Significações atribuídas a animais sinantrópicos ou peçonhentos por estudantes de uma escola pública
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Data
2019-02-28
Autores
Fernandes, Guilherme Augusto
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Em nosso atual contexto de conflitos entre o poder econômico e questões socioambientais, compreendemos a necessidade de um Ensino de Ciências e de Biologia que contrariem a falsa dicotomia absoluta entre humanidade e natureza, que vise uma educação emancipadora favorável à saúde pública de qualidade para todos e equilíbrio socioambiental, se opondo aos interesses individualistas do capital. Para este fim, o presente trabalho toma como tema “animais sinantrópicos”, discutidos no contexto curricular de documentos oficiais e da produção científica de educação, compreendendo a relação entre humanos e animais como mediação para apropriação de conteúdos. Tal tema é proposto através de pressupostos da psicologia histórico-cultural e da pedagogia histórico-crítica. A primeira possibilita neste trabalho uma compreensão da formação dos significados (sociais) e sentidos (subjetivos) dos sujeitos que compõem as suas significações, além das categorias “atividade” e “motivo” para discutir suas práticas. A segunda orienta o tema a partir da concepção de conteúdos clássicos para determinar o que deve ser ensinado e define o ponto de partida e o objetivo do ensino através do conceito de prática social. O objetivo deste estudo foi: identificar e analisar significações atribuídas a animais sinantrópicos por estudantes do Ensino Médio de uma escola pública do interior de São Paulo. Como objetivos específicos visou: identificar e analisar a relação das significações com o ensino escolar; identificar nos relatos dos participantes como eles lidam com os animais sinantrópicos; e fornecer princípios como subsídios para o ensino de Ciências e Biologia à luz da pedagogia histórico-crítica. O estudo teve caráter qualitativo, utilizando-se da formação de grupos de diálogo para a constituição dos dados. Foram compostos três grupos de estudantes do terceiro ano do Ensino Médio, com cinco a sete participantes por grupo. A análise dos dados foi realizada a partir da proposta dos Núcleos de significação. As análises revelaram significações relacionadas a emoções e reações humanas, ligadas a preocupações com autopreservação e importância dada a valores estéticos. Também foram encontradas significações relacionadas a características biológicas e outras advindas de relações culturais não científicas, como relações de utilidade humana (cultural/econômica) e significações do senso comum, superstições, mitos, ficções e artes as quais podem reforçar e reafirmar ou ressignificar as significações emocionais ou relacionadas ao conhecimento científico. Ao lidar com os animais, encontramos nos educandos reações agressivas, neutras ou de preservação, outras também de fuga ou incapacidade de lidar com o animal sozinhos. A importância atribuída pelos alunos sobre a aprendizagem de animais sinantrópicos indicam motivos desarticulados da prática social, mas com alguns princípios que podem servir como base para ela. Como princípios para a pedagogia histórico-crítica, temos neste trabalho a indicação de um ensino que considere os seres vivos sinantrópicos como enfática parte integrante da prática social dos alunos e a relevância de aspectos emocionais e estéticos em suas significações a serem trabalhados em consonância com o conhecimento científico.
