Navegando por Assunto "Biologia"

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Abordagem da bioética em âmbito escolar: proposições constantes de livros didáticos de biologia
(Universidade Federal do Pará, 2011-06-20) CONCEIÇÃO, Luiz Carlos Silva; ARAGÃO, Rosália Maria Ribeiro de; http://lattes.cnpq.br/5651914385447486
This research aimed to clarify whether and how bioethics is treated in textbooks of biology high school, as well as analyzing how to approach the theme in these books helps students to meet him, becoming able to understand and think critically about the subject and issues in the contemporary context. To do this, investigated books offered by the National Textbook for Secondary Schools (PNLEM) in the light of some assumptions of content analysis methodology. Beacon this search on two guiding questions, namely: (i) What is written on bioethics in biology textbooks? (ii) With what frequency and intensity of this theme is presented in these textbooks? In this perspective, for the first question, the propositions of the books that underlie the issue could be framed in two broad categories: holistic medical bioethics and bioethics. These categories of greater amplitude could be divided into subcategories on different topics and issues (cloning, stem cells, etc.) That are part of the theoretical field of bioethics, for which I sought to make some inferences about the manifest content and explicit selected books that express some kind of reflection on the ethics of the issues addressed, analyzing them in light of theoretical frameworks of bioethics. The analysis of the second question in sub-dispensed split because, in general, bioethics is scarce and too superficial in the way it has been presented in textbooks, failing to elicit reflection by the reader. The approach to bioethical issues in basic education is essential, since the impacts caused by techno-scientific development are becoming more pronounced in society and the environment. Thus, it is essential that the biology textbooks undergo an intense reformulation in order to be pedagogically to monitor changes complemented by acclaimed new guidelines and bases for the Brazilian educational system that, at least in theory, recommend actions for Education, especially school education, aimed at an efficient and effective ethical and citizen.
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Biologia, direitos humanos e educação: diálogos necessários
(Universidade Federal do Pará, 2006-01-30) VIEIRA, Eduardo Paiva de Pontes; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
In this research I investigate in the modern biological speech, theories and propositions that legitimate the social equalities and differences through arguments considered scientific, in order to establish a relation with the Human Rights Education. My initial motivation for such study occurred from the identification of conceptions contrary to humanistic values between students from basic education. These conceptions are maintained and defended through arguments considered scientific by these subjects, that when asked about themes related to race, ethnicity, sexuality and social organization, manifested prejudices using elements of the biological speech, as a way to justify their ideas. With the propose to establish relations between Biological Speech and Human Rights Education, I appeal to the values present in the Universal Declaration of Human Rights that integrate a global project of teaching the prerogatives established by the United Nations Organization and to the analysis of three reference books from Modern Biology The Descent of Man and Selection in Relation to Sex, from Charles Darwin (1809 1882); The Selfish Gene, from Richard Dawkins (1941 -) and The Origin of Humankind, from Richard Leaky (1944-). The selected empiric material was organized and investigated with use of methodological principles of analysis of content, including the construction of the textual body that receives inferences in its development, supplying the visualization of speeches that refuse or corroborate values close to the humanistic conceptions present in the Human Rights. The diversity of the biological speeches analysed - occurring from different reasons, indicate the necessity of the teaching of altruistic and cooperative values, either for bringing revealing arguments of our selfish nature or being that they defend our tendency to the inborn altruism that need to be maintained and renforced by the cultural means. The themes developed in the work promote multiple discussions that can be used by educators in biological sciences so that, while teaching biology, divulge, educate and reflect about Human Rights.
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Brazilian Angiostrongylus cantonensis haplotypes, ac8 and ac9, have two different biological and morphological profiles
(2014-12) MONTE, Tainá Carneiro de Castro; GENTILE, Rosana; GARCIA, Juberlan Silva; MOTA, Ester Maria; SANTOS, Jeannie Nascimento dos; MALDONADO JUNIOR, Arnaldo
Angiostrongylus cantonensis is the etiologic agent of eosinophilic meningoencephalitis in humans. Cases have been recorded in many parts of the world, including Brazil. The aim of this study was to compare the differences in the biology and morphology of two different Brazilian haplotypes of A. : ac8 and ac9. A significantly larger number of L1 larvae eliminated in the faeces of rodents at the beginning of the patent period was observed for ac9 haplotype and compared to the total of L1 larvae eliminated, there was a significant difference between the two haplotypes. The ac9 haplotype showed a significant difference in the proportion of female and male specimens (0.6:1), but the same was not observed for ac8 (1.2:1). The morphometric analysis showed that male and female specimens isolated from ac8 haplotype were significantly larger with respect to body length, oesophagus length, spicule length (male) and distance from the anus to the rear end (female) compared to specimens from ac9. The morphological analysis by light microscopy showed little variation in the level of bifurcations at the lateral rays in the right lobe of the copulatory bursa between the two haplotypes. The biological, morphological and morphometric variations observed between the two haplotypes agree with the observed variation at the molecular level using the cytochrome oxidase subunit I marker and reinforce the possible influence of geographical isolation on the development of these haplotypes.
