Banca de DEFESA: NAYCON RODRIGUES DE SOUZA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : NAYCON RODRIGUES DE SOUZA
DATE: 24/06/2026
TIME: 14:00
LOCAL: Google meet
TITLE:

y Boo Lamarck's Phylogeny and Epigenetics: A Discussion of Their Relationship in Teaching and Learning Based on an Activity Book

KEY WORDS:

Evolution teaching; Lamarckism; Epigenetics; Science Education; Students’ conceptions; Activity workbook; Evolutionary theories.

PAGES: 91
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Teorias da Instrução
SUMMARY:

This dissertation investigates how the ideas of Jean-Baptiste Lamarck can be reinterpreted in the teaching of biological evolution, proposing an updated pedagogical approach in light of advances in epigenetics. Historically marginalized in favor of Darwinism, especially in textbooks, Lamarckism is often portrayed in a caricatured way, which limits a critical and historical approach to evolutionary processes. The dissertation is theoretically grounded in studies on evolution, the history of biology, and epigenetics, especially Lamarck, Darwin, Mayr, Bizzo, Jablonka and Lamb, Francis, and Noguera-Solano et al., as well as in research on the teaching of evolution, particularly Almeida and Falcão and Krizek. Its objective is to develop and analyze a pedagogical activity workbook aimed at high school students, with the purpose of contributing to an approach that integrates new scientific and methodological perspectives into the teaching of biological evolution. Based on a qualitative approach, this research involves high school students and female teachers who teach Science and Biology in middle school and high school, respectively. The students participated in the first stage of data collection, conducted in two schools in Rio de Janeiro, through the application of a questionnaire aimed at mapping their conceptions about the evolution of living beings. The teachers participated in the second stage, through a focus group, for the analysis and validation of the activity workbook — the educational product of this study — which includes suggestions for pedagogical practices addressing evolution in light of advances in epigenetics. The results of the questionnaire analyses indicate that, although the Darwinian perspective predominates, many students demonstrate intuitions compatible with Lamarckian ideas, in addition to a significant lack of knowledge about epigenetics. These findings reveal a favorable context for the inclusion of a more complex approach to the topic in the school curriculum. At the same time, when articulated with the literature, they support and inspire the development of the educational product, which values the concepts of Lamarck, Darwin, and epigenetics, aiming to promote more critical, updated, and dialogical learning about the diversity of life.

 

COMMITTEE MEMBERS:
Presidente - 1506378 - LIGIA CRISTINA FERREIRA MACHADO
Interno - 1827605 - BENJAMIN CARVALHO TEIXEIRA PINTO
Externo à Instituição - GUILHERME ORSOLON DE SOUZA - CEFET/RJ