O ensino da evolução biológica como uma das mediações no desenvolvimento do pensamento teórico de conteúdo materialista: um enfoque histórico-crítico

Abstract

After verify the context of the current educational reforms, the production balance of knowledge about the theory of Evolution and the hegemonic tendencies that are present in most researches in the teaching of the theory of Evolution, this thesis defends the presupposition of the historical-cultural theory and the historical-critical pedagogy to deal with the basic knowledge about the theory of Evolution present in the curricular basis of the elementary education. The scientific problem/thesis leads to inspect the process of development of the strictly abstract theoretical way of thinking of children and teenagers, especially when it comes to dealing with the classical learning of the theory of Evolution, observing the laws of teaching and thought in a historical, dialectical and materialist perspective. The main goal - of this thesis - is to demonstrate the real range of the current hegemonic theories/tendencies, principally when it comes to teaching the theory of Evolution in the theoretical sense of thinking. Later on, we confirm it the hypothesis of the research: the current tendencies/theories – whereon prevails in the majority of the researches about the theory of Evolution – don’t explore the full potential about the teaching of biology, specifically when it came in terms of overcoming the concrete and abstract thinking, prioritizing the abstract aspect only - defined by its scientific accuracy. Therefore, our theoretical analysis led us to a curious bibliographical revision in the production of knowledge about the theory of Evolution and the development of the premises that guides the process of transmission-assimilation of knowledge about the theory of Evolution itself.