three thematic units: 1 - Gene transmission - a unit that expresses the totality of biological knowledge; 2 - Conceptual network of gene transmission; and 3 - Gene, organism, and environment. The subjects who participated in the research are six students: five from the bachelor's degree and one from the undergraduate degree. The research concludes that the organization of pedagogical-didactic work in Higher Education, for the concept of gene transmission, under the foundations of developmental teaching, promoted qualitative leaps in the understanding of Biology as a science, as well as in the development of theoretical thinking of Biological Sciences students.