CONHECIMENTOS SOBRE ANFÍBIOS ANUROS DE ACADÊMICOS CONCLUINTES DOS CURSOS DE CIÊNCIAS BIOLÓGICAS E PEDAGOGIA

Abstract

The general objective of this research is to problematize the initial training of teachers, with regard to the construction of scientific knowledge, especially that related to anurans. In this sense, the knowledge of academics, students of a Federal University, enrolled in the last semester of undergraduate courses in Biological Sciences and Pedagogy, was verified through the application of a virtual questionnaire form through the Google Forms platform. This data collection instrument was created for the purposes of this research and forums organized into three deposits: biological knowledge; emotions; and myths and legends about anurans. The answers presented by the students were verified according to the theoretical framework of Bardin (1977), and the Atlas.ti Software was used as a tool for structuring and organizing the data obtained, through which fundamental categories were identified, for later analysis of the knowledge presented by the research participants. It can be verified from the analyzed data that anurans are animals known to all the research participants and that the academics can identify their presence in different habitats. However, there are gaps in biological knowledge about these beings, such as their life cycle, differences between animals, and their importance in the ecosystem. And, because they are animals that are known and present in everyone's reality, several myths and legends surround these animals, which can arouse various emotions and, when these are negative, the survival and preservation of anuran species are at risk. Thus, discussions are opened related to the initial training of teachers, regarding the global understanding of anuran amphibians, and how the knowledge acquired during initial training can influence the teaching of the subject, both in formal and non-formal education. Therefore, the importance of scientific knowledge for understanding issues that occur in the world around us and the need for reflection on pedagogical practice are highlighted.