In our current context of conflicts between the economic power and socioenvironmental issues, we understand the need of a Science and a Biology Education that counter the false absolute dichotomy between humanity and nature, and aims an emancipatory education favorable to public health of quality for every one and socioenvironmental balance, opposing the individualistic interests of the capital. To this purpose, the present work focuses on the “synanthropic animals” discussed in the curricular context of official documents and in the education’s scientific production, looking at the relationship between humans and animals as mediation for the appropriation of contents. This theme is proposed through the presuppositions of historical-cultural psychology and historical-critical pedagogy. The first makes possible in this work an understanding of the formation of the meanings (social) and the senses (subjective) that make up their significations, besides the categories "activity" and "motive" to discuss their practices. The second guides the contextualization of the theme "synanthropic animals" from the conception of classical contents to define what must be taught and guides the starting point and the direction to teaching from the social practice concept. The objective of this study was: to identify and analyze significations attributed to synanthropic animals by high school students of a public school in the interior of São Paulo. Its specific objectives were: to identify and analyze the relation of significations to the school teaching; identify in participants' descriptions how they deal with synanthropic animals; and to provide principles as subsidies for the teaching of Science and Biology in the light of historical-critical pedagogy. The study had a qualitative character, using the formation of dialogue groups for the constitution of the data. There were three groups of students in the third year of high school, with five to seven participants per group. The analysis of the data was made from the proposal of the Nuclei of signification. The analyzes revealed meanings related to human emotions and reactions, linked to concerns about self-preservation and importance given to aesthetic values. Meanings related to biological, and other characteristics of non-scientific cultural relations were also found, as meanings of human utility (cultural/economic) and meanings of common sense, superstitions, myths, that reinforce and reaffirm or resignify the emotional meanings and the ones from scientific knowledge. In dealing with synanthropic animals, we found aggressive, neutral or preservation reactions, also flight reactions or inability to deal with the animal alone. The importance given by students to the learning of synanthropic animals indicates disjointed motives of social practice, but with some principles that may serve as a basis for this goal. As principles for historical-critical pedagogy, we have in this work the indication of a teaching that considers the synanthropic living beings as an emphatic integral part of the students' social practice and the relevance of emotional and aesthetic aspects in the students’ meanings to be worked in consonance with the knowledge scientific.
In our current context of conflicts between the economic power and socioenvironmental issues, we understand the need of a Science and a Biology Education that counter the false absolute dichotomy between humanity and nature, and aims an emancipatory education favorable to public health of quality for every one and socioenvironmental balance, opposing the individualistic interests of the capital. To this purpose, the present work focuses on the “synanthropic animals” discussed in the curricular context of official documents and in the education’s scientific production, looking at the relationship between humans and animals as mediation for the appropriation of contents. This theme is proposed through the presuppositions of historical-cultural psychology and historical-critical pedagogy. The first makes possible in this work an understanding of the formation of the meanings (social) and the senses (subjective) that make up their significations, besides the categories "activity" and "motive" to discuss their practices. The second guides the contextualization of the theme "synanthropic animals" from the conception of classical contents to define what must be taught and guides the starting point and the direction to teaching from the social practice concept. The objective of this study was: to identify and analyze significations attributed to synanthropic animals by high school students of a public school in the interior of São Paulo. Its specific objectives were: to identify and analyze the relation of significations to the school teaching; identify in participants' descriptions how they deal with synanthropic animals; and to provide principles as subsidies for the teaching of Science and Biology in the light of historical-critical pedagogy. The study had a qualitative character, using the formation of dialogue groups for the constitution of the data. There were three groups of students in the third year of high school, with five to seven participants per group. The analysis of the data was made from the proposal of the Nuclei of signification. The analyzes revealed meanings related to human emotions and reactions, linked to concerns about self-preservation and importance given to aesthetic values. Meanings related to biological, and other characteristics of non-scientific cultural relations were also found, as meanings of human utility (cultural/economic) and meanings of common sense, superstitions, myths, that reinforce and reaffirm or resignify the emotional meanings and the ones from scientific knowledge. In dealing with synanthropic animals, we found aggressive, neutral or preservation reactions, also flight reactions or inability to deal with the animal alone. The importance given by students to the learning of synanthropic animals indicates disjointed motives of social practice, but with some principles that may serve as a basis for this goal. As principles for historical-critical pedagogy, we have in this work the indication of a teaching that considers the synanthropic living beings as an emphatic integral part of the students' social practice and the relevance of emotional and aesthetic aspects in the students’ meanings to be worked in consonance with the knowledge scientific.
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Palavras-chave
Pedagogia Histórico-Crítica, Psicologia Histórico-Cultural, Ensino de Ciências, Sentidos e significados, Historical-Critical Pedagogy, Historical-Cultural Psychology, Meanings and senses, Science teaching, Biology teaching