História da genética e ensino de Biologia: um estudo visando proporcionar subsídios para a reflexão sobre formação de professores
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Data
2021-07-30
Autores
Pinheiro, Júlia Chiti
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Genética é considerada por alguns professores e alunos como a temática mais desafiadora da Biologia e tal dificuldade deve-se à grande abstração necessária para sua compreensão e à alta velocidade de produção científica deste campo recente e promissor. A História da Ciência como abordagem didática ou como conteúdo de ensino pode ser utilizada como recurso de contextualização e superação de tais dificuldades. Os livros didáticos são amplamente utilizados pelos professores de Biologia como materiais fundamentais no planejamento e aplicação de suas aulas. Desde a adaptação dos livros didáticos aos Parâmetros Curriculares Nacionais (PCNs) até os tempos atuais tem-se, com um grande destaque nos capítulos destinados ao conteúdo de Genética, a história de Johann Gregor Mendel. Este famoso cientista é frequentemente apresentado como um genial monge solitário que, mesmo enclausurado, dedicou muito tempo de sua trajetória de vida para compreender o funcionamento da hereditariedade. Esta apresentação distorcida da realidade faz mau uso do potencial que o episódio histórico mendeliano pode ter ao ser explorado a partir das concepções adequadas sobre a Natureza da Ciência (NdC) e o trabalho científico. Apesar do reconhecimento da importância da abordagem da História da Ciência, ainda ocorre dificuldade para a concretização dessa proposta na sala de aula. Dessa maneira este trabalho tem como objetivo geral identificar como os livros didáticos do Programa Nacional do Livro Didático para o Ensino Médio (2018-2020) e como professores de Biologia do Ensino Médio abordam a História da Ciência referente ao conteúdo de Genética Mendeliana, a fim de compreender quais são os fatores mais importantes que compõem as causas dessas dificuldades. A metodologia utilizada para a coleta de dados foi a análise documental de livros didáticos aprovados pelo PNELM (2018-2020) e questionários respondidos por professores em atuação na educação básica lecionando no componente curricular de Biologia. Para a interpretação dos dados foi utilizada a análise de conteúdo, com o estabelecimento de categorias a posteriori. Os resultados indicam que os livros didáticos possuem fundamentos de História da Ciência e que a abordagem presente, ainda que por vezes seja superficial ou fragmentada de forma que não incorpora os aspectos mais promissores sobre o episódio histórico mendeliano (que poderiam enriquecer o ensino sobre NdC) tem se mostrado muito mais avançada em termos de coerência teórica com pesquisas em ensino de ciências do que estudos realizado até a década de 2010 indicavam, e que os professores, em sua maioria, apesar dos esforços despendidos nas últimas três décadas em atualizar o modelo de formação inicial, ainda não vivenciaram experiências exitosas práticas de HC em suas graduações, que sentem dificuldade na utilização dessa abordagem e/ou conteúdo didático e evidenciam uma falta de clareza sobre as concepções de Natureza da Ciência que possuem.
Genetics is considered by some teachers and students as one of the most challenging themes within Biology and this issue is often related to the required need of abstraction for its understanding and also to the massive scientific production in this promising field. History of Science as a didactic approach or teaching content can be applied as a resource of conceptualization and overcoming of such difficulties. Didactic books are widely used by Biology teachers as fundamental materials in the planning and application of their classes. Since the adaptation of the didactic books to the “Parâmetros Curriculares Nacionais” (PCNs) until today, it is noticed with great emphasis in the chapters dedicated to the content of genetics, the story of Johann Gregor Mendel. This famous scientist is often presented as a brilliant solitary monk who, even though he was cloistered, devoted much of his life searching for an understanding on how heredity works. This distorted presentation of reality misuses the potential that the Mendelian historical episode can have when it is explored based on the adequate conceptions about the Nature of Science (NoS) and scientific work. Despite the recognition of the importance of the approach to the history of science, there is still difficulty in implementing this proposal in the classroom. In this context, the aim of this study is to identify how the textbooks of the “Programa Nacional do Livro Didático para o Ensino Médio” (in English: “National High School Textbook Program”) (2018-2020) and how high school biology teachers approach the history of science regarding the content of Mendelian genetics, in order to understand what are the most important factors that make up the cause of this difficulty. The method applied for data collection was the documentary analysis of textbooks approved by the PNELM (2018-2020) and questionnaires answered by teachers currently working in the curricular component of Biology. For data interpretation, content analysis was used, with the establishment of categories a posteriori. Results indicated that textbooks have foundations on History of Science, but sometimes this approach is superficial of fragmented, in a way that it does not incorporate promising aspects about the Mendelian historical episode (which could enrich teaching on NoS) and that the majority of teachers, despite the efforts spent in the last three decades in updating the initial training model, have not yet experienced successful practical experiences in HS in their graduations, they experience difficulty in using this approach and/or didactic content and show a lack of clarity about the conceptions of Nature of Science that they have.
Genetics is considered by some teachers and students as one of the most challenging themes within Biology and this issue is often related to the required need of abstraction for its understanding and also to the massive scientific production in this promising field. History of Science as a didactic approach or teaching content can be applied as a resource of conceptualization and overcoming of such difficulties. Didactic books are widely used by Biology teachers as fundamental materials in the planning and application of their classes. Since the adaptation of the didactic books to the “Parâmetros Curriculares Nacionais” (PCNs) until today, it is noticed with great emphasis in the chapters dedicated to the content of genetics, the story of Johann Gregor Mendel. This famous scientist is often presented as a brilliant solitary monk who, even though he was cloistered, devoted much of his life searching for an understanding on how heredity works. This distorted presentation of reality misuses the potential that the Mendelian historical episode can have when it is explored based on the adequate conceptions about the Nature of Science (NoS) and scientific work. Despite the recognition of the importance of the approach to the history of science, there is still difficulty in implementing this proposal in the classroom. In this context, the aim of this study is to identify how the textbooks of the “Programa Nacional do Livro Didático para o Ensino Médio” (in English: “National High School Textbook Program”) (2018-2020) and how high school biology teachers approach the history of science regarding the content of Mendelian genetics, in order to understand what are the most important factors that make up the cause of this difficulty. The method applied for data collection was the documentary analysis of textbooks approved by the PNELM (2018-2020) and questionnaires answered by teachers currently working in the curricular component of Biology. For data interpretation, content analysis was used, with the establishment of categories a posteriori. Results indicated that textbooks have foundations on History of Science, but sometimes this approach is superficial of fragmented, in a way that it does not incorporate promising aspects about the Mendelian historical episode (which could enrich teaching on NoS) and that the majority of teachers, despite the efforts spent in the last three decades in updating the initial training model, have not yet experienced successful practical experiences in HS in their graduations, they experience difficulty in using this approach and/or didactic content and show a lack of clarity about the conceptions of Nature of Science that they have.
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Palavras-chave
História da Ciência, Ensino de Genética, Formação de professores, Saberes docentes, History of Science, Genetics teaching, Teacher training, Teaching knowledge, Mendelian genetics