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The clitoris is still a significantly underrepresented organ in today's society, especially in education. In light of this, the central objective of this work was to propose a didactic sequence that highlights the underrepresentation of the clitoris in science and education. To achieve this, historical and anatomophysiological aspects of the clitoris were systematized through bibliographic research in studies related to the organ. This allowed us to highlight aspects of the nature of science in this context and (re)contextualize aspects of clitoral anatomy and physiology for teaching. Furthermore, the analysis of textbooks and videos that claim to be educational materials made it evident that the (sub)representation of clitoral anatomophysiology and scientific knowledge is a prevalent issue. Based on these findings, we argue that discussing the anatomophysiological and historical aspects of the clitoris can be a means to address the nature of science in science and biology classes. Finally, we proposed a didactic sequence about the clitoris, aimed at Science and Biology teachers. [ABSTRACT FROM AUTHOR]

One of the challenges in Brazilian education has been to develop pedagogical practices that contextualize teaching and to foster dialogue between different types of knowledge in the classroom. In this article we aimed to identify the Biology teachers' conceptions regarding botany, and to answer the following questions: a) How is teaching practice conducted in high school botany classes? b) What are the challenges of teaching botany? c) What is the importance of practical classes for botany education according to the teachers' perspective? d) How do teachers understand and utilize students' local knowledge in botany classes?. The methodological approach used was qualitative. The research was conducted in four public schools within the State education system of Nazaré da Mata (PE), and the subjects were teachers who teach biology in the 2nd year of high school. We conducted semi-structured interviews, observations of botany classes, and meetings with teachers to discuss the study's theme and collect our data. We observed that the teaching practice regarding botany content was based on traditional teaching with a one-sided bias. According to the teachers, the main challenges for teaching these classes are the limited available time, the prioritization of content focused on external assessments, and the lack of school infrastructure. The teachers report difficulties in delivering the content and attribute these difficulties to their own training. Additionally, we observed a lack of dialogue between different types of knowledge in the classes, as most teachers were unaware of various forms of knowledge and how to approach them in the classroom. [ABSTRACT FROM AUTHOR]

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by socio-communicative deficits and restricted and repetitive patterns of behavior, interests or activities. There are different degrees of severity of ASD, which will directly influence the individual's responses to environmental stimuli and the level of support needed. These peculiarities need to be considered to establish an inclusive educational scenario. Considering that teaching science/biology involves handling different materials and using environments outside the classroom, this work aimed to carry out a bibliographic review on inclusive pedagogical practices already described in the literature and, based on the results found and on the cognitive profile of hypothetical autistic students, develop activities that address both the student's specificities and their interests. This work is expected to stimulate debates and inspire educators to know their students better in order to develop inclusive science/biology teaching activities. [ABSTRACT FROM AUTHOR]

Since the Covid-19 Pandemic, growth in the sale/interaction of/with digital games has been recorded. This study analyzed the contributions of digital games that bring information linked to Health in their narratives, in this case, to the epidemiological aspects of a Pandemic. To this end, based on a survey of the literature, referring to the relationship between digital games and digital teaching spaces, the Pandemic game was chosen as the object of study due to its hybrid characteristic (Analogical/Digital), being analyzed through the principles of Heuristic Assessment of Gameplay. After analysis, the potential of this digital artifact for discussing the Biology curriculum was highlighted, in addition to the specific development of a didactic sequence linked to the contents of the area. It was possible to see that games, like Pandemic, are capable of contributing to the development of pedagogical interventions that directly and indirectly deal with health issues involving a health crisis, such as a Pandemic. [ABSTRACT FROM AUTHOR]

This report presents my difficulties and successes, as a student in formation and later as an educator, based on my experiences in a Popular Pre-Vestibular course, a free type of teaching program that prepares underprivileged people in Brazil for college entrance exams. I was a student for two years, between 2016 and 2017, and an educator from 2019 to 2023. When reflecting on my learnings, sided by popular education and social movements, I realize that, even in times of various attacks that target public education and the work with the base population, a proposal of liberating education, beyond being indispensable, is possible. The text is a dive into my memory as a student and educator. This work is linked to the following research Cabinet of Studies and Research in Curriculum Development, funded by FAPERJ, through which I develop my theoretical-practical studies. [ABSTRACT FROM AUTHOR]

Looking at Biodiversity from the perspective of Phylogenetic Systematics is to ensure that evolution assumes central status in the teaching of Science and Biology. This article aims to analyze teachers' conceptions about Biological Diversity from a cladistic perspective, in order to identify formation, mastery, application and articulation of this knowledge and practices. Based on qualitative and quantitative research, participants' conceptions are discussed, which were obtained through an open questionnaire and analysis of its contents into categories. The participation of 66 teachers was obtained who, based on their experience in the classroom, were divided into four groups, including beginners, experienced teachers and trainers. The analyzes indicate that 93.4% of the participants had initial training in phylogeny, especially in the zoology and botany components and with the use of cladograms. Participants consider the terms cladograms, synapomorphy, apomorphy, Biodiversity and homology, as essential for understanding phylogenetic relationships. However, they present mistakes and inaccuracies, both in definitions and in conceptual applications. Professors use arguments based on natural selection, adaptation, cladogenesis, anagenesis, speciation, genetic variability, coevolution, extinctions and kinship to justify and establish relationships between Evolution and Biodiversity. Mutation was not mentioned, in any of the groups, as one of the sources of genetic variability. Even in the face of difficulties, 74% claimed to use cladograms in their classes and that this resource facilitates the understanding and visualization of all variety of organisms, in addition to promoting 'tree thinking. They argue that Phylogenetic Systematics is a way to integrate the teaching of Biodiversity, but that it is necessary to invest in training, as the concepts are difficult to be taught, to the point of generating inhibition in participating in the questionnaire. Finally, a promising path can be, in addition to continuing education, the production of bibliographies, for basic education, with the theme. [ABSTRACT FROM AUTHOR]

