O laboratório de anatomia sob a perspectiva da 'descrição densa': interfaces da cultura e o ensino de Ciências
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Data
2012-04-25
Autores
Talamoni, Ana Carolina Biscalquini [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa visa realizar uma análise interpretativa do processo de ensino e aprendizagem engendrado durante as aulas de Anatomia Geral e Humana de uma turma de estudantes de um curso de licenciatura em Ciências Biológicas, a partir de preceitos e métodos de observação específicos da Antropologia Interpretativa de Clifford Geertz. Buscou-se em constatações ulteriores de uma pesquisa de mestrado na área de Ensino de Ciências acerca da predominância das perspectivas cartesianas através das quais o corpo tem sido constantamente representado nas aulas de ciências e biologia. Acredita-se que a origem desta problemática possa residir na formação inicial dos professores, na qual o conhecimento acerca do corpo humano decorre, em grande parte, da disciplina anatômica. A prática de ensino reproduzida por disciplinas como Anatomia Humana, Anatomia Geral e Humana ou Anatomia Geral e Comparada comportam, por sua vez, elementos históricos e culturais que se confundem com a trajetória do estabelecimento da Anatomia enquanto um campo específico de saber. Uma das particularidades dessa disciplina advém do fato de a pesquisa e o ensino encontrar-se intrincadas. Frequentemente a dissecação, técnica de pesquisa da ciência anatômica, ou o uso de peças dissecadas, são utilizados como estratégias didáticas de ensino, impondo uma prática e uma disciplina por parte do aluno, que reproduz aquela necessária ao pesquisador. Desta relação quase simbiótica entre duas perspectivas distintas de saber, a pesquisa e o ensino em Anatomia Humana, é que se originou a problemática desenvolvida por esta pesquisa, ou seja, ampliar a compreensão do ambiente de aprendizagem constituído pelo laboratório de Anatomia, o que incluiu debruçarem-se sobre questões referentes ao processo de ensino...
This research aims to realize an interpretative analysis of the human anatomy classes of a group of students from an undergraduate program in Biological Sciences with the precepts and methods of observation from Interpretive Anthropology by Clifford Geertz. Was based on subsequent findings of a research in the area of Science Education about the prevalence of cartesian perspectives through the body has been consistently represented in science and biologic classes. The origin of this problem could be in the period of training teachers, when knowledge about the human body happens in large part, in the anatomical course. The teaching model reproduced by subjects such as Anatomy, General Anatomy or General and Comparative Anatomy behave, in turn, historical and cultural elements that overlap with the trajectory of the establishment of Anatomy as a especific field of knowledge. One of the pecularities of this subject stems from fact that research and teaching find themselve intricate. The dissection tecnique of anatomical science research, or the use of dissected parts of human bodies are used as teching strategies, practice and a way to impose discipline for the students, the same that was required for the researcher. This symbiotic relationship between two different perspectives of knowledge, research and teaching Anatomy, is the problem developed by this research that aims to understand how the teaching and learning process happens in this environment full of peculiarities that consists the anatomy lab, such as anatomical parts and other artifacts specifics from an anatomy teaching lab. The anatomic class includes the development of the discipline of the body that students need to learn about body structures. Also requires the development of a body and discursive perfomance by students who... (Complete abstract click electronic access below)
This research aims to realize an interpretative analysis of the human anatomy classes of a group of students from an undergraduate program in Biological Sciences with the precepts and methods of observation from Interpretive Anthropology by Clifford Geertz. Was based on subsequent findings of a research in the area of Science Education about the prevalence of cartesian perspectives through the body has been consistently represented in science and biologic classes. The origin of this problem could be in the period of training teachers, when knowledge about the human body happens in large part, in the anatomical course. The teaching model reproduced by subjects such as Anatomy, General Anatomy or General and Comparative Anatomy behave, in turn, historical and cultural elements that overlap with the trajectory of the establishment of Anatomy as a especific field of knowledge. One of the pecularities of this subject stems from fact that research and teaching find themselve intricate. The dissection tecnique of anatomical science research, or the use of dissected parts of human bodies are used as teching strategies, practice and a way to impose discipline for the students, the same that was required for the researcher. This symbiotic relationship between two different perspectives of knowledge, research and teaching Anatomy, is the problem developed by this research that aims to understand how the teaching and learning process happens in this environment full of peculiarities that consists the anatomy lab, such as anatomical parts and other artifacts specifics from an anatomy teaching lab. The anatomic class includes the development of the discipline of the body that students need to learn about body structures. Also requires the development of a body and discursive perfomance by students who... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Anatomia - Ensino, Anatomy - Teaching
Como citar
TALAMONI, Ana Carolina Biscalquini. O laboratório de anatomia sob a perspectiva da 'descrição densa': interfaces da cultura e o ensino de Ciências. 2012. 380 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências, 2012.