Banca de DEFESA: TASSO MENESES LIMA
Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.DISCENTE : TASSO MENESES LIMA
DATA : 25/10/2019
HORA: 08:30
LOCAL: STI/UFBA
TÍTULO:
ONTOLOGICAL AND EPISTEMOLOGICAL ASPECTS OF THE DARWINIST CONCEPT OF ADAPTATION IN HIGH SCHOOL BIOLOGY PEDAGOGICAL DISCOURSE
PALAVRAS-CHAVES:
Pedagogical discourse; Semantic Matrix of Adaptation; Textbooks; High school teachers.
PÁGINAS: 291
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Tópicos Específicos de Educação
RESUMO:
This qualitative research analyzed ontological and epistemological aspects of the darwinian concept of adaptation in the pedagogical discourse of Biology in high school. Different contexts of presentation of the concept of adaptation in textbooks (TBs) were examined; the meaning of this concept by teachers; and the relationship of teachers with the teaching of this concept. We performed categorical content analysis (CAs) of pedagogical discourse with the aid of the semantic matrix of adaptation (SMA). In the light of the Conceptual Profile Theory, SMA organizes students' different ways of thinking about the concept of adaptation, based on ontological and epistemological commitments that constitute their conceptions and stabilize zones that make up the conceptual profile of adaptation. Conceptual Profile is a way of modeling students' heterogeneity in thinking and speaking, and the SMA is a step in the construction of this model. In this work, the SMA was an effective tool for producing inferences about ways of talking about adaptation, due to its heuristic potential to recognize ontological and epistemological aspects of this concept in the plurality of ideas presented in the pedagogical discourse, as well as for the comprehension of this discourse in its contexts of application. We define pedagogical discourse according to Bernstein's Pedagogical Device Theory, which describes the process of recontextualizing a specific field of knowledge in the constitution of the school curriculum. In this process, rules of symbolic control of consciousness exert selective actions on potential meanings to be recontextualized. Through this control, consciousness receives specialized forms of communication that convey a distribution of power resulting from disputes between different social groups for the right to socially impose their cultural constructions. This notion aligns with the Vygotskian idea that collective constructions impose themselves on individual cognition, since it develops through the internalization of cultural tools through social interactions. The theoretical framework described above substantiated the research question of this thesis, namely: how is the meaning of the darwinian concept of adaptation in pedagogical discourse configured when examined from the analysis of systematized ontological and epistemological commitments in a semantic matrix about this concept? Our analyzes showed the prevalence in TBs of the ontological dimension of adaptation as a characteristic associated with natural selection. The narratives that presented adaptation as a process and as a state of being made use of functional explanations to justify the adjustment of the organism or some characteristic to the environment. The recurrence of functional explanations highlights the role of teleological language in school science discourse, especially to explain evolutionary phenomena, despite the typically negative reactions to it found in part of the literature in Science Education. The concept of adaptation presented by one of the groups of teachers proved inappropriate to the darwinian perspective, as natural selection was not even mentioned. Several approaches, both those whose ontological dimension of adaptation referred to a characteristic and those that referred to a process or state of being, suggest that the poor understanding of the action of natural selection has given rise to compromises with the adaptationist and prospective view of evolution. The continuing education of teachers was an influential factor in the way of talking about evolutionary concepts, and the approach to scientific research, especially through research groups, proved to be a promising way to produce discourses more appropriate to the school context.
MEMBROS DA BANCA:
Presidente - 1090422 - CHARBEL NINO EL HANI
Interno - 567.815.045-68 - CLAUDIA DE ALENCAR SERRA E SEPULVEDA - UEFS
Interno - 909.409.897-00 - MARCO ANTÔNIO LEANDRO BARZANO - UEFS
Interno - 1148606 - ROSILEIA OLIVEIRA DE ALMEIDA
Externo à Instituição - VANESSA PERPETUA GARCIA SANTANA REIS - UEFS
Externo à Instituição - DIOGO MEYER - USP