Princípios de planejamento para o ensino de evolução humana no ensino médio de história: o problema do negacionismo científico

Abstract

This work focuses on human origins, in a study of educational development. The teaching of human evolution also needs to be critical, as it is directly related to the problems of scientific denialism and the coloniality of time. In a theoretical-methodological perspective of Educational Design Research, with the aim of investigating what characteristics a didactic sequence must have to favor the approach to teaching human evolution in the context of high school, and with the intention of promoting a balanced view of science, in times of scientific denialism, and based on cultural heritage appreciation, I propose the development of contextualized interventions and the construction of a didactic sequence on topics relating to human origin, in the context of instruction students of History in the semi-arid region of Bahia. This work is part of a study of the development of educational innovation, characterized by the iterative nature of its successive phases of planning, implementation and evaluation of educational interventions. The preliminary stage of the research consists of analyzing the educational context, reviewing the literature and developing a theoretical and conceptual framework. The results obtained in the first phase supported the systematization of four design principles and based on them the development of the prototyping phase, resulting in the elaboration of a didactic sequence on human evolution. We hope that our research will encompass in the future the detailed and systematic study of successive cycles of application, analysis, evaluation and validation, and that it will contribute to an education that favors heritage education, local cultural appreciation, in transversality with respect for the environment and to the diversity of human cultures.