Proposta didática para o ensino médio de biologia: as relações ecológicas no cerrado
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2010-03-17
Autores
Brando, Fernanda da Rocha [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O ensino de ecologia em manuais e na abordagem didática de professores de Educação Básica apresenta-se, de maneira geral, descontextualizado. É comum o uso de exemplos estrangeiros nos manuais didáticos; e os conceitos são tratados de forma fragmentada, expostos em diferentes disciplinas ou eixos temáticos, que desconsideram as interações e interdependência entre os conceitos. Somadas a isso, as abordagens didáticas em ecologia, geralmente reducionistas, não consideram a complexidade dos fenômenos ecológicos, a história da ciência ecologia e suas implicações na sociedade atual. Essas questões foram investigadas no Grupo de Pesquisas em Epistemologia da Biologia, formado por professores universitários, pós-graduandos e alunos de graduação do curso de Licenciatura em Ciências Biológicas do Campus da UNESP de Bauru, em dois momentos: (1) durante o desenvolvimento de pesquisas em iniciação científica; (2) durante os encontros do Grupo, nos quais as atividades objetivaram os estudos em ecologia e o seu entendimento como ciência. Os conceitos de sucessão ecológica e interações ecológicas foram selecionados como integradores da ciência ecológica e, por meio de discussões teóricas e aplicadas desses conceitos, foi possível constituir os dados e as análises da presente tese: (a) desenvolver estudos sobre as relações e interações e ecológicas tendo o conceito de comunidade vegetal como elementos central, e sua interdependência com os demais níveis de organização biológica presente em comunidades vegetais de cerrado do interior do Estado de São Paulo, localizado na Reserva Legal do Campus da UNESP de Bauru; (c) formar, em nível inicial, professores/pesquisadores capazes de elaborar sequências didáticas para o Ensino Médio de Biologia, mediante a visão integradora da ecologia
The ecology teaching has been regarded as out of context when it is concerned not only to manuals but also to professors' approach. Foreign examples have been commonly used in didactical manuals: the concepts which are addressed in different disciplines or thematic fields are approached in a fragmented was without taking into account, interaction and interdependence among concepts. Besides that the didactical approaches in the Biology field are rather reductionists and do not consider the complexity of ecological phenomena, the History of ecological science and its implications on our current society. Those questions have been investigated by the Research Group for Epistemology of Biology in two moments: (1) during the development of researches in scientific initiation (2) during the group meetings in which the activities aimed the studies in ecology and its understanding as science. The concept of ecologic sequence and the concept of ecological interaction were selected as integrating concepts of ecological science and, by means of theoretical and applied discussions from those concepts, it was possible to build the data and analysis of this present thesis: (a) to develop studies regarding the relations and also the ecological interaction by having the concept of vegetal community as the central element and its interdependence with the remaining level of biological organization; (b) to produce didactical material about the biological diversity present in vegetable communities at the country of São Paulo state, situated at the Legal Reserve of UNESP's campus in Bauru; (c) to graduate on onitial level, researches/professors who are able to elaborate didactical sequences to the Biology teaching on high school level within the scope of integrating Ecology
The ecology teaching has been regarded as out of context when it is concerned not only to manuals but also to professors' approach. Foreign examples have been commonly used in didactical manuals: the concepts which are addressed in different disciplines or thematic fields are approached in a fragmented was without taking into account, interaction and interdependence among concepts. Besides that the didactical approaches in the Biology field are rather reductionists and do not consider the complexity of ecological phenomena, the History of ecological science and its implications on our current society. Those questions have been investigated by the Research Group for Epistemology of Biology in two moments: (1) during the development of researches in scientific initiation (2) during the group meetings in which the activities aimed the studies in ecology and its understanding as science. The concept of ecologic sequence and the concept of ecological interaction were selected as integrating concepts of ecological science and, by means of theoretical and applied discussions from those concepts, it was possible to build the data and analysis of this present thesis: (a) to develop studies regarding the relations and also the ecological interaction by having the concept of vegetal community as the central element and its interdependence with the remaining level of biological organization; (b) to produce didactical material about the biological diversity present in vegetable communities at the country of São Paulo state, situated at the Legal Reserve of UNESP's campus in Bauru; (c) to graduate on onitial level, researches/professors who are able to elaborate didactical sequences to the Biology teaching on high school level within the scope of integrating Ecology
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Palavras-chave
Sucessão ecologica, Ecologia - Estudo e ensino, Biologia - Formação de professores, Biossemiótica, Epistemologia da ecologia, Ecology teaching, Epistemological of ecology, Biossemiotic, Formation of professors/researchers, Ecological succession
Como citar
BRANDO, Fernanda da Rocha. Proposta didática para o ensino médio de biologia: as relações ecológicas no cerrado. 2010. 255 p. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências, 2010.