This article is part of a scientific initiation work entitled "History and Philosophy of Biology in Basic Education - the statutes of biological knowledge in the publications of the journal Philosophy and History of Biology and their potential for teaching". The research has a historical-dialectical materialist foundation and made a systematic review to analyze the relationships between the History and Philosophy of Biology (HFB) and the Teaching of Biology (EB), established in the articles published in the journal of the Brazilian Association Philosophy and History of Biology (ABFHiB), one of the most relevant in Brazil about the subject. In our analysis, we realized that there are two major groups of proposed approaches for articulating the HFB and the EB: the integrative approach and the contextualizing approach. We also noticed two elements that cross the productions, which are: the centrality of knowledge and the absence of a pedagogical theory, which end up denying the specificity of school knowledge. Thus, we recognize that despite the advances and pedagogical benefits that the HFB provides to the EB, this field of knowledge still lacks deeper articulations with the knowledge of a pedagogical nature, since the HFB itself is not constituted as an autonomous pedagogical reference. Finally, aiming at advances, overcomings, and re-elaborations, we launch ourselves to the challenge, albeit embryonic, of thinking of a historical-philosophical approach to the EB from the Historical- Critical Pedagogy. [ABSTRACT FROM AUTHOR]

Results of the research are presented: Teaching biology and care of life, which includes reflections on the care of life from the understanding of the relationship between nature and culture, relational ontologies and epistemic pluralism. It is based on the systematization of six undergraduate works for the degree in Biology, which are developed from a view of biology teaching in context with intercultural approach, having as a political bet for teacher training, a reflection that implies understanding the teaching of biology as a cultural practice and that peace is not only between humans, but also with other beings and existences with whom we share life. Among the results is the relevance of linking conceptions of life to the teaching of biology, as a contribution to the renewal of biocultural memory and thus the strengthening of identity and territory, expressed in the empowerment of communities that lead to position the right to a dignified life, where peace is plural, from each of the ways in which it is possible to live it. [ABSTRACT FROM AUTHOR]

Considering the common lack of interest in Botany, the objective of this research was to work a didactic sequence on botanical contents with high school students. In this descriptive research with a qualitative approach, different pedagogical strategies were developed with 45 second-year students of a high school in the city of Itaitinga-CE, who had their previous knowledge about Botany checked before the beginning of the pedagogical interventions. Most showed interest in plant-related issues, however, it was noticeable that the students did not know more in-depth concepts about the topics explored. In general, students recognized the importance of interactive and collaborative activities between students and teachers, choosing research on common plants in the places where they live as the most interesting research strategy. We conclude that the diversification of the strategies developed promoted the interest of a heterogeneous group of students in Botany, making the environment conducive to better learning. [ABSTRACT FROM AUTHOR]

This qualitative research aims to understand if the students' knowledge about ethnobotany focusing the nutritional aspects of the plants that had been cultivated by them might contribute for the intercultural dialogue to food security on biology classes in the schools who attends those students. For the data collection of this application we used a questionnaire, a Contextual Cognition Table (CCT) was structured through the students' responses excerpts and it was organized along the biology teaching contents included on textbooks and the terms used by the scientific community. The results indicate that students traditionally know the plants they had been cultivating, although they used scientific vocabulary to the detriment of traditional vocabulary to build their answers about the nutritional aspects of those plants. Those decisions had implications for this research, especially because we decided to use a questionnaire to investigate the traditional knowledge through the dialogue. We recommend the use of interviews on researches focused on identify the traditional knowledge based on intercultural dialogue in biology teaching. [ABSTRACT FROM AUTHOR]

This article presents dimensions of analysis that became the object of reflection of the teaching practices developed, in the context of pandemic during the years 2020 and 2021, by the students of the career of Teacher training on biological science at UNC. For this purpose, a documentary study was carried out, taking as objects of analysis the reports that the students wrote about their residencies carried out at the higher level and in high school. In the study, categories derived from theoretical references together with new emerging aspects were identified, new dimensions were constructed and, finally, a re-analysis and coding was made taking as reference the new constructed categories. The main results indicate that the students were able to question and challenge their own decisions applying the new meanings that were built from the challenges posed during the practices. [ABSTRACT FROM AUTHOR]

In the present context of technological sophistication, Science Education might train citizens to be able to participate in individual and collective decision making. The concept of genetic information is relevant for the comprehension of socioenvironmental problems, such as genetic modified organisms and genic therapy, for example. Considering the possibility of this concept to provoke misconceptions by metaphor in learning, we aimed describing which are the conceptions of genetic information from Biology teachers in training and how these conceptions changed through scientific and philosophical conversation sessions. We collected data using questionnaires, group interviews and individual representations. We identified that teachers in training comprehended genetic information in metaphorical terms, moved forward to a complete rejection of the metaphor and reached a balancing point in the end, exhibiting comprehensions compatible with the proposed scientific concept, although some showed a combination of different conceptual profiles. [ABSTRACT FROM AUTHOR]

