Ressignificação de conceitos sistêmicos-complexos em bioquímica : um olhar à luz da aprendizagem desenvolvimental

Abstract

The current educational scenario keeps attempting to demystify the development of cognitive abilities. The didactic-pedagogical approaches direct different investigations based on mediation and organized methods, which embrace conceptual, empirical and formal recognition, as a construct of a historical-cultural evolution, result of the indissociable interaction between the sign system and the subject who is surrounded by it. This study aims to base itself in Developmental Learning, looking at the teaching processes and the conceptualization of the submicroscopic biological aspects, which are considered of difficult understanding. The objective was to investigate the mental actions during the implementation of Pernambuco/MoMuP-PE Multiple Perspectives Model in a Biochemistry course of B.Sc. in Biology class, from two approaches: the assumption that MoMuP-PE behaves like a particular GBA, and the investigation of this hypothesis in a didactic sequence grounded on the Model. Understanding the orientation of teaching by stages means betting on the perception that the internalization materialized in the constructs, whether individual or in pairs, is favored in dialectically continuous movements from analysis to synthesis, mirroring mental faculties from conceptual weave. This research is grounded on Textual Discourse Analysis (TDA), supported by the Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires (IRAMUTEQ). The results indicate the efficiency of MoMuP-PE as a potential guide for Developmental Learning due to collaborative, dialectical, active, and articulated construction bias, founded on the acceptance of experiences, personal experiences, and recognition of the emotion field. As the processes of guided and reflexive Deconstruction, Deepening, as well as articulated and paradigmatic Reconstruction advance, which suggests cognitive development, the reciprocal is revealed in teaching practice. We believe that investing in the understanding of processes that encompass higher mental capacities contributes to new conceptions in face of conceptualization, and, consequently, to thinking and rethinking of teaching, for as the bases for the internalization and materialization of concepts, effective possibilities and new paths for learning and development also emerge.