Síntese: uma proposta de sequência pedagógica para ensino de evolução através da dança

Abstract

Through the experiences of childhood and adolescence, we could see a contrast between the feelings that the family and the school environment aroused in relation to science. While the first was encouraging and looked fascinating, the second made it boring. Entry into higher education was decisive for understanding the origin of this feeling. This event was equally important in the search for a way to overcome it. Understanding the traditional teaching method as the main source of this perception, we propose to investigate the contribution of Dance to the teaching practice of the Biology Teacher. Thus, we have as a general objective: To explain the contribution of dance to the educational practice of the biology educator in the teaching of evolution.And as specific objectives: Identify points of complementarity between art, specifically dance, and science; Explain how dance allows an improvement in the pedagogical practice of the biology teacher, allowing an integral development of the students; Propose a didactic sequence that uses dance as a mediator in the teaching of evolution. Propose a sequence that can be used as a starting point for the study of other areas. Due to the experiences provided by the Tutorial Education Program - Biology / UFC it was possible to carry out the first investigations. Within this program, we were asked to create a teaching activity on botany to be applied in the 2017 Vacation Course. This activity was then developed under the influence of artistic experiences and educational theorists with different lines of thought. The class created was designed to teach botany through the use of dance. At the end of this class, there was a great interest on the part of the students, as well as an improvement in learning. The bibliographic reviews carried out at that time and now also showed us few results focused on the use of dance as a mediator in the teaching of biology. These experiences served as a basis for the development of the didactic sequence proposal reported here. The elements present in the methodological proposal are inspired by the knowledge constructed by constructivist theorists such as Piaget and Wallon and by historical cultural psychology such as Vigotski. The method divides each stage into Acts aimed at providing students with moments of restlessness, interaction, and reflection. The first act aims to give the teacher a sense of what students already know about the subject and get them to start asking questions about evolution. In the second act, students create improvisations based on the choreography taught by the teacher, adapting it to the area and the obstacles inserted in it. These elements are analogies for, respectively, their habitat and environmental pressures. In the third act, students are offered a moment of debate in which to collectively construct some concepts related to biological evolution. The teacher enters here as a mediator who provides a sum of his scientific knowledge to those already possessed by the students and those built in class, culminating in the synthesis of new knowledge.