This article is the result of a master's investigation about life paths and formation of Biology teachers who work in Technical Professional Education at High School -- EPTNM developed in the integrated modality, the Integrated High School - EMI, in a Federal Institute of Education, Science and Technology located in Rio Grande do Sul state. In this context, we aim to understand the processes by which the knowledge that nourishes the professional action of six Biology professors at EPTNM is constituted. Based on the assumptions of qualitative research described by Triviños (1987), the methodological course of this investigation was based on life and training narratives and on semi-structured interviews as a source of the documentary corpus, which was submitted to the procedures of Content Analysis according to Bardin (1977). The results show that the knowledge of Biology teachers at EPTNM blossoms during their formative paths, covering the different dimensions of their personal and professional experiences and, thus, instituting their different ways of thinking and living teaching. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic brought numerous challenges in the classroom, among them the realization of practices in biology teaching. Given this scenario, this research aims to develop remote practical biology classes in a public high school in Campos Sales - CE. This study is a Scientific Initiation Research (PIBIC) carried out by a fellow and financed by FECOP (State Fund to Combat Poverty). The methodology used was participatory research where models were made on various subjects of biology for students of the 1st and 3rd year of high school. Remote practical classes were carried out through Google Meet, whose link was made available by the regent teacher of the classes. First, there was a brief explanation of the subject with slides and soon after, a recorded video was presented with the scholarship holder explaining and exposing the model produced. The topics covered were: "DNA and RNA: structures, functions, compositions"; "Food chain"; "food web"; "trophic levels". At the end of the presentation, students were asked to answer an online form produced in Google Forms with questions related to the remote practical class held, giving feedback on the activity presented, highlighting the teaching-learning process, contributions and positive and negative aspects. Through these pedagogical practices, it was possible to promote scientific knowledge about the subjects that were being worked on in the virtual classroom. The activities that were presented were satisfactory by both the students and the teacher, arousing curiosity and learning. [ABSTRACT FROM AUTHOR]

In this research, we analyze how pre-service Biology teachers mobilize epistemic functions of models in the teaching and learning processes in cytogenetics. We collected data from an interaction in a group of preservice Biology teachers in a teaching sequence on cell division that involved the practice of modeling. For analysis, we transcribed situations with greater analytical potential, organized in scenes and teaching episodes. The results indicate that pre-service Biology teachers mobilized different epistemic functions of the models under discussion: (i) representation as showing and representation as standing for; (ii) investigate and predictive; (iii) communicate; (iv) to support scientific arguments and explanations; (v) to simplify and (vi) to provide a conceptual image. Epistemic functions related to the communication of ideas and argumentation expanded opportunities for conceptual doubts and/or alternative views of some concepts to emerge in the interactions. In addition, the study points out implications for science education and the teaching of Biology, especially with regard to the use of modeling not only as an activity of mere manipulation or representation as showing, but as an opportunity to reflect on models as epistemic artifacts by enabling a more authentic experience of scientific practice in teaching contexts. [ABSTRACT FROM AUTHOR]

The objective of the work was to build possibilities of tackling the anti-racist fight in the teaching of natural sciences and biology, by means of the qualitative characterization of the learning constructed by two seventh grade students in a school in Bogotá DC, during the application of a didactic sequence on the concept of cellular respiration associated with the ancestral resistance of the indigenous peoples of Colombia with a fermented drink such as chicha. The learnings, qualitatively characterized at the beginning, during and end of the didactic sequence, show that the students constructed explanations integrating macro and micro levels of fermentation, while recognizing the resistance of indigenous peoples to chicha as an antiracist possibility. [ABSTRACT FROM AUTHOR]

This article presents methodological reflections as a product of the work experience in initial training processes of graduates in Biology from the National Pedagogical University, guided by the Teaching of Biology and Cultural Diversity research group; specifically in the development of comprehensive pedagogical practice and undergraduate work, in the Yanakuna indigenous reservation of Río Blanco (Sotará-Cauca) and in the educational institution Inga Yachaikury (Yurayaco-Caquetá), Colombia. The conceptual and methodological reference starts from the epistemic plurality and the recognition of otherness, as an ethical practice that constitutes the teaching of biology and life. In line with the above, it constitutes a bet to explore and propose questions that contribute to the field of knowledge of biology teaching in Colombia. The article concludes that the methodological proposals developed from pedagogical practice and undergraduate work, make it possible to problematize knowledge about biology and, by this means, to specify relationships with life as an opportunity for its teaching and care. These investigative exercises become an opportunity to reflect on the research methodologies that contribute to the debate on how to teach biology and life, from the perspective of diversity. [ABSTRACT FROM AUTHOR]

This article analyzes the production and application of animation videos using the Stop Motion technique in a Didactic Sequence using knowledge about aerobic cell respiration. This technique allows to build scientific knowledge in the perspective of Meaningful Learning. In group, students, with artisanal interventions, in a third-year high school class conducted research to create structures representative of biochemical reactions on the topic, plus socialization of constructed knowledge and identification of misunderstandings in representations with animations. These interventions mobilized restructurings in previous conceptions about Biochemistry, cognitive reorganization with anchoring of new information and modified subunits, implying significant changes when analyzing results of preconstruction and post-construction tests and socialization of animations. For these results, we understand that Stop Motion can help students to restructure their conceptions and ideas about the subject and, during the course, their doubts have become opportunity to get new understandings which may be socialized through ready-made animations for new learning and reorganization of their mental representations on the topic of aerobic cell respiration. [ABSTRACT FROM AUTHOR]

This article was based on a master's thesis research that had as a central question "which propositions for pedagogical practice, in the teaching of Science and Biology, could be elaborated from historical-critical pedagogy, considering the significations of students about synanthropic animals?" and as objective analyzing the significations of third year high school's students about synanthropic animals and extracting pedagogical appointments for the Science and Biology Teachings. This text develops some dissertation's analyzes about the role of the school as a means of socializing scientific concepts for a human formation based on social practice. Participants formed dialogue groups about animals of public health relevance. The analysis followed the methodology of nuclei of significations. As results, we found nuclei about emotions and reactions to animals; descriptions of biological characteristics; and the non-scientific cultural symbolic universe. From these analyzes, pedagogical notes were extracted based on the historical-critical pedagogy. [ABSTRACT FROM AUTHOR]