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A circulação de ideias sobre biodiversidade por professores de ciências e biologia nas abordagens CTS e patrimonial ambiental
(Universidade Federal do Pará, 2014-02-27) GONÇALVES, Adriane da Costa; SILVA, Maria de Fátima Vilhena da; http://lattes.cnpq.br/0996110060293347
The aim of this research is to analyze how the inter-collective ideas about biodiversity circulate in the pedagogical practices of teachers of Science and Biology based on STS and PEE approaches. It aims at identifying and characterizing the Thinking Styles that these teachers have about biodiversity in light of Fleckism epistemology. The present study, a qualitative approach, similar to the Case Study, was attended by 22 teachers from Elementary and Secondary public schools in the city of Igarapé-Miri/Pa. I utilized the methodology of Focal Group as a tool for the construction of empiricism in two Working Groups accomplished during the I Colloquium on Biodiversity, promoted by the Postgraduate Program in Science and Mathematics and for the Group of Studies and Research in Patrimonial Environmental Education. The analysis of this study is anchored in some analytical devices of Discourse Analysis (Orlandi, 2012), Discourse of Collective Subject (LEFÉVRE; LEFÉVRE, 2005) and the Fleckism categories (Fleck, 2010), as analytical tools. For this analyzes, the data were categorized according to approximations and similarities and commonalities of speeches. For identification and characterization of the Thinking Styles presented in the teachers' speeches, I used four elements that constitute the TS, based on Fleckism referential, which are: 1) how to see, understand and realize; 2) Body of knowledge and practices; 3) Sharing by the collective; 4) stylized language. The results indicate the existence of three Thinking Styles on Biodiversity: Biodiversity in the ecological view, Biodiversity as economic potential and Biodiversity as environmental patrimony, being it considered a style in transition, on the grounds that it begins to be thought and designed from the activities of the Colloquium. The analysis also elucidated the conceptions of teachers about the STS interrelationships. These are based on Salvationist perspective of Science, in education for citizenship and as technological resources. The TS in transition "Biodiversity as environmental patrimony" comprises a thinking and an action more critical, because it incorporates environmental issues, social, economic and political aspects in an interdependent relationship and interrelationships among living beings, once its critical dimension is an important element in the STS and Patrimonial Environmental approaches.
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O estudo de caso no ensino de biologia: uma vivência de aprendizagem em cenário real
(Universidade Federal do Pará, 2014-12-04) MARTINS, Edilene Lisboa; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468
This research was conducted under the Research Group Education, Science and Sustainability in the Amazon, in order to grasp the potentials and limits of the case study method of teaching science on environmental issues in the context of an experience in real scenarios . We chose this method as an object of study by putting students in touch with social problems, encourage the development of critical thinking, problem solving skills and learning concepts in the area being worked. Several formats are a case study in teaching. We decided to use a variant of the format of activities in small groups called If stopped. The case study "The shrimp-da- Amazonia: a question of sustainability," therefore constituted a strategy for data collection, and these were treated from the look of discursive textual analysis in terms of Moraes and Galiazzi. The dynamic activities of the case study in teaching biology unleashed rich contributions to the development of student-centered learning experience in the context of real-world scenario, as we pointed out, from the speech of students who: the guiding questions and socialization information of scientific contents facilitate the apprehension and the collective construction of scientific knowledge; to develop a methodology focuses on the student there is the need of the teacher to develop a diverse didactic sequencing not to discourage students during independent activities; for autonomous learning, the student must leave the shackles of governing education so you can afford to build knowledge from their own resources; and experience in the real scenario contributes to the scientific apprehension of plurality and reworking of student knowledge. In these respects, we ponder that contact with reality provided to students is a constant and re-do on the comings and goings of those who continually weave the web of wisdom. Who teaches the learner learns and teaches each other and yourself.
