A evolução nos livros didáticos de Biologia frente ao PNLD 2018: aproximações e distanciamentos

Abstract

Biological evolution is a process responsible for the diversity of life on earth, but in the context of teaching presents obstacles that are pertinent to their understanding by students. The problems go beyond the epistemological obstacles of the students and are also related to the training of the teachers and to what is conveyed in the didactic materials used during the classes. We believe that one of the ways of overcoming the obstacles inherent in understanding evolution is in its approach as a structuring theme / integrating axis of biological knowledge, and within a historical contextual perspective. This approach is essential, since it can provide students with an understanding of the evolutionary process in the way it actually occurs, under a non-directive and non-finalist conception of this biological phenomenon. In view of this, this research was guided by the following question: How do the biology books, most adopted in Brazil, approved by PNLD 2018, present the knowledge related to Biological Evolution? We used in this research the qualitative approach of investigation, having as parameter the method of content analysis to discuss the information contained in these books. We note that the books still contain specific chapters on biological evolution, in the third volumes of the collections, which discuss, in particular, the history of the proposals of some evolutionary theories (Lamarckist, Darwinism and synthetic theory), evidences that prove evolution, explanations about the processes that promote it as well as a synthesis on human evolution. In relation to the scope of the evolutionary theme in the different biological contents, the books are similar in frequency of approach, being more recurrent in the contents of Zoology, Botany, Ecology and Origin of Life. However, the language used by the authors does not always characterize evolution as it occurs, inducing the finalist and progressive conceptions of the evolutionary process. The research, therefore, showed that although Evolution is still not an integrating axis of biological content in didactic works, they demonstrate the intention to develop it in this area, either because it understands its importance or to meet a request of the PNLD edict, a rather they present the evolutionary aspects in the different contents, as well as a discrete historical and philosophical insertion of the knowledge; this demonstrates the relevance of this government program to the continuous improvement of these teaching materials. We hope that the results of this research will contribute to the constant development of the teaching, not only of Evolution, but of all Biology, especially with regard to its publication in textbooks; because we understand that, despite not closing the whole process of teaching learning, it is present in the daily life of most of the students and teachers of our country.