With the aim of increasing the teaching of multifaceted disciplines, that deal with dynamic features of biotas in geographical space, in a short or long time scale, a concise history of biogeography in the post-linnean phase is presented. We explore cases of interest for correlated areas of knowing. Linnaeus provided the first biogeographical formalization, with the postulate center of creation and dispersion, so that he is considered the starting point for narrative and analytical phases of the historical biogeography. Revealing discoveries, events and protagonists allows a revision of key concepts belonging to the mainstream of the contemporary historical biogeography. We think this approach, far from spent, contributes so to illustrate as well as to develop a critical perception concerning content. The post-linnean dispersionist ideas of select naturalists from the 18th and 19th centuries are explored and confronted with the revolutionary proposal of the botanist Léon Croizat. His inspiring metaphor - earth and life evolved together - represented an epistemological rupture regarding the classical dispersionism and influenced the creation of new biogeographical thinking schools, rival or complementary. With the Croizat's panbiogeography, enhancing spatiotemporal relationships of biotic components prevailed within the triad - Space, Time and Form. On the other hand, the paradigm of island biogeography, a dispersionist model for excellence, far from being discarded, has recently been revitalized with a modern approach. [ABSTRACT FROM AUTHOR]

This research aimed to investigate the conceptions of teachers about the didactic-pedagogical objectives of biology teaching. The methodology was developed from a qualitative approach based on the phenomenological method, using theoretical saturation for sample closure. Eight semi-structured interviews were conducted with biology teachers from public schools in the city of João Pessoa (PB), investigating the view of teachers on the objectives of teaching Biology. The results point out that the teachers project the contextualization of the contents with aspects of the students' daily life is the central objective of the reports, being a theme that appeared in the interview of all the teachers interviewed. Teachers also defended teaching for university entrance exam preparation (teaching for testing); the developing an understanding of how nature works; understanding of scientific language; of notions about the processes that involve the scientific method; and the importance of contextualizing the contents of Biology with that of other school subjects. In general, it was possible to conclude that the teachers conceptions point to a commitment to the students' scientific and citizen education, but the objectives for the preparation of the entrance exam can cause a distortion between the objectives of the teaching of Biology and the commitments to the social and critical formation of the students. [ABSTRACT FROM AUTHOR]

In a context of rapid changes brought about by Covid-19 disease, emergency classes began to be held by online teachers. In the area of Education, we have alternative means to teach and learn. The comics, thus, gained the classroom scenery over time. In this sense, the question that guided this study was: how, according to the perceptions of Biology teachers, pedagogical strategies of teaching about Covid-19 can be mediated with the use of apps for the creation of comic books, during remote classes and after the pandemic? The hypothesis that supported the work was that Biology teachers can, yes, conceive these teaching strategies. The approach of the study was qualitative with an exploratory design. Five Biology teachers participated in the research. Data were collected through semi-structured interviews and analyzed with the content analysis technique, with the help of Atlas ti 7®. As main findings, the study revealed that teachers can establish these teaching strategies based on their experiences with comic books during childhood, although they do not know, for the most part, apps that mediate with these methods. It is also concluded that Google Play apps — aimed at creating comic books — can contribute to emergency education and also in the post-pandemic scope, through hybrid teaching. [ABSTRACT FROM AUTHOR]

The purpose of this article is to disseminate a didactic sequence structured from the film The avengers: infinite war, used as a producer of generating themes for the discipline Biology in basic education. It was based on the motivation of the villain Thanos, who defends the destruction of half of the living beings of all galaxies as a solution to the scarcity of resources, overpopulations and violence. The work was developed based on Antoni Zabala who epistemologically defines didactic sequences as a means of articulating activities converging on learning objectives. The methodological design included the analysis of the film and research on the topics of genetics, evolution and biotechnology. This research explores the didactic potentialities of the film as a resource for initial problematization, without the intention of discussing the correct or incorrect scientific points presented in it. It is hoped that the activities described will foster methodological discussions aimed at teaching science oriented towards the intersection between everyday and scientific knowledge. [ABSTRACT FROM AUTHOR]

The present research is part of the work focused on the History of Science and the Teaching of Science and Biology and aims to explain some biological ideas present in the first half of the twentieth century, that were associated with the eugenic movement, as well as to reflect on how these ideas resonated in the fictional literature field of that historical moment. In order to do so, through documentary historiographical analysis, we investigated two important authors of the time, Renato Ferraz Kehl (1889-1974) and Monteiro Lobato (1882-1948). We seek to draw some approaches between the biological discourses present in the academic scope with other social instances, in particular, with the literature, thus evidencing relationships that are established between science and society. Approaches and/or detachments were pointed out in the authors discourses in relation to the following themes: Racial issue; Biological Determinism and Science Vision; Conflicts between environment versus heredity; Vision about the woman. Finally, it was discussed how the eugenic movement analysis and these authors works can contribute to the understanding of the articulation between science and literary thought of an epoch. In educational field, we conclude that the study of this theme can help to understand that science is immersed in political, social, economic, cultural values and that scientific discourses influence other social instances. We also emphasized that it is important to see science with a critical look, in order to combat discourses that can lead to discrimination and social exclusion. In addition, we contribute to the reflection about a literary work, contextualizing it in relation to the period in which it was written. [ABSTRACT FROM AUTHOR]

Creating games in the digital age is a communication alternative that has contributed to the development of educational processes; what was restricted to the industry before, it is now available to teachers and students to exercise their creativity through different types of software, which meet the purposes of the classroom. Thus, the aim of this study was to investigate as pedagogical potentialities of role-playing game creation software in the context of Biology teaching. The hypothesis that supported the study was that RPG Maker MV® software has greater pedagogical potential for teaching Biology when compared to those that are free. This research presents qualitative with exploratory design. Data collection was performed through semi-structured interviews with Biology teachers. Data analysis was performed using the Content Analysis (CA) technique with the aid of Atlas Ti 7® software. RPG Maker MV® has a pedagogical potential for the development of school-based activities where teachers work; however, the planning, the development of skills that involves the software use, as well as more time availability in full-time schools are pillars to be considered previously to the pedagogical practice. [ABSTRACT FROM AUTHOR]

