Sequências didáticas investigativas para o estudo de evolução no ensino médio

Abstract

Biological Evolution (BE) is an integrating axis within Biological Sciences. This role is extremely important so that the contents of Biology are articulated with each other and gain more meaning. The teaching of EB should be one of the strongest and most prominent during basic education, especially during high school, the level where it is given in more depth. However, what we currently find are several obstacles around this teaching, preventing EB from fulfilling its role as an integrating axis. In this way, the present work seeks to understand which problems hinder the teaching of EB and propose Investigative Didactic Sequences (SDI) that are able to circumvent these problems. For this, the work used bibliographical research to raise a number of scientific articles that dealt with the teaching of EB and thematic analysis to list, according to the articles, which are the main problems that exist for this teaching, statistical analyzes were also used and organizing axes for the construction of SDIs. From this it was found that the main problems are misconceptions about evolutionary concepts and conflicts with religious beliefs. The work also found the main reasons for these difficulties and developed strategies to overcome them. Three SDIs were built, one for each grade of high school, using methodological diversity, in the quest to promote more meaningful learning for students. In this way, the research was able to verify that EB teaching has been dealing with the same problems for a long time and that measures need to be taken to overcome them, the SDIs built are examples of tools that can be thought of for this, but it is still necessary more, mainly the legal documents that guide the curricula of education.