SILVA, D. P.; http://lattes.cnpq.br/6485545795872191; SILVA, Diana Pontes da.
Résumé:
The origin of life is one of the fundamental questions of humanity since the dawn
of science sparked debates that pervade many areas of knowledge. Among the
hypotheses that seek a plausible explanation, the theory of evolution is the most
accepted, due to its scientific plausible. However, there is a history between
coping this hypothesis and creationism, which gives life to the creation of a
supreme being. In the teaching of biology, the theory of evolution occupies a
position of centrality and should be articulated to other concepts in the area, as
recommended by the curricular guidelines proposed by the Ministry of Education.
This work was conducted in the municipality of Cuité-PB, with the aim of
analyzing the concepts and practices of teachers and high school students on
the topic in order to give an overview on the situation of teaching evolution in the
municipality. This study was conducted in the three educational institutions of
secondary education in the city and had a qualitative character, being carried
from the application of semi-structured questionnaires, in which subjects
answered questions of characterization, as well as others related to basic
evolutionary concepts, practices teaching and conceptions of biological origin.
The total sample consisted of 70 subjects, 66 students and 04 teachers. Data
were analyzed using the technique of content analysis. The results show that
there is a tendency for membership to the Theory of Intelligent Design, as well as
gaps in understanding of basic concepts of biology in most of the students
interviewed. It was also detected that the teachers do not give central importance
to the teaching of evolution, addressing him as the most content of the school
curriculum. The relevance of this research is justified by the fact that biological
evolution is a content of fundamental importance in effective scientific literacy of
the individual, making relevant work aimed at understanding the aspects of
teaching and learning involved in this issue, so that they can serve as support to
future work on the area.