Lacking of knowledge about basics of Philosophy of Science by students and teachers have produced constraints in several levels regarding assimilation of basic concepts used in scientific investigation, particularly about hypothesis, theory, fact and natural law. As a result, the social environment became propitious to propagation of false informations and set up of pseudoscience claims. As a precondition to evaluate the metaphenomenon of Evolution, these concepts are analyzed, taking into account examples coming from evolutionary theory. The inner structure of a scientific theory is discussed based on current mainstreams of thinking on Philosophy of Science and the status of theory of evolution is evaluated. Classifications of sciences are presented and discussed mainly on trial of historical issues. We assume the conflict between science and religion is due to lack of distinction between literal and symbolic languages; both ways of knowing have different paths and objectives and could coexist in reciprocal illumination, particularly in society with low social disfunction. Besides a lot of controversies and debates regarding mechanisms and processes, the theory of evolution matters by relevant predictions, amount of empirical evidences and demonstrates to be resilient to accommodate new data. Increased by recent outputs, it remains as the best explanation for the history of biodiversity in our planet. The proselyte 'scientific creationism' is unsustainable due to lack any empirical evidences, depending on tautological, fallacious, and untestable arguments. [ABSTRACT FROM AUTHOR]

Science as one of many ways of knowing stands out for producing rigorous methods to investigate objective reality. Knowing nature of science, its potentialities and limits, it is a precondition to distinguish it from many rival proposes and to evaluate its efficacy. It contributes for a critical analysis of many diffuse conjectures in the society concerning description and explanation of physical world, among them that about origins, as the case of history of biodiversity in the Earth. Herein, the problem of demarcation of science is dealt. Since there are so many sciences ("softs" and "hards") with different methodologies, demarcation issues remain problematic. The criterion of vulnerability seems to be more adequate for historical sciences whose natural individual matters as objects of study. However, underlying justifications could lead up to undesirable infinite regression. With the purpose for evaluating the scientific status of the theory of evolution, conceptual aspects are comparatively analyzed in historical and philosophical contexts, since the beginnings of neosynthesis to actual extended version. Great transitions and epistemological ruptures are discussed and their impacts evaluated. Within the Lakatos' methodology for scientific research, the theory of evolution constitutes a progressive program, generating many testable predictions and accumulating evidences. This theory has been modified to accommodate new data, among them those coming from molecular biology and biology of development. Besides controversies and polyphyletic concepts regarding evolutionary process, Neosynthesis remains as the better explanation for the history of the biodiversity in the Earth. [ABSTRACT FROM AUTHOR]

Evolution is a key-concept for teaching biological sciences because it joins different branches from biological sciences within an idea of historical relationships between organism and their attributes by natural causes. However, it has been neglected in classrooms for several reasons. One of them is the lack of training of high-school teachers in the Philosophy of Science. As a result, in these "liquid times", students have enter universities demonstrating reluctance regarding comprehension and assimilation to scientific concepts, since they do not distinguish sciences of rival ways of knowing. Nowadays, different ways of knowing are accessible for all people, mainly by internet web. However, those more reliable became restricted and modular. In this gap pseudosciences have invade and occupying place between science and religion, using scientific language, but immunizing contrary evidences, banishing external validation, investing on negative evidences, and applying ad hoc hypotheses. In this way, pseudosciences stand up as linking between sciences and religion, using scientific discourse, but immunizing contrary evidences, constraining external validation and investing in negative evidences and hypotheses ad hoc. Against this approach, sciences offer rigorous analytical methods in which criticism and skepticism are used on the evaluation of facts and claims. In societies whose social disfunction is clear and sharp, objective reality trends to be change by nonsense, favoring dissemination of all forms of non-rational arguments. In this, concepts from philosophy of science and tools of scientific methodology are useful in the evaluation of ideas in those societies committed with the freedom of thinking and expression. These tools are essential for understanding and to evaluate applications and implications of the theory of Evolution. [ABSTRACT FROM AUTHOR]

The Official Curriculum of the State of São Paulo was produced under a context of deep renewal of curricular documents in Brazil. Currently, the scenario built from the recent homologation of the National Curricular Common Base imputes to the federated units a new phase of remodeling their curricula. This paper presents an analysis of the Biology curriculum proposed for the Sao Paulo education system, taking as central questions the relationship between the theoretical assumptions and the definition of contents and skills for this curricular component and the compatibility between the provision of a common core of knowledge and representation of diversity. The content analysis carried out on the basic curricular document and the Teacher's Notebooks allowed to infer that the Biology curriculum still attends a more academic profile with the valorization of contents and abilities that require the mastery of strict concepts of the reference science and does not include cultural representativeness. Bearing in mind the legitimating power of the prescriptive curricula on certain perspectives in education, it is argued in favor to the debating on the new curricular profiles under development concerning the mentioned aspects and the requirements of our sociocultural cont [ABSTRACT FROM AUTHOR]

Recognizing the importance of argumentation for Biology teaching, especially by facilitating the learning of/about sciences, the present study aims to evaluate contents mobilized in the arguments of biology students in the resolution of socio-scientific issues (SSI), based on an education contextualized by History and Philosophy of Sciences (HPS) and Science, Technology, Society and Environment (STSE). For this, we conducted a pedagogical course using SSI as cases and argumentation activities, involving 22 undergraduate biology students. For the collection of data, we use the arguments produced by the students. The analysis of the data initially took place with the structural and content evaluation of these arguments, based respectively on the models of Toulmin (2006) and Sá (2010). In general, we realized that the workshop was able to promote the argumentative discourse, as well as requiring students to mobilize various aspects of content. However, we also noted arguments of low complexity and inaccuracy in the contents mobilized. In this scenario, even though the use of QSC has shown promise for the development of argumentative abilities and mobilization of scientific contents, in contextualized and interdisciplinary teaching, there are still difficulties for this method to be effective in science education. Therefore, it is necessary to emphasize the importance of carrying out more studies about argumentation with SSI, and greater investments in discussions that approaches historical and philosophical aspects of science as well as the teaching of STSE relations. [ABSTRACT FROM AUTHOR]

