O ensino das teorias da evolução por investigação: limites e possibilidades da resistência pedagógica na perspectiva do professor-pesquisador

Abstract

This article is based on the contributions of inquiry-based teaching to the learning of concepts related to evolutionary theories, through an Inquiry-Based Teaching Sequence developed with 9thgrade students in lower secondary education. Grounded in the perspective of the teacher as a researcher of their own practice, the study adopts a qualitative approach in the form of an experience report, considering the interactions, productions, and reflections developed throughout the didactic sequence. The results showed that the investigative approach fostered the development of critical thinking, scientific argumentation, and active student participation, while also promoting the re-signification of evolutionary conceps through dialogue and problematization. Furthermore, the implementation of the Investigative Teaching Sequence (ITS) constitued a form pedagogical resistance within a context marked by the platformization of education, curriculum standardization, and restrictions on teacher autonomy, demonstrating that, even under adverse conditions, it is possible to create spaces for inquiry-based learning and scientific literacy in public schools. It is concluded that inquiry-based science teaching represents a powerful strategy for promoting meaningful learning in Science Education.