Inovação pedagógica e curricular no contexto da Licenciatura em Biologia: uma revisão integrativa da literatura

Abstract

Due to the configuration of current social development, guided by the speed and ease of dissemination of information and knowledge, the traditional teaching model has become increasingly obsolete. In relation to Biology Degree courses, there is a predominance of a dichotomous formation, due to the reproduction of fragmented content, normally decontextualized from reality, as well as a greater influence of technical-specific components in comparison to didactic-pedagogical ones, making it necessary for universities review the relationship they establish with the process of building knowledge in an innovative way. The general objective of this research is to investigate which concepts have supported discussions about pedagogical and curricular innovation in the Brazilian context of the Biology Degree and their relevance to the area. The specific objectives are: to investigate the conceptions and relevance that have been attributed to pedagogical innovation in the Brazilian context of the Biology Degree and, to identify the conceptions and relevance of curricular innovation in studies on the topic in the Brazilian context of the Biology Degree. The methodological path was based on a qualitative and exploratory approach, based on bibliographical research. The theoretical basis of the study is based on concepts relating to different types of innovation in education. The relevance of the study topic is elucidated through the emerging educational scenario of universities, in which there has been a confrontation between the dichotomies that until then founded these spaces, generating an institutional crisis, making it necessary to rethink the idea of university in an innovative and emancipatory way. The results indicate that there are few articles published on pedagogical innovation and curricular innovation in the area of Biology Degree, in the Brazilian context and that innovation is a conceptually complex and polysemic theoretical field, which responds both to the context in which it is inserted, and to the conceptual point of view of the author who discusses it. Or, even, many works focusing on innovation that did not present the concept that was supporting the study.