Obstáculos epistemológicos presentes nos livros didáticos de biologia do PNLD 2015: um estudo sobre transporte celular

• Ano de defesa: 2018
• Autor(a) principal: Santos, Lindomar Gomes dos
• Orientador(a): Guimarães, Simone Sendin Moreira
• Banca de defesa: Guimarães, Simone Sendin Moreira, Mesquita, Nyuara Araújo da Silva, Almeida, Karolina Martins
• 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: Transporte celular; Ensino de biologia; Obstáculo epistemológico; Livro didático; PNLD 2015
• Palavras-chave em Inglês: Cellular transportation; Teaching of biology; Epistemological obstacle; Textbook
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/8930

This research is constituted of critical-theoretical reflections on the importance that the concepts of Cellular Transportation (CT) have for the teaching and learning of Biology in High School through a pedagogical resource very present in the school practice, the textbook (TB). Through the LDs offered to the Brazilian high school for the teaching of biology, this paper aims to elucidate the possible epistemological obstacles (EOs) coined by Bachelard, based on the analysis of conceptual and illustrative elements related to TC content. Starting with this reference, 7 priori categories were established for the verification of the 9 works approved in the PNLD: Obstacle to First Experience, Obstruction of General Knowledge, Verbal Obstacle, Obstacle Unitary and Pragmatic Knowledge, Substancialist Obstacle, Realistic Obstacle and Animist Obstacle. We observed how these books presented the content, their language, the forms of exhibition of figures and examples. If these modes of approach, could be constituted as EOs or corroborate for the appropriation of knowledge by students. The choice of CT content for analysis is due to the fact that this is one of the important topics related to the cell. Understanding that not understanding their functioning mechanisms, even in the first year of high school can contribute to generate simplified and misleading visions about biological knowledge and that can accompany students, not only throughout their academic or academic trajectory, but also their lives. From the examination of the 9 works it can be noted that there are incidence of several EOs in the biology TBs of the PNLD 2015. The animistic and realistic EOs presented a higher incidence in the analyzed collections.