The oral arguments of 12th grade students while solving tasks related to evolution are examined. Two groups (N = 45), taught by the same teacher, were studied during a complete teaching sequence. The paper focuses on data from the last sessions, devoted to solving problems in small groups, problems related to different dimensions of the evolutionary model. Data include video recordings, the students' written productions and the researcher (first author) field notes. The objective is to examine the process of articulation of students' argumentation practices with their use of evolutionary models. The results show that participants were able to apply notions such as common ancestors, radiation, or gradualism to different contexts. The arguments required the articulation of evolution notions with argumentative practices as coordinating evidence with claims at different epistemic levels. The influence of the teacher's strategies in the students' role is discussed.
resumo: A teoria Gaia propõe que biosfera, atmosfera, hidrosfera e litosfera são conectadas por alças de retroalimentação num sistema cibernético que mantém o ambiente físico-químico da Terra habitável para os seres vivos. Essa teoria deve ser incluída no conhecimento científico escolar? Neste artigo, analisamos se a inclusão da teoria Gaia no ensino de ciências possui legitimidade social e epistemológica, a partir de uma discussão sobre a construção do conhecimento escolar, da análise de propostas de introdução de Gaia na educação formal e não formal e da análise da cientificidade dessa teoria à luz da metodologia dos programas de pesquisa científica, proposta pelo filósofo da ciência Imre Lakatos. A partir de tais análises, concluímos que a inclusão da teoria Gaia no ensino de ciências é legitimada epistemológica e socialmente, podendo contribuir para a abordagem interdisciplinar de conteúdos geralmente trabalhados no ensino de ecologia, para o tratamento de temas ambientais que conectam diferentes disciplinas e para a compreensão da natureza da ciência. abstract: Gaia theory claims that the biosphere, atmosphere, hydrosphere, and lithosphere are connected by feedback loops in a cybernetic system that maintains Earth's physicochemical environment habitable for living beings. Should this theory be introduced into scientific school knowledge? In this paper, we analyze whether the inclusion of Gaia theory in science education is endowed or not with social and epistemological legitimacy, from the perspective of a discussion about the construction of school knowledge, an analysis of proposals for introducing Gaia in formal and non-formal education, and an analysis of its scientific status under the light of the methodology of scientific research programs, proposed by the philosopher of science Imre Lakatos. Based on these analyses, we conclude that Gaia theory can be included in science education with epistemological and social palavras-chave:
In Brazil, indigenous claims for the right to maintain their specific ways of living and thinking, maintaining and using their own languages, cultures, and modes of production, and the re-elaboration and transmission of knowledge have resulted in the development of intercultural teacher training programs in Brazilian universities. The discussions presented here take as a reference the experiences of the authors in the Intercultural Training Course for Indigenous Educators (FIEI) developed and offered at the Federal University of Minas Gerais (UFMG) since 2006. We highlight significant aspects of the training of indigenous teachers in the constant flow between villages and university in progressive processes of deterritorialization and reciprocal recognition. We present the approach to the notion of territory that supports our analysis and describe three curricular components of the course from the perspective of different territorialities: the teaching internship, the intermodules in a specific qualification, and the research monographs resulting from “academic paths.” We conclude that the FIEI experience is not only a training process for indigenous students, but it also engenders the transformation of everyone involved.
ESTE ARTIGO TRAZ UM RELATO DE EXPERI?NCIA DE UM PROJETO REALIZADO POR LICENCIANDAS DE BIOLOGIA DA UNIVERSIDADE FEDERAL DE MINAS GERAIS (UFMG), INSERIDAS NO PROGRAMA INSTITUCIONAL DE BOLSAS DE INICIA??O ? DOC?NCIA (PIBID), QUE CONSISTIU NA PROPOSI??O DA IMPLANTA??O DE UMA MELIPONICULTURA EM UMA ESCOLA. NESSE CONTEXTO, FAREMOS UMA REFLEX?O SOBRE O AMBIENTE NO QUAL TRABALHAMOS, MOSTRANDO O DESENVOLVIMENTO DO PROJETO, OS RESULTADOS OBTIDOS E AS CONCLUS?ES QUE INFERIMOS A RESPEITO, PRINCIPALMENTE, DO FATO DE TERMOS ATINGIDO APENAS PARCIALMENTE OS RESULTADOS ESPERADOS, J? QUE N?O FOI POSS?VEL CONCLUIR O SISTEMA DE MELIPONICULTURA CONFORME PLANEJADO. APESAR DISSO, CONSIDERAMOS QUE O DESENVOLVIMENTO DO PROJETO TROUXE CONTRIBUI??ES PARA OS ALUNOS, J? QUE APRESENTOU IMPORTANTE FUN??O DID?TICA E SERVIU COMO FONTE DE APRENDIZADO, PRINCIPALMENTE, DE TEMAS RELACIONADOS ? ?REA DA ECOLOGIA. ESSA EXPERI?NCIA TAMB?M CONTRIBUIU PARA NOSSA FORMA??O NA DOC?NCIA DE BIOLOGIA.
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