Um estudo de casos múltiplos sobre determinismo genético em concepções e práticas docentes no ensino de Biologia

Abstract

This dissertation investigates how genetic determinism influences pedagogical approaches in teaching Genetics in high school. Genetic determinism can be understood as the belief that an individual's traits are predominantly or exclusively influenced by genes, presupposing that genetic variations are the main determinants of health, disease, and human diversity. The study aims to understand if and how deterministic views are reflected in biology teachers’ discourse and classroom practices. A qualitative multiple-case study was conducted with five biology teachers, using semi-structured interviews and classroom observations to explore pedagogical practices and perceptions regarding genetic determinism. Data analysis revealed a strong presence of Mendelian genetics in the curriculum, with significant variations in teaching approaches. Two teachers demonstrated clearly deterministic views, while three acknowledged environmental influence at times but still maintained conceptions reinforcing genetic determinism. Nevertheless, some practices showed efforts to contextualize genetics within health and citizenship themes, allowing for more integrated and critical discussions. The research also highlighted how curricular decisions and the structure of the New High School may limit conceptual depth in lessons. It concludes that overcoming deterministic perspectives requires revising pedagogical practices and investing in initial and continuing teacher education, focusing on approaches that integrate classical genetic foundations with contemporary biological advances and their social and ethical implications.