Dialogando sobre origem da vida e evolução biológica a partir dos obstáculos epistemológicos: uma análise dos processos de ensino aprendizagem no ensino fundamental

Abstract

With this research, we analyse a teaching-learning situation, involving a teacher and students of the second cycle of the Elementary School, specifically the 7th grade, about Origin of Life and Biological Evolution. And thus, to enable a process of reflection on the students' learning and concept-(re)building, and also, as teacher, a reflection on the methodological elaboration of the lessons. The theorical and methodological references in this research are based on the scientst and philosopher Gaston Bachelard's (1978, 1996) ideas of epistemological breaks and profiles, and on the problematizing methodology based on educator Paulo Freire's (1983, 2015) generator themes. The dialogic teaching-learning methodology used on lesson planning and data gathering was based on the three pedagogical moments of Delizoicov et al (2002). The empirical part of this project took place between February and April 2016, at the CIEP (Centro Integrado de Educação Pública, Integrated Public Education Center) located in Austin, Nova Iguaçu municipality, Rio de Janeiro state. The participating subjects were members of two 7th grade classes, with a total of 58 students, characterized with their identification info like age, religion or creed, color or race, and interests and opinions on the science discipline and the themes “Origin of Life” and “Evolution”, based on their answers to the diagnostic questionnaire. Along with the questionnaire, data was collected in audio, written and oral activities, and records of my reflections in a “teacher's log”. Based on the results of the diagnostic questionnaire and on the description of the didatic sequence, we analyzed collected data in light of or main references' theories on theoretic-methodological foundation. We concluded, during the didatic sequence, that students that started from their obstacles were capable of overcoming them, as they reflected, criticized and commented on ideas with which they didn't agree, and thus, came closer to the “scientific spirit” . All of the process characterized by discontinuous movement in learning, and it was reflected on the students' statements, that varied between common sense and school knowledge, always based on the proposed activities