O modelo de reconstrução educacional como aporte teórico e metodológico para o design de uma seqüência didática sobre o conceito de biodiversidade em uma perspectiva integral e polissêmica

Abstract

The Model Educational Reconstruction (MER) is a German model developed for broader contexts of curricular restructuring and for the design of teaching and learning environments. In the literature, this model is almost always presented as a methodological contribution to the design of educational interventions. However, the MER has theoretical assumptions that are little emphasized in the literature, but also support the process of designing teaching and learning environments. Thus, this study is based on the following questions: How is the theoretical framework of the MER structured? And, how does this model subsidize the design of a didactic sequence on biodiversity, that aims to approach this concept in an integral and polysemic perspective in the degree in Biological Sciences? Therefore, the general goals of this study was to understand how the MER theoretically and methodologically subsidizes the design process of teaching and learning environments, using its assumptions for the design of a didactic sequence on biodiversity, which aims to approach this concept in an integral and polysemic in the degree in Biological Sciences. For this, the methodological course of the study was composed of five stages: (1) analysis of the scientific conceptions about biodiversity in the literature; (2) analysis of students' conceptions, needs and difficulties of learning about biodiversity in the literature; (3) systematization of design principles; (4) design of the didactic sequence; and (5) peer validation process. The analysis of data for each step was done with the aid of Content Analysis and Analysis of Educational Importance. The main results of this study are, firstly, the construction of a conceptual panorama of biodiversity. Based on this panorama, the structure of scientific content on biodiversity has been clarified, even if preliminary, and transformed into a content structure for teaching. This was possible through the construction of eight educational guidelines on the concept of biodiversity, which represented the first MER contributions to the didactic sequence design process on biodiversity. Other contributions emerged from the second stage of the research, through which it was possible to construct a new educational orientation. These nine educational guidelines guided the dialogue between scientific and student conceptions on biodiversity, from which the pedagogical potentialities related to the concept of biodiversity emerged. In addition, it was possible to identify theoretical and methodological characteristics of biodiversity teaching. The didactic sequence on biodiversity was constructed based on this set of guidelines subsidized by the MER and then its validation process was carried out, which pointed out the necessary improvements to a future implementation of the didactic sequence. Summarizing, the use of MRE imported into the design of the didactic sequence on biodiversity theoretical aspects that elucidated the perspective through which the learning process should be understood and the roles that scientific knowledge, teachers, students and the material world should assume in this process; as well as methodological aspects that clarified how content should be addressed, how the students perceived this content, their needs and learning difficulties, how the content could be addressed in the classroom and some features that could be used in this context.