ATIVIDADES PRÁTICAS DE CIÊNCIAS E FORMAÇÃO DE PROFESSORES: UMA ANÁLISE FUNDAMENTADA NOS SABERES DOCENTES E NA BIOLOGIA DA COGNIÇÃO.

In this work we sought to discuss the results obtained in research that focused on practical activities and teaching knowledge in the continuing education of teachers, taking as a reference another theoretical perspective, the biology of cognition. The objective of the analysis was to evaluate whether theoretical triangulation makes it possible to expand the interpretation and give new meanings to the empirical data produced in the investigation. To this end, some practical activities were selected and analyzes were carried out based on the theory of teaching knowledge. Subsequently, taking as a reference some structuring categories of the biology of cognition, a new interpretation of the data was made. The analysis suggests that even though the research object is viscerally linked to theory, it can be taken in an expanded sense, requiring analysis based on other theoretical references. The importance of Humberto Maturana's construct, the biology of cognition, for the continued training of biology teachers is also highlighted, as it contributes to expanding and reformulating knowledge already acquired. [ABSTRACT FROM AUTHOR]