Ensinando evolução através de filogenias: concepções dos professores e contribuição dos livros didáticos

Abstract

Since evolution is considered the unifying thread for the biological sciences, biology Since evolution is considered the unifying thread for the biological sciences, biology education should have an evolutionary perspective in its various contents. To promote a coherent teaching and learning in biology, especially in the field of systematics and taxonomy of living beings, it is necessary to understand the dynamics of life guided by the evolutionary process. A real possibility of evolutionary approach is the use of cladograms in teaching topics such as zoology, botany and physiology, among others. The Phylogenetic Systematics is a methodology for classification of organisms that seeks to reflect the evolutionary history of groups and bring them together based on the degree of phylogenetic relatedness. The importance of Phylogenetic Systematics be effectively worked in schools in a clear and precise way, making integration with several other knowledge, pointed to the relevance of diagnosing different notions that teachers have regarding this topic and the contribution of textbooks. This study aims: 1) to investigate teachers' conceptions about concepts and relevance of biological evolution and phylogenetic systematics in teaching animal diversity; 2) consider whether to approach the subject in textbooks may contribute to the understanding of evolution as a dynamic and non-linear process, stimulating development of the tree thinking by the student; and 3) to prepare a model of activity on the subject for pedagogical practice of teachers. A survey of teachers used a quantitative and qualitative approach, through the analysis of a questionnaire applied to teachers of science and biology. For the analysis and interpretation of the data we used the technique of the Discourse of the Collective Subject,, which is a possibility of preliminary analysis of the reports of the subjects to select the participants central ideas. The questionnaire also contained questions related to the interpretation of phylogenies. The results showed that most teachers use the description of the morphological and physiological characteristics of animals in classes, as well as they recognize the importance of approaching evolution through the phylogenetic systematics, but have difficulty in interpreting and using this tool. The analysis of the textbooks showed that the works have important aspects, such as description of events and procedures for construction of cladograms, and can contribute to the teaching of the "thinking tree". The didactic material prepared in the form of a board game can be a tool to support classes on the subject. Thus, the analysis of the possibilities of use of phylogenetic systematics as didactic transposition method for teaching science held by the teacher and the textbook, based on evolutionary approach, revealed the need to contribute to a reflection of the teacher's pedagogic practice. Furthermore, the indispensability of charting new paths in teaching and learning process, consistent with current scientific knowledge.