O ensino da origem e evolução da vida : concepções de ciência e de religião de professores e alunos no ensino médio e superior
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2022
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Embora bem estabelecida cientificamente, a teoria da evolução de Charles Darwin
ainda é vista como assunto controverso entre os profissionais da educação e estudantes. Esse
assunto já originou processos nos tribunais dos Estados Unidos, mas o problema não está
restrito a esse país, pesquisas sinalizam a dificuldade de estudantes e professores em assimilar
conceitos evolutivos em diversas partes do globo. O presente trabalho objetiva compreender
como as crenças epistemológicas de professores e estudantes interferem no processo de
ensino e aprendizagem das teorias sobre a origem e evolução da vida. A motivação que
conduziu o autor na direção de tentar clarificar o porquê das dificuldades encontradas para
ensinar esses paradigmas, foi sua experiência de 30 anos como professor de Biologia.
Observava, entre os alunos, basicamente duas posturas: uma de reflexão e surpresa, e outra
acética, tensa e conflituosa quanto à abordagem científica desse assunto. A metodologia para
o desenvolvimento do presente trabalho foi dividida em três etapas: a primeira é caracterizada
como exploratória, na qual se busca conhecimento sobre o ensino dessa temática em diversos
países do Ocidente, principalmente naqueles onde predomina o cristianismo. Foi realizado
uma revisão de trabalhos que abordam os temas origem e evolução da vida. Na segunda etapa,
foi feita uma reflexão sobre a natureza da Ciência e o letramento científico. No campo
empírico, a metodologia utilizada foi do tipo qualitativa, centrada num estudo coletivo de
caso. Na terceira etapa, o foco foi baseado em inquéritos com professores e estudantes, com a
finalidade de perceber o ensino desse tema no Brasil. Também foram realizadas uma série de
questionamentos com esse público sobre suas crenças epistemológicas e a relação com o
processo de ensino e aprendizagem da temática, um tipo apropriado de metodologia para o
objeto empírico do nosso interesse. Concluímos que concepções errôneas sobre a natureza da
Ciência e sobre a teoria da evolução estariam dificultando o ensino, juntamente com
influências religiosas e extremismo de questões científicas ou religiosas.
Although scientifically well established, Charles Darwin's theory of evolution is still seen as a controversial subject among education professionals and students. This matter has already given rise to lawsuits in US courts, but the problem is not restricted to that country, research indicates the difficulty of students and teachers in assimilating evolutionary concepts in different parts of the globe. The present work aims to understand how the epistemological beliefs of teachers and students interfere in the teaching and learning process of theories about the origin and evolution of life. The motivation that led the author in the direction of trying to clarify the reason for the difficulties encountered in teaching these paradigms was his 30-year experience as a Biology teacher. He observed, among the students, basically two postures: one of reflection and surprise, and the other acetic, tense and conflicted regarding the scientific approach to this subject. The methodology for the development of the present work was divided into three stages: the first is characterized as exploratory, in which knowledge is sought about the teaching of this theme in several Western countries, especially in those where Christianity predominates. A review of works that approach the themes of origin and evolution of life was carried out. In the second stage, a reflection was made on the nature of Science and scientific literacy. In the empirical field, the methodology used is qualitative, centered on a collective case study. In the third stage, the focus was based on surveys with teachers and students, in order to understand the teaching of this topic in Brazil. A series of questions were also carried out with this audience about their epistemological beliefs and the relationship with the teaching and learning process on the subject, an appropriate type of methodology for the empirical object of our interest. We concluded that misconceptions about the nature of Science and about the theory of evolution would be making teaching difficult, along with religious influences and extremism of scientific or religious issues.
Although scientifically well established, Charles Darwin's theory of evolution is still seen as a controversial subject among education professionals and students. This matter has already given rise to lawsuits in US courts, but the problem is not restricted to that country, research indicates the difficulty of students and teachers in assimilating evolutionary concepts in different parts of the globe. The present work aims to understand how the epistemological beliefs of teachers and students interfere in the teaching and learning process of theories about the origin and evolution of life. The motivation that led the author in the direction of trying to clarify the reason for the difficulties encountered in teaching these paradigms was his 30-year experience as a Biology teacher. He observed, among the students, basically two postures: one of reflection and surprise, and the other acetic, tense and conflicted regarding the scientific approach to this subject. The methodology for the development of the present work was divided into three stages: the first is characterized as exploratory, in which knowledge is sought about the teaching of this theme in several Western countries, especially in those where Christianity predominates. A review of works that approach the themes of origin and evolution of life was carried out. In the second stage, a reflection was made on the nature of Science and scientific literacy. In the empirical field, the methodology used is qualitative, centered on a collective case study. In the third stage, the focus was based on surveys with teachers and students, in order to understand the teaching of this topic in Brazil. A series of questions were also carried out with this audience about their epistemological beliefs and the relationship with the teaching and learning process on the subject, an appropriate type of methodology for the empirical object of our interest. We concluded that misconceptions about the nature of Science and about the theory of evolution would be making teaching difficult, along with religious influences and extremism of scientific or religious issues.
Descrição
Orientação: Nuno Miguel Cardoso Vieira
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, EVOLUÇÃO BIOLÓGICA, CRENÇAS RELIGIOSAS, EPISTEMOLOGIA, CIÊNCIA, ENSINO, APRENDIZAGEM, EDUCATION, BIOLOGICAL EVOLUTION, RELIGIOUS BELIEFS, EPISTEMOLOGY, SCIENCE, TEACHING, LEARNING