Construção de conceitos da biologia na perspectiva sistêmico-complexa a partir do MoMuP-PE, articulado à teoria histórico-cultural

Abstract

The most recent studies involving cognitive processes highlight the need for individuals to develop cognitive skills and abilities. For this to occur it is important to understand that knowledge presupposes the development of thought, which in turn presupposes systematic procedures of thinking, materializing in methodologies directed to this activity. It is our expectation that the teacher, as mediator between the student and the knowledge, can develop means for students to acquire scientific knowledge and expand their cognitive and operative capacities for classroom work. After approximately a decade studying the learning difficulties, involving concepts of abstract nature, in Biology, we were able to elaborate important works, directed to the learning of these concepts. As an example we have Brayner-Lopes (2015), who started with the application of MoMuP (Model of Multiple Perspectives) and adapted it to meet the needs of the type of concept worked, developing what was denominated in his study of the Model of Multiple Perspectives - Pernambuco (MoMuP-PE). In relation to the nature of the concepts studied in Biology, it was necessary to deepen theoretically the paradigmatic question. We know that one of the great difficulties in the learning process, involving the concepts already mentioned, lies in the construction of abstract concepts in a systemic-complex perspective. Verticalizing further this study, we find in the works of P. Ya Galperin on the materialization of the activity that, in activities with a high degree of novelty and complexity, a solution would be to develop a specific action on what he calls the Orienting Base of an Action (BOA). Within the described scenario, the main objective of this study is the application of the Multiple Perspectives-Pernambuco Model (MoMuP-PE), in the discipline of Biochemistry of Systems in a class of Degree in Biology, understanding that this can constitute a Specific Action Base for the learning of abstract concepts, from a systemic-complex perspective. By identifying and analyzing learning processes, from the classroom-based activities of MoMuP-PE, in light of the theoretical bases of historical-interactionist psychology (Vigotski, Leontiev and Galperin), we consider MoMuP-PE from the processes of construction, deconstruction and thematic crossings is not only a specific basis for action, focused on the learning of complex systemic concepts in the area of Biology, but also requires, on the part of the teacher, a pedagogical practice committed to the learning, requiring constant reflection, in order to redirect the practice, when necessary. In this movement the teacher deconstructs and reconstructs every moment, in a process that we call savoir faire. At the end of the process we observe the formation of new knowledge, skills and acquisition of new qualities in the knowledge studied, which indicates the extension of the concepts involving the case put to study. To this extended concept, we call it a redefined case.