Concepções de ensino e currículo de zoologia no Brasil

Abstract

Cerro Largo -RS, Brasil. Pesquisamos as concepções de ensino e de currículo presentes nos resumos publicados na seção de Ensino de Zoologia do Congresso Brasileiro de Zoologia (CBZ), organizado pela Sociedade Brasileira de Zoologia (SBZ), entre os anos de 2004 e 2014. Os 167 trabalhos analisados inicialmente foram separados em três categorias de análise, sendo as concepções de ensino técnico, prático e emancipatório/crítico. Quando analisamos as concepções de currículo, utilizamos as concepções: tradicionais, críticas e pós-críticas. Os resultados que obtivemos referentes a concepções expressam um ensino de Zoologia 49.1% na perspectiva técnica, 31,1% concepção prática e apenas 19,8% das concepções de ensino eram emancipatório/crítico. Quanto aos resultados das concepções de currículo, o ensino de Zoologia pode ser considerado: 85% tradicional, em seguida tivemos 12,6% de concepção crítica e por fim as concepções pós-críticas com 2,4%. Também apresentamos uma análise sobre as concepções de ensino e de currículo, promovendo um diálogo com a literatura para que os leitores possam melhor compreendê-las. Concepções estão presentes na atividade docente e tem um papel muito importante ao influenciar no ensino e aprendizado. Defendemos a ideia de que as concepções docentes não sejam fixas, neutras e imutáveis, ao contrário, sejam fluentes para que possam ser transformadas e aperfeiçoadas de acordo com o contexto escolar, cabendo ao docente pensar a própria prática, em um processo flexível de açãoreflexão-ação, buscando desenvolver um ensino de excelência, contextualizado, inovador ao longo de sua carreira e desenvolvimento profissional.

Curriculum theories in articles on Biology and Youth and Adult Education in Brazil

“…In the review, they conclude that students reproduce a naturalistic view of the environment. There is also an explanation for the authors' interest in the students' mastering concepts and contents, which reinforces the proposition ofSilva (2015) andLenz et al (2017): there is no emphasis on criticality.The 'Teaching Strategies' category brought together TR-03, TR-05, TR-07, and TR-08, that is, all authors, regardless of the methodology used, aimed to answer the following question: 'Which teaching strategies have been prevalent when it comes to the YAE modality?' To this end, TR-03 makes a parallel between 'contents' offered for regular education and the YAE, concluding that there is a significant loss of quantity and quality in the approaches and teaching-learning process, which can and should also be attributed to the time and school calendar since the school year is equivalent to less than one semester.In TR-05, the analysis is more hybridized, ranging from surveying the work and teaching routine to providing resources, such as the blackboard and lunch.…”

“…Even so, there was a need to propose categories that would promote dialogue between the articles obtained. Therefore, while reading Silva's (2015) works, we identified Chart 1, which was also used by Lenz et al (2017), when studying the concepts of teaching and zoology in Brazil. Silva (2015, p.17) and Lenz et al (2017).…”

“…Therefore, while reading Silva's (2015) works, we identified Chart 1, which was also used by Lenz et al (2017), when studying the concepts of teaching and zoology in Brazil. Silva (2015, p.17) and Lenz et al (2017).…”

“…However, Silva's (2015) work and the application of this framework validated by Lenz et al (2017) in zoology teaching were essential to the analyses presented here. The terms indicated (Chart 1) enabled a reading with careful analysis, which made it possible to consider that confronting the famous "content by the content," questioning and distrusting seem to be demarcations of a Critical Curriculum, and considering the ideology, cultural and social reproductions, power, social class, capitalism, social relations of production, awareness, emancipation freedom, and resistance.…”

“…If its purpose is considered, it is similar to the TR-09; it differs in terms of its means, though, since it did not use the state-of-the-art but rather the perceptions of the YAE teachers and students. Although the authors allow participants to indicate topics they deem relevant, they demarcate discussions with a traditionalist appealthe assessment of mastery of concepts.Articles classified within the 'Critical' theory brought terms (Chart 1) and meanings with a motto based, above all, onSilva (2015) andLenz et al (2017). Such works have students as the center, value their previous conceptions and, in general, aim to promote reflections, alternative conceptions of teaching based on their realities and contexts, emancipatory human formation, dialogical relations, valorization of knowledge, collective constructions and, invariably, autonomy to criticality.…”