PROPOSTA DE ORGANIZAÇÃO DO TRABALHO PEDAGÓGICO PARA O ENSINO DE EVOLUÇÃO PAUTADA EM PRESSUPOSTOS PIAGETIANOS

Abstract

Biological Evolution is one of the most challenging topics in science education, due to factors such as religious interference, oversimplification, and the lack of adequate teacher training. This research proposes an approach grounded in Piagetian Constructivism, emphasizing inquiry and the construction of knowledge rather than memorization and mechanical repetition. A set of pedagogical strategies was developed, integrating theoretical and methodological frameworks with the aim of overcoming the challenges in understanding and teaching Biological Evolution. The study adopted a qualitative approach and aims to promote didacticpedagogical practices based on Piagetian assumptions for the teaching and learning of Biological Evolution. A didactic sequence was implemented with 56 third-year high school students from a public school in Campo Grande, MS. It was structured in four stages: in the first stage, a diagnostic questionnaire was applied, revealing the presence of prior knowledge about Evolution, albeit confused and influenced by common sense and religious beliefs. In the second stage, a lecture was given on core Darwinian concepts, such as Natural Selection, gradualism, and common ancestry. The third stage involved the simulation game "Prey/Predator" to illustrate evolutionary dynamics. Finally, in the fourth stage, students visited the Pantanal Biopark, where they could observe examples of Natural Selection. At the end of the sequence, an evaluative questionnaire indicated that the pedagogical approach based on Piagetian principles, by fostering an investigative stance, contributed to the learning of concepts related to Biological Evolution. The described practice values students’ intellectual autonomy, promoting collective construction of meaning and the development of argumentative reasoning in relation to knowledge. Mediation plays a key role in this process by encouraging critical reflection and a sense of responsibility for one’s own learning. However, the implementation of such proposals beyond the school environment depends on effective public policies, which are still underpublicized and insufficiently supported within educational systems. Keywords: Evolutionary theory. Teaching and learning. Constructivism. Science education.