We present bingo as a proposal of didactic-pedagogical resource in approaches on sexuality and sexual health. Based on the Declaration of Sexual Rights and the paradigm of emancipatory sexual education, the game aims to promote access to information, scientific knowledge and enlightening sex education. It also aims to stimulate the creation of differentiated methodologies that promote the overcoming of banking education and potentiate the pedagogical practice of Biological Sciences teachers when approaching themes of sex education in a creative way. From a qualitative perspective, his planning was based on Design General Research (DBR), in addition to the guiding documents: National Curricular Parameters (1997), Declaration of Sexual Rights (2014) and Curricular Proposal of Santa Catarina (2014). Simulations and evaluations have shown that Binsex can encourage these teachers and stimulate dialogic, critical-reflexive and ludic approaches to sexuality and sexual health, enhancing communication, interaction and student learning. [ABSTRACT FROM AUTHOR]

The purpose of the paper was to verify how the content involving decomposition and nutrient cycling is addressed in Secondary Education (se) by the teacher and in the textbook. The first stage involved the participation of teachers from the public and private education network of Goiânia, Goiás, who answered a semi-structured questionnaire. In the second stage, the Biology book used in three different schools during the third year of se was analyzed. Teachers devote three to four classes to address the content, the main difficulties of which are the student's lack of interest, lack of time to prepare the classes/activities, and lack of infrastructure/pedagogical materials to address the issue in a practical way. The most used strategies/didactic resources are the video projector, the board, the textbook, and videos. Only 25% of teachers do practical activities. In the analyzed books, this content is addressed briefly and superficially. Based on this, we perceive the need to work on the decomposition and nutrient cycle contents continuously and contextualized with the reality of the student, thus allowing the relationship and understanding of the processes that make the ecosystem dynamic. [ABSTRACT FROM AUTHOR]

Atualmente, a maioria dos jovens está familiarizada com as tecnologias da informação e da comunicação (TICs) interativas, como as que permitem o acesso às redes sociais. Em vista disso, a pesquisa objetivou investigar às temáticas de Biologia encontradas na rede social Facebook e relacioná-las com os conteúdos que compõem o currículo escolar do ensino médio brasileiro. Utilizando uma abordagem qualitativa, realizou-se um levantamento no Facebook para identificar as temáticas de Biologia que foram postadas, em 2016, nessa rede social. Os resultados indicaram a presença de diversos temas biológicos que podem ser utilizados em aulas. Diante disso, argumenta-se que a quantidade de informação disponível na rede social, poderá ser utilizada em sala de aula na promoção da alfabetização científica dos estudantes com o auxílio das tecnologias digitais. [ABSTRACT FROM AUTHOR]

Every day we produce waste that, in the absence of selective collection, ends up being inadequately deposited in the environment. The objective of this work was to make students aware about the problem of garbage emphasizing the importance of recycling from the composting process. In the first stage of the work were carried out awareness campaigns in classrooms; in the second stage was made the implementation of the composter in the school by the students themselves. The execution of the project resulted in an alternative form of solid waste reduction, and also in the production of the compound that can be used by the school itself as fertilizer. Awareness campaigns are an important alternative to reaching more and more people, since environmental education actions must be continuous in the community. [ABSTRACT FROM AUTHOR]

(Teaching in group and debate for the learning of theories related to the origin of life and biological evolution in the 3rd. years of High School of E. E. Pirassununga, SP.). It is considered that it is the teaching of Biology (Natural Sciences) in Brazil, to provide the students with keys essential for the solution of scientific and technical questions of everyday life related to socio-philosophical subjects, among which are discussions on theories related to the origin of life and evolutionary processes, interrelated subjects and permeated by beliefs and ideologies that, if they do not go through a wide and delicate planning by the teacher, can generate controversies and discussions in their approach in classrooms. Using the methodologies of Teaching in Groups and Discussions and Debates, the pedagogical intervention provided an active learning, promoting with dynamism, efficiency and effectiveness knowledge about the themes origin of life (Creationism, Panspermia, Intelligent Design) and Evolutionism (Lamarckism, Darwinism and Neo-Darwinism or Synthetic Theory of Evolution). Also, it was noted at the end of the project improvement in reading and writing skills. However, there is still a need to deepen text interpretation techniques with students. The project participants also expressed concern about the continuity of the project for future colleagues, highlighting guiding principles of conscientious and socially responsible citizens. [ABSTRACT FROM AUTHOR]

This article describes the activities developed by the extension project called "Setting Biology to Music", part of the teacher training program in Biological Sciences of Ceará State University, in collaboration with the Open University of Brazil (UECE/UAB), dedicated to the production and dissemination of parodies addressing biological themes. This is a descriptive and analytical case study with a qualitative approach. To produce the material, the group of student teachers established the criteria and contents, and assembled, edited, and publicized the parodies by means of a blog, a YouTube® channel, and social networks. Between 2014 and 2016, 12 parodies were produced and disseminated online, which were also presented at science fairs, schools, and educational events. The work provided important experience for the use, by future teachers, of digital information and communication technologies as teaching tools. [ABSTRACT FROM AUTHOR]

