Ensino de biologia nas políticas e políticas no ensino de biologia: o que ensinamos e aprendemos nos cursos de formação de professores?

Abstract

The research brings reflections on some technical and legal aspects that permeate the courses of Science and Biology teachers, because they use the school knowledge of the disciplines of basic education referen-ced in the scientific knowledge coming from the different areas of Biological Sciences. In this study the author relies on the assumptions: the knowledge conveyed by science guides the formative process of teachers; the lack of discussion about science and the lack of understanding of biology as na autonomous science, anchored in other sciences, limits the ordering of con-tents throughout the disciplines in under graduate courses. It is suggested that: understanding that living systems are complex; that historical science is present in biology, considering historical narratives as explanations for understanding phenomena not reproducible experimentally; that living beings are units inserted in a time and coming from phenomena previously occurred; that chance exists in the ordering of living beings and therefore, that reductionism can’t be used as na explanatory tool of biological proces-ses, brings to the course of teacher training a different look when using holistic thinking for each level of biological organization. In this way, using scientific technical knowledge from a critical, holisticand non-reductionist perspective can bring and make sense of biology, not only as a set off acts, but as meanings and possibilities of other understandings and other formative pathways for future teachers.