Design de uma sequência didático-pedagógica sobre evolução biológica: um convite à reflexão sobre raça

Abstract

This study aims to propose the design of a didactic-pedagogical sequence on biological evolution, with a bias to the concept of race, focused on Elementary Education. Design-based research is adopted as a methodology whose guiding principles of design are the use of historical narratives with argumentation, games to simulate the biological processes, the concept of race, collaborative and cooperative work and dialogued classes. The design model used has three phases: preliminary, prototyping and evaluation. In the prototyping phase, the didactic-pedagogical sequence prototype was planned and implementation tests of this prototype were carried out, in which data collection, analysis and evaluation of results were carried out for each test. The participants are 7th grade students from two public schools with different socio-educational realities in the Bagé city, RS. The prototype implementation tests were carried out in the school year 2018. The evaluation of the interventions indicates that: (a) the students bring beliefs about the diversity of living beings that reflect the culture in which they are inserted; (b) the inclusion of sensory resources in the simulations of biological processes used in activities can facilitate the understanding of conceptual notions that are important to understanding the theory of biological evolution; and, (c) the concept of race can contribute in an important way to the formation of non-racist social representations in students. The evaluation of the proposal indicated that: (a) activities are valid in both the cognitive and social dimensions, considering the frequency of responses for the evaluation of activities in the cognitive dimension whose criteria are scientific parameters brought by Biology and, in the social dimension, the ability to develop consistent justifications for the proposed questions, preferably in an ethical and empathic way; (b) the design principles are valid for the sample of tested participants; (c) the students perceived the proposal in a positive way; and (d) adjustments can be made in the proposal design with new cycles of intervention, evaluation and refinements.