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(Reference retrieved automatically from SciELO through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

THE LINEAR ICONOGRAPHY OF EVOLUTION FROM PERSPECTIVES OF BASIC EDUCATION TEACHERS

Full text
Author(s):
PATRÍCIA DA SILVA SANTOS [1] ; ADRIANA PUGLIESE [2] ; CHARLES MORPHY D. SANTOS [3]
Total Authors: 3
Affiliation:
[1] Rede Municipal de São Paulo - Brasil
[2] Universidade Federal do ABC - Brasil
[3] Universidade Federal do ABC - Brasil
Total Affiliations: 3
Document type: Journal article
Source: Ens. Pesqui. Educ. Ciênc. (Belo Horizonte); v. 21, 2019-11-04.
Abstract

ABSTRACT: The march of hominids has strongly influenced educators’ perception about the evolutionary theory. In the present study, we analyze if this representation of evolution affects educators’ perception on science and science teaching. We performed a qualitative research with the participation of teachers from a school of the suburbs of São Paulo, we noted a lack of deep understanding of the theory of evolution, its iconographic representations and the importance of the evolutionary concept of common ancestry. Analyzing the answers of teachers of Natural Sciences and those of other areas, it is perceived that an interdisciplinary approach is little present, distancing educators from a broader understanding of the historical context of scientific theories. The march of progress seems to help perpetuating the idea of the inexorability of “biological progress”, with the white man as the highest evolutionary stage. A great part of teachers based their perception of science in superficial and common sense notions. (AU)

FAPESP's process: 17/11768-8 - Phylogenetic systematics and biogeography of Diptera in the Atlantic Forest: analysis of form, time and space emphasizing the infraorder Tabanomorpha (Diptera, Brachycera)
Grantee:Charles Morphy Dias dos Santos
Support type: BIOTA-FAPESP Program - Regular Research Grants
FAPESP's process: 18/13550-2 - Museum education and science, technology, society and environment relations
Grantee:Martha Marandino
Support type: Regular Research Grants