Análise de uma proposta pedagógica para o ensino de evolução: a narrativa como problematização por meio de uma abordagem CTS

Abstract

The theory of evolution of living beings is one of the most important thematic axes within the basic education curriculum of Biology, as well as one of the key concepts of the biological sciences. In this sense, the objective of this paper is to report and analyze a practice for the teaching of evolution, which was offered to teachers in initial formation of the Biological Sciences course at UFLA. In the practice in question were used reports and a narrative to promote a discussion on environmental issues. At the end of the class participants were asked to evaluate the practice and to analyze their contributions to science teaching, the methodology used was Category Analysis. From the 12 evaluations, it was possible to build three categories: use of stories to initiate discussions, importance of narrative to excite imagination, and lack of assessment at the end of the activity and discussion.