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Memórias de professores de ciências e biologia no início de carreira docente: conflitos e tensões
(Universidade Federal do Pará, 2004) OLIVEIRA, Sônia Maria Maia; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513
The present work deals with a research narrative delineated from elements gifts in the memories of six professors of Sciences and Biology, where I search to explicit, for the reflexive inquiry, conflicts and tensions in the beginning of its careers as professors. I search to evedenciar as it was this beginning, considering for this the three first years of performance. The inquiry was carried through in a public school of Belém-Pará. having been the done choice of intentional form, in virtue of my performance as teacher of Practical of Education, in the context where the citizens act, what also it facilitated my insertion for this inquiry. The citizens of my research are egresses of the Course of Full Licenciatura in Biological Sciences of the Federal University of Pará and acts or had acted effectively in classroom in the levels basic, average and superior. The depositions had been gotten by means of half-structuralized interview, being organized in true of analysis axles, from that I argue the problem: Difficulties of personal order, the referring ones to the pertaining to school environment, and those on ones to the educational system. The gotten results had been excellent so that let us can reflect in this context diverse implications with regard to initial insertion of the professor in the career. These implications require innovative deep reflections and face the difficulties that had been found in the ambit of the analyzed axles. For being formadora teacher, I feel myself co-responsible for the initial formation of professors and I consider myself to search mechanisms essential to minimize these and other difficulties lived deeply for the professors in the beginning of its teaching career, since it is in the beginning of career that the person perceives how much it becomes necessary to learn to surpass the diverse difficulties found in the way.
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Retrato falado do professor de biologia: ciência e docência em discurso
(Universidade Federal do Pará, 2014-12-15) BASTOS, Sandra Nazaré Dias; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
How the teaching in a Biological Sciences Degree is thought immersed in a context that prioritizes research activities? Which speeches capture the students of this course? Which taboos are imposed to them? What regimes of truth validate (and silence) the speeches that go through this training? How speeches about teaching are linked to other discourses forging science teachers and Biology? These are questions that direct the paths of this research in order to defend the thesis that the teachers' subjectivity is built and adjusted by means of discursive and non-discursive processes that define the biology teacher as a biologist, prescribing forms of morality and self experiences urging the subject to juxtapose/paste the biologist as the subject of teaching. In this way was taken the corpus of discursive practices research and discursive not materialized in the form legal documents on teacher training, pedagogical project of course, spaces of architecture, academic events, scientific production of teachers with order to capture subjective processes present in this context. In this way discursive and non-discursive practices were taken as the corpus of research materialized as legal documents on teacher training, pedagogical project of course, architecture of spaces, academic events, scientific production of teachers in order to capture subjectivity processes present in this context. The analyzes are intertwined with theoretical tools developed by Michel Foucault to map statements that, related to prescriptions, determinations, qualifications of the subject teacher, define truths about your body and your behaviour. Statements that when talking on the individual at the same time offers them a moral action - a way of living, a way of being, a way to see himself - creating or determining subjects as real places. This way the biology teachers are "born", people who have a different look about nature, that know how to decipher the body and its diseases, which recognize,identify, systematize the environment and the organisms that there are established, which can speak big words and have the laboratory as a place to do their teaching. A professional who repeatedly claims spaces and specific materials for the exercise of teaching be realized efficiently. By discussing these questions you can think Professor of Biology as a historical subject, which is plotted in real systems put into operation by complex mechanisms knowledge-power.
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Ser vivo, ser espécie, ser classificado: epistemes, dispositivos e subjetivações no ensino de ciências e biologia
(Universidade Federal do Pará, 2013-12-16) VIEIRA, Eduardo Paiva de Pontes; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
In general terms the objective of this research is related to the discussion of the effects of scientific rationality and its truths in the formation and work of teachers of science and biology. The analysis addresses the areas of acquisition of knowledge, its forms and its power relations problematizing the hegemonic thinking and contingent of biology in the twentieth century, demarcated in their evolutionary utterances and molecular. The biological sciences established as a finished product and continuously is questioned the extent that it defends the thesis that the presence of biology multiplies the productions of true and false, resulting in different modes to train teachers and to teach biological sciences in territories which are believed to have and maintain certain homogeneity. In this perspective, the research makes visible the statements that corroborate the thesis, using documents that narrate the daily life of science education and biology, such as books and periodicals of teacher training and teaching material used in basic education, among others. The documents shall be defined by the appearance of objects investigating. The analysis tools arranged on theories of Michel Foucault, especially concepts like épistémè and dispositif related to investigations systems of constitution of knowledge. The perspectives of épistémè and dispositif in this study are linked to the production of objects life, species and classification system, allowing thinking about the demarcation of content and networks established. In effect the body of this work brings in a deliberate imbricated form, analysis certain statements that refer to ways of thinking about what is to be alive, be species and be classified, predominantly in the period between the beginning of the twentieth century the beginning of the 21st century. Biology in this analytical perspective appears as a unified not knowledge, therefore, moving field, and struggle for power to signify the idea of life. Dispute which expresses itself in the teaching of biology producing multiple, nuances and contestants forms to tell about the living.