Adaptação biológica e a evolução dos seres vivos: os fundamentos de uma ideia para a compreensão de uma teoria

• Ano de defesa: 2020
• Autor(a) principal: Gontijo, Lucas Salvino
• Orientador(a): Guimarães, Simone Sendin Moreira
• Banca de defesa: Guimarães, Simone Sendin Moreira, Paranhos, Rones de Deus, Nascimento Júnior, Antônio Fernandes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: História e Filosofia da Ciência; Formação de professores; Adaptação biológica
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10934

The objective of this theoretical research is to reveal which elements of the historicity of the biological adaptation concept can be considered central to the understanding of the theory of the evolution of species in the formation of biology teachers, from the approach of History and Philosophy of Science (HPS); in addition to seeking a dialogue with these elements in the Pedagogical Project of the Degree Course (PDC) in Biological Sciences at the Universidade Federal de Goiás (UFG). Therefore, the focus of the analysis was to search works – original and translations – of philosophers and naturalists who addressed the interaction between the morphology and behavior of living beings with the environment. Among them: Empedocles of Agrigento (495-444 BC), Aristotle of Stagira (384-322 BC), Saint Thomas Aquinas (1225-1274), Buffon (1707-1788), Lamarck (1744-1829) and Charles Darwin (1809-1882). To epistemologically substantiate the subject, we use the works of Ernst Mayr (1961; 1998; 2005; 2008; 2009), and to discuss the logic of construction of scientific thinking we based ourselves, mainly, on Kopnin (1978). The initial review corpus of academic papers (theses and dissertations) consisted papers using as descriptors "initial teacher training", "philosophy of biology", "biological adaptation" and "biological evolution". Since scientific knowledge is the result of human beings’ interaction with each other and the environment, we abstract from classical works what we consider “private” to understand the concept of adaptation, listing these elements in a logical narrative that points to the theory of the evolution of species as the “universal” that integrates biological knowledge. With that, we consider the PPC pf the Biological Sciences Degree at UFG and from an initial analysis we identified, in the narrative that organizes the document, a perspective aligned to the valorization of biology based on a set of discoveries, contradictions, advances, limitations and setbacks; whose menus, however, does not reflect this concern. We understand that any effort aimed at training biology teachers must consider the internalist and externalist aspects that, throughout a historical process, have engendered Biology as unique Science.