Ensino de evolução humana, questões sociocientíficas e educação antirracista: investigando princípios e protótipos educacionais

Abstract

Considering the social demand inscribed in legal terms for the implementation of educational actions to combat racism throughout the school curriculum, the problems and controversies related to the teaching of human evolution and its link to historical and contemporary ethnic-racial relations, as well as the impacts arising from the teaching and learning of biological and socially relevant content, we seek with this work to investigate the formulation of practices for an education of ethnic-racial relations in the teaching of human biological evolution. Based on Research in Educational Design as a theoretical and methodological framework and based on the assumptions of anti-racist education, on the historical approach of evolutionary thinking in science teaching and on the use of socio-scientific issues, this thesis aims to investigate design principles of a Didactic Sequence on origin and human evolution conceived with the purpose of educating for anti-racist ethnic-racial relations through the use of socio-scientific questions in the context of high school biology. Thus, we aim to (1) analyze approaches to human evolution proposed for secondary education through a systematic review of didactic experiences reported in dissertations and theses published nationally and the possible links with the education of ethnic-racial relations; (2) investigate the teaching knowledge emerged from a collaborative teaching-learning experience on human evolution as a source for dialogues with the education of ethnic-racial relations in the planning of educational innovations; (3) elaborate a theoretical framework and the systematization of design principles used as foundations for the construction of a didactic sequence and its supporting educational materials; (4) analyze the potentialities and limits of design principles empirically tested from the investigation of two prototypes in classrooms; and (5) develop an educational curriculum material based on the use of socio-scientific issues conducive to anti-racist socio-political action in the teaching of human evolution. Each specific objective guides, respectively, the construction of one of the chapters of this thesis, which is presented in the form of a collection of articles (multipaper), which dialogue with each other from the question, foundation and research modality. Focusing on the preliminary phase of Design Research, we proceeded with the analysis of the context, the development of a conceptual framework based on literature and teaching knowledge, having as a product the systematization of four design principles (Epa, Akofena, Akoben and Sankofa). We also developed the prototyping phase, which included the design of the didactic intervention and the investigation of two design principles (Epa and Akofena) empirically tested in the real context of a high school classroom. Due to the fact that the research was crossed by the covid-19 pandemic, we investigated two prototypes of the didactic sequence in the contexts of remote/hybrid and face-to-face teaching, in third-year classes at the Territorial Center for Professional Education of Bacia do Jacuípe II (Riachão do Jacuípe, Bahia, Brazil). Based on the empirical results that supported the validation of the two design principles, we propose an educational curriculum material and a set of socio-scientific questions for teaching human evolution. We hope that our research contributes to the foundation of educational innovations that manage to articulate objectives for the education of ethnic-racial relations with specific contents of human evolution, modalities and pedagogical strategies typical of a contextualized, problematizing and anti-racist scientific education.