Concepções de Experimentação nos currículos dos cursos de licenciatura em ciências biológicas das Instituições Federais do sul do país

Abstract

The present dissertation is incorporated in the field of studies of science teaching, aiming to identify different conceptions of experimentation that are present in the midst of Federal Public Institutions of the South Country, with regard to Biological Licentiate courses. It is based on curricular concepts that guide the traditional curricular structuring, such as: critical and postcritical, as well as concepts of Experimentation in the light of the explicit vision throughout the disciplines that articulate the practice of Experimentation as fundamental for teaching, namely: Investigative, Empiricist-Inductivist, Deductivist-Rationalist and Demonstrative. Therefore, in order to integrate the affirmative work, we chose to work with the Pedagogical Projects of the Degree Courses in Biological Sciences of the Federal Institutions of Southern Brazil (RS, SC, PR). stages of Thematic Content Analysis (ATC) of a qualitative and bibliographic documentary research. Guided by the problem of investigation, we seek to understand what are the conceptions of Experimentation that are being used by teachers in our Biological Sciences curricula? And how can we understand its role in the articulation of Science, Curriculum and Teaching? Therefore, we carried out a review of the literature, in the Brazilian Digital Library of Theses and Dissertations and in the CAPES Periodicals Portal, in order to carry out a survey about the research that encompassed the same research theme, that is, Experimentation allied to the level Higher. Subsequently, we proceed to more theoretical investigations regarding the conceptions chosen by this research; searches were made on the websites/repositories of the Federal Universities of the South of the Country, as well as of the Federal Institutes of the South of the Country and after a filter of the courses that presented their PPCs well structured and capable of visualizing the disciplines with the practical activities, more precisely, the Experimentation present throughout the objectives, menus and references. For curriculum theories, we chose to look at the objectives in a general way, since it would be redundant to analyze the objectives of the disciplines to delimit a curriculum conception or curriculum theory. On the one hand, the results show us the concepts of Experimentation, as a mirror linked to the training context, sometimes more investigative Federal Universities, sometimes more demonstrative Federal Institutes, and, on the other hand, we perceive emerging contradictions in the midst of these PPCs. Such contradictions refer to pedagogical and specific clashes that spread through the training repertoires and influence the way of thinking about Experimentation. We want to say that, although the emphasis of the analyzed curricula is critical, sometimes it can also seem traditional and with that, we cannot guarantee that in practice it will be effective, since the curricular construction is carried out by a collective of teachers with their own interests that end up being sprinkled on training and influencing the training process.