The main objective of the current school is to develop competences that allow the student to achieve personal and professional success, aiming to give space so that each individual can learn to use their knowledge to act efficiently. The present study aimed to investigate the skills and competences that converge to the enem structuring axes, to which the students developed when participating in a learning workshop. It was initially analyzed the convergences between the skills proposed by the workshop and those required by the official documents, such as the ENEM - National High School Examination and the CPN - National Curricular Parameters. For that, the workshop entitled "The Big Bang", developed with high school students, was analyzed. This workshop contemplates the perspective of the Natural Sciences and their Technologies, in the discipline of Biology, and for that, the convergences between the competences proposed by ENEM, PCN and the text of the workshop were raised. After this survey, we verified which of these competences were grouped in the structuring axes of the Enem: contextualization, interdisciplinarity and problem-situation. It can be observed that the methodology provides the possibility of developing skills and abilities, however, it is emphasized that the way the workshop is worked on the importance of understanding the nuances of the teaching-learning process, the clarity of skills concepts And skills, trans and interdisciplinarity, and especially how the Curriculum Guidelines are implicated in the whole educational context, must make sense of the criteria that teachers must use to achieve the pedagogical objectives, however, these indicators are often not clear In the teaching-learning process for educators, making it necessary to raise awareness so that the action of teaching is more effective. [ABSTRACT FROM AUTHOR]

Dengue has been present in Brazil for several years, however, it has gotten epidemic proportions lately, mainly in 2015, when more than 1,5 million cases had been recorded (BRASIL, 2015). Resources have been invested to share information about the epidemic so that people would join efforts to fight the vector mosquito. In addition, many schools have been doing awareness projects. In this context, this study aimed to analyze how reading comic books can influence to understanding dengue disease. For that purpose, an exploratory research had been done in a public school in Sorocaba-SP, which is a city that displayed one of the greatest number of dengue incidence in the country in 2015. The Biology teacher of the mentioned school read a comic book to all high school students that introduces dengue in a systemic perspective and she suggested that those students created their own comic book as an evaluation process. All process was watched and supported by a graduating student, under the supervised internship, who evaluated the finished comics. In observing the elements that were approached in the comics created by the students, it was checked the presence of some subjects, which the most frequent subjects were "ways of prevention" and "the disease's symptoms"; and the less frequently cited were "treatment", "medical attention", "immune system" and "the mosquito life cycle"; it could be realized that the comic book and the supporting material carried out a relevant influence in changing the students' conception, considering that many students incorporated concepts about immune system against the contamination of dengue viruses, and became explicit the hard reality in medical attention. Given the results, the most mentioned subjects by the students were exactly those shown in campaigns, furthermore, about a quarter of the students continues to have a wrong concept of the disease, considering mosquitos as a synonym of dengue disease and not as the vector of the dengue viruses, which seems to be originated from campaigns that focus all attention to the mosquito, rarely mentioning the viruses; as a specific contribution of the comic book reading there were references noted, like how human immune system acts and the recognized criticism to medical attention in the public health system. It's evident, given these results, the importance of educational work to obtain a complete comprehension about this disease, in the sense of overcome the fragmented vision originated by prevention campaigns that don't allow taking aware action. [ABSTRACT FROM AUTHOR]

The purpose of this article is to discuss the importance of the historical phenomenon and historicity, linking them to education and learning. We used the theories of Humberto Maturana and Paulo Freire, as principles for Biology of Autonomy. We are defending the need for education, within biology teaching , focused on human development where the student is both the subject/observer who interferes and acts in reflective and conscious way in the world he lives, and because of it, he understands its own importance as an historical subject. Therefore his learning is an observable phenomenon within that design. [ABSTRACT FROM AUTHOR]

Teaching immunology in high school is still a challenge. How can we work the different types of cells and molecules which compose the immune system in biology classes? In this paper, we evaluated the use of immunology themed comics in biology classes. Our results indicated that the use of comics helped in the approach of the subject immunology over the different types of cells and molecules with the students. In conclusion, the use of comics in biology classes can help to approach and discuss complex topics such as immunology. [ABSTRACT FROM AUTHOR]

Since textbooks have become quite important within the Brazilian education system in recent years, there is growing concern in making such resource more appropriate to students' understanding. Thus, the following study proposes a number of criterion that can be used by biology teachers, regarding the characteristics of living beings. Three textbooks, based on nine classification criterion, were used. Its objective is to allow further reflection by biology professionals regarding the selection of textbooks to be used in the classroom. [ABSTRACT FROM AUTHOR]

Practical classes in immunology are important to assist the learning of abstract theoretical concepts of biological phenomena learned in the classroom. Here, our proposal was the qualitative characterization of epistemic practices. Analysis of the results obtained from the investigative activities showed that student groups mobilize a huge variety of epistemic practices during reports writing, for example, to predict, conclude, name, describe, explain, opine, and the use of theoretical data for reviewing and evaluating the consistency of the data observed. A better understanding of these interactions can help in the teaching of Immunology classes for undergraduate students of life sciences and health courses. [ABSTRACT FROM AUTHOR]

This study aimed to verify the influence of a didactic sequence with experimental activities on student motivation in relation to the subject matter Biology and check the possibility of applying such a result having as input the cultural-historical perspective and the dynamic of the three pedagogical moments. The work is part of a Master Degree research developed with 70 students from a high school in Patos de Minas city. The analysis of the data collected through observation, questionnaires, reports, testimonies of students, filming and photography of biology classes, points out that the use of experimental activities in Biology classes contributed to the increase of student motivation relating to Biology classes favoring the teaching-learning process and also to promote a converge between the scientific knowledge and reality of the students besides encourage their self-esteem and investigative sense. The results also indicate that it is possible to develop at school a didactic sequence based on the complementarity of two different theoretical lines like the dynamics of the three moments and in the historical and cultural perspective. Based on above considerations, we believe that the use of experimental activities following didactics positively influences student motivation in relation to Biology, favoring the teaching and learning of Biology. However, it is the whole of this, as the theory and the posture of motivating teachers, allowed approximation between scientific knowledge and reality of the students, enabling greater learning of biological concepts. [ABSTRACT FROM AUTHOR]

The paper presents reflections on the joint STS triad based on data collected in intervention research carried out in a high school class of Youth and Adult Education. The subjects were students, the teacher of the class and the teacher-researcher. Data were built from the descriptive and reflective memorial of the researcher, of audio recordings of some classes, questionnaires, interviews and report analysis built by the students. The theoretical foundations of the research consisted of STS studies, Historical-Critical Pedagogy proposed by Dermeval Saviani and additionally authors discuss the Youth and Adult Education and its specificities. The categories for analysis were based on the content analysis (Bardin, 2011). Three categories of data analysis have been established: i) joint STS triad; ii) didactic and pedagogical practice; iii) perceptions of those involved on the process. However, in this work, we emphasize only the data of the first category analyzed. The results show that the transposition of STS relations to the educational context results in different emphasis on those aspects of Science, Technology and Society. Such considerations may be relevant to the construction of curriculum proposals involving the STS approach in teaching biology of adult education. [ABSTRACT FROM AUTHOR]

In this article we present the results of an investigation conducted with academics from a course of Biological Sciences of North University of Paraná. We sought to investigate the virtues and difficulties encountered in the process of contextualization the episode of "discovery" of the DNA double helix. Therefore, an educational proposal was developed with the goal of working context of that episode emphasizing controversies in the history regarding the participation of scientist Rosalind Franklin in the construction of DNA model, based on a traditional approach and alternative in History of Science. Data were collected through questionnaires and records were analyzed according to the procedures of content analysis. The use of an approach based on the History of Science has proven effective in contextualizing the historical episode presented in this study, since, from the analysis of the data, it was observed that the students were able to understand the controversial episode at the end of didactic intervention and knew in general, how to differentiate the two types of approaches in the history of science that were used to treat the historical episode. However, this research also showed that the use of this approach is no easy task, since some difficulties were encountered during the investigation. [ABSTRACT FROM AUTHOR]

Much of the textbooks content in Brazil is related to the historical period lived. With the advancement in the field of scientific research, the textbooks have become key pieces in the transfer/adaptation of this knowledge for the basic levels of education influencing positively or negatively in approach and presentation of content. The purpose of this study was to examine comparatively how the contents of General Botany of the Angiosperms are approached in three biology textbooks of high school (1974, 1999 and 2011). The 1974 book have long texts that include an elaborated discussion and there is a tendency to simplify the content. The book of the 1999 presents the content in the form of direct and specific concepts split into separate chapters. In this work, the reduced form compromises the discussion, giving up themes that enrich the study. The book of the 2011 separate the content into different chapters and keeps reducing the content but without losing the quality and clarity of their information. Over the years, from the best understanding of the textbooks objectives and scientific research involving these documents, it is clear that the most current book is more attractive and less dense, contributing of the deconstruct the idea of a boring and decorative Botany. [ABSTRACT FROM AUTHOR]

This paper presents the results from the application of educational strategies aimed at spreading paleontological knowledge and community-scientific environment integration, in two high schools in Porto Nacional City (TO) developed like a part of the institutional extension project "Building networks of knowledge and experience by teaching Paleontology in state and municipal schools in the city of Porto Nacional, TO". The methodology consisted in to apply two questionnaires to students, (one at the beginning and another at the end of the intervention activities), with the purpose of diagnosing and assessing the level of knowledge about Paleontology, and another to verify the availability of the interference activities as a tool in teaching and learning process. The activities consisted of lecture, workshop of fossil replicas and a visit to the Laboratories of the Biological Sciences Course of Universidade Federal do Tocantins (UFT). Students in both schools showed up like a similar level of paleontological knowledge. At first it was possible to verify a low paleontological knowledge by students. The implementation of the pedagogical intervention activities demonstrated to be effective in knowledge acquisition, since these activities and after application of the second questionnaire, perceive a change in students' knowledge. [ABSTRACT FROM AUTHOR]

This study discusses the possibilities offered in the courses attended by undergraduate students of Biological Sciences within the context of a project linked to the Novos Talentos Program. The data are composed of advertising leaflets, syllabi, and end-of-course papers elaborated by those undergraduate students. The concepts of formative experience proposed by Theodor Adorno and transformative intellectuals by Henry Giroux are used as theoretical background. The assessments show the challenge of the formative experience construct as a founding and unifying element of formative proposals, so that the existing relationships between experiences, critical meanings, and education of future teachers as intellectuals can be stressed. [ABSTRACT FROM AUTHOR]

Popularisation of Science texts are used in Science Education for contextualizing the curriculum content and relating it to the daily lives of students. Textbooks insert popular science texts, mostly adapted, which can interfere in its original content. This work identified the popular science texts in nine teaching collections of high school Biology, approved by PNLD/2015. 398 texts were found, highlighting the collection of Favaretto. Most of them were adapted and were in Ecology, Zoology and Evolution chapters. The books used texts from various sources, but stand out newspapers and popular science magazines, such as Ciência Hoje, which indicates the choice of more accessible texts to the students language. It is important to analyze these texts and understand what changes were made in inserting them in textbooks. [ABSTRACT FROM AUTHOR]

Amid the scenario outlined by the environmental problem, which manifests itself through the unprecedented destruction of natural resources, the high levels of pollution which has caused great harm to human health, food shortages, increased social inequalities, among many other effects catastrophic environmental problems; the natural sciences have played an important role in raising awareness of the ill effects of ending human behaviors related to the environment . This article aims to discuss the environmental crisis and its impact on this way through a critical approach to understand the biology role in promoting environmental education. Thus, beyond the mere teaching of the components conservation practices of flora and fauna, biology education needs to present a character criticality when faced with problems enabling students to understand the complexity of environmental problems and their extent and their global effects. [ABSTRACT FROM AUTHOR]