O conceito célula na perspectiva do ensino desenvolvimental de Davydov: uma proposta para alunos do ensino médio

Abstract

This study is linked to the Research Line Theories of Education and Pedagogical Processes, of the Post-Graduation Program in Education - PPGE of PUC-GO and is situated in the theoretical field of Didactics. It is considered that education is a field of disputes and that it is frequently aligned to neoliberal principles, reproducing social inequalities. Therefore, it is understood that it is necessary to contribute to the debate about education, stressing for human development, especially for the integral formation of students, in search of a less unequal society. In this sense, the theoretical arcabouço of Vygotsky's historical-cultural theory and its developments, especially Davydov's developmental teaching theory, is used to help in answering the question: "How can the principles of Davydov's developmental teaching theory contribute to that some of the first year of Ensino Medio form or conceive a cell?" The central objective of this research was to analyze the contributions of the theory of developmental education to the formation of the scientific concept of the cell, for some of the first year of Middle Education. For this, a bibliographical research of qualitative approach was carried out, based on the assumptions of Vygotsky's historical-cultural theory and his followers, especially Davydov, with a theory of developmental education. This was an analysis to reflect on these contributions in the light of dialectical-historical materialism. The methodological path is taken as a teaching-learning phase or process for the formation of the cell concept. Foi made a documentary analysis as a didactic procedure for the queue of dice. I was presented, in a first moment, the epistemological assumptions of Vygotsky, as an idealizer of the historical-cultural theory, as well as his followers: Luria and Leontiev, paying special attention to Davydov who was concerned with investigating the relationship between education, or teaching e or human cognitive development. The logical-historical course of the cell concept was built with the intention of understanding the social and cultural aspects related to it, in addition to demonstrating the tensions and contradictions that occurred during the formation of this concept. In order to situate the object of study in the current research cenário, the state of knowledge on the subject was elaborated, from searches in the bank of theses and dissertations of CAPES. Three search categories were analyzed: "developmental teaching", "concept formation", "cellular theory", discussing the points of divergence and convergence of the two results found in this research. In the end, a didactic-formative experiment was proposed, elaborated in accordance with Davydov's guidelines for a didactic sequence of a study activity seeking the formation of the cell concept by students of the first series of Ensino Medio. I know that the studies on this subject can still expand a lot, since there are few dedicated to the biological area, especially at the Ensino Medio level. It is understood that the realization of the logical-historical course of this concept contributed with the identification of two social aspects and of the conceptual core present in it. It is considered, therefore, that a study activity proposal elaborated based on Davydov's theoretical assumptions of developmental teaching appears as a possible alternative for the formation of the cell concept, contributing to the qualitative change of the students, above all with the appropriation From this concept, let us know its external or particular aspects. Likewise, Davydov's theory of developmental education presents consistent elements for an educational proposal that has as its finality or human development through two scientific concepts, above all, biological ones, or that strengthens the understanding of the importance of developmental didactics also in Biology