Conteúdos metacientíficos a partir dos diários de Charles Darwin (1809-1882)

Abstract

The literature in the area of science education manifests the concern to approach sciences beyond a body of information (scientific contents), discussing in the classroom, also, characteristics related to doing science. That is, how science is produced, validated and communicated, in addition to its epistemological particularities, that is, the knowledge about science (metascientific contents). In particular, the biological evolution educaton is still the scene of many obstacles and controversies, which involve teachers and students and are related with difficulties in addressing this issue. Some of these are related to the lack of understanding of concepts of the theory itself, as well as to poorly elaborated conceptions of the historical process of its production, among other aspects. Assuming that knowing about the contexts of production of the biological evolution theory contributes to developing more informed understandings of the epistemological nature, we investigate the field diaries of Charles Robert Darwin (1809-1882) in order to identify elements that may contribute to discussions of metascientific contents in evolution classes. The diaries were written during the voyage aboard the HMS Beagle (1831-1836) and have a high frequency of reