Concepções de estudantes de Licenciatura em Biologia sobre as dimensões CPA dos conteúdos

Abstract

There are many reflections and discussions carried out in the area of education in order to overcome reductionist views of what teaching and learning content is. Despite this, teaching practices still favor the conceptualist teaching model, disproportionately considering the presence of the Conceptual, Procedural and Attitudinal (CPA) dimensions of the contents in their planning. The CPA dimensions in the teaching and learning processes /mobilize content beyond facts, concepts and principles, intentionally including procedures, abilities, skills, values, norms and attitudes that are essential for a comprehensive education. Therefore, this research aimed to analyze how Biology Degree students conceive the CPA dimensions of the contents in the planning of Didactic Sequences (DS). To support the reflections of our study, the contributions of authors such as Coll et al. (2000), Conrado and Nunes-Neto (2018) and Zabala (1998) were sought. The study took a qualitative approach, from the perspective of interpretive research, in order to understand and explain the phenomena from the researcher's point of view. The work is also a documentary research, based on the analysis of DS produced by students of the Degree in Biology during their regency internships. Thus, it was possible to analyze eight didactic sequences produced by ten students. The results showed that the students' conceptions, when planning the DS, are directed towards an excessive appreciation of the conceptual dimensions of the contents, presenting a disproportionality with regard to the intentions to address the procedural and attitudinal dimensions. However, it is necessary to discuss in the context of teacher education the multidimensionality of content, so that it meets the educational demands aimed at a broader education, offering contributions to the organization of teacher planning.