Formação inicial de professores de biologia e educação científica sensível ao diálogo intercultural: possibilidades e limites a partir de uma abordagem etnoecológica associada à agroecologia

Abstract

This thesis has the general objective of analyzing the possibilities and limitations of an approach of Ethnoecology associated with Agroecology in the initial training of Biology teachers for a scientific education sensitive to intercultural dialogue, after the application of a didactic sequence (SD) in the mandatory curricular component of the degree course in Biological Sciences. For this, investigations were developed that correspond to the three chapters of this thesis, which have the format of collections of articles (or multipaper). The first chapter is a bibliographic research of the systematic literature review type, with the objective of mapping the Brazilian scientific productions referring to the experiences of teaching and training Biology teachers in the interface with Ethnoecology and Agroecology. To this end, searches were carried out for scientific works and articles in databases, journals and annals of scientific events related to the theme of the thesis. For data analysis purposes, Bardin's Content Analysis proposal was adopted through posterior categorization. From the results of the review, the lack of scientific productions in explaining the relationships between scientific knowledge and that of students based on Agroecology and Ethnoecology approaches in science education and teacher training stands out. The second chapter is a qualitative empirical investigation that sought to analyze the possibilities of an approach to intercultural dialogue in short stories and lesson plans prepared by undergraduate students, after applying the SD. For this, analyzes of the elaborations were carried out from Bardin's Content Analysis through a priori and a posteriori categorization. The third chapter is a qualitative empirical research, whose objective is to analyze the understanding of undergraduates about the construction of propositions of stories and lesson plans for the purpose of intercultural dialogue between local ecological knowledge and scientific school Biology. For this purpose, semi-structured interviews were conducted online with the focus groups. Data were analyzed based on inductive data analysis and dialogues with the literature related to science teaching and education. From the results of the analysis of the stories and the lesson plans and the reports of the undergraduate students about their productions, it is concluded that the discussions and reflections provided by the SD can contribute to the training of the undergraduate students regarding the importance of developing propositions of teaching for purposes of intercultural dialogue in their future practices.