A concepção de ciências dos egressos do curso de ciências biológicas licenciatura da Universidade Federal de Pelotas : rupturas e tensionamentos

Abstract

The concept of science is permeated by different social, cultural and historical contexts, but it can still be considered as the "thread" that conducts society throughout humanity, because their conceptions tend to influence the way of seeing the world, as well as the understanding of the legitimacy of knowledge. Therefore, this research presents as a central theme the conception of Science of teachers who have graduated from the Biological Sciences course at the Federal University of Pelotas, in order to analyze the possible relations between their conception, their initial training and their teaching practice. The construction of Biological Sciences courses has undergone several transformations over time, but in its essence we still have an initial training of these professionals with a predominantly positivist view of science, which has little dialogue with the ideas of postmodernity. Therefore, this work sought to understand the various factors that hinder the rupture of an education, regardless of its level, based mostly on the concept and the method as a teaching strategy, relegating the methodological plurality, autonomy in learning, and the use of technology, among others. The referential of the research was built from the reflections of Sousa Santos (2009), Cunha (1998), Morin (1999), among others. The methodology presents a predominantly qualitative character and uses a semi-structured questionnaire as an instrument of data collection. The data analysis showed that even though theoretically, academically and historically we are discussing postmodernity we have not yet broken with the premises of modernity, in view of the fact that the conception of science and the way these graduates present science to their students is still strongly linked to the principles of modernity. For authors like Morin (1999), Souza Santos (2002) the present moment is a paradigmatic transition, in which we stop analyzing the world in independent and fragmented parts without connections to each other, for a new paradigm that analyzes and understands the world as a whole in constant transformations.