Abordagem histórico-filosófica da biologia celular e molecular: a discrepância presente nos livros didáticos

Abstract

The History and Philosophy of Science (HPS) approach, when produced aiming at the veridical insertion of scientific events, directly corroborates with learning, bringing scientists closer and breaking the view that these are perfect individuals who don’t make mistakes and discern absolute truths in Science. In the case of contents related to Cellular and Molecular Biology, it’s a common practice to do strictly mechanical and expositive classes, a reflection seen in the support material used by teachers, such as the textbook, which in certain situations is the only element for the construction of their classes. The methodology used in the present work was the bibliographical and documental research, aiming to understand how the HPS approach in contents of Cellular and Molecular Biology is elaborated in textbooks, the objective was to analyze these materials of Biology in High School of the Programa Nacional do Livro Didático of 2018 (PNLD/2018), evaluating how historical data and other elements that corroborate with this approach are presented, categorizing them by deformed views of Science, using as a basis a theoretical framework built to identify scientists, including mainly those who are generally excluded from history, proposing the union of knowledge that led to discoveries in the field. The result of this analysis demonstrated a divergence between the approach present in Cellular Biology and the one present in Molecular Biology, although deformed views predominate in both. As a proposal to combat these views, an e-book (electronic book) was elaborated to assist in the insertion of HPS in High School Biology classes.