Desafios e possibilidades da paleontologia na educação básica : uma proposta de livro paradidático para o professor

Abstract

Paleontology as a science seeks to grant data in the process of knowledge linked to the biological evolution of beings through time. Its object of study is fossils and through them it is possible to find records of very important moments in the history of life on Earth. Therefore, it is through this science that it is possible to trace the past in a scientific way and understand the different evolutionary processes that life on Earth has undergone. Currently, paleontology is a content within the discipline of Biology in High School, which has been worked in an unsatisfactory way, impairing its understanding and its importance. In view of this, this work aimed to analyze how Paleontology is inserted in the textbooks of Biology and which methodologies are developed by the teachers of the State School of Anápolis – Goiás to understand this content. Being a qualitative research, the research was carried out in two moments: Ianalysis of the collections used by high school teachers in Anápolis – GO, in order to understand how this content is inserted in textbooks and II- interviews with capture audio, accompanied by a semi-structured script and after that, were transcribed and analyzed from the Textual Discursive Approach - ATD, both moments were marked by two categories: conceptual and approach. Faced with this, we found interesting data in the analysis of textbooks as conceptual mistakes, paleontology found in a dissolved way within other contents, in a brief and shallow way. And in the interviews, we can see the difficulty of teachers in working with this content due to several factors and one of them is the lack of support material, as they consider their initial training insufficient to deal with this theme. In this way, in order to make a significant contribution to the teaching and learning process and to the dissemination of science, we made a paradidactic book with basic contents for high school based on the greatest difficulty in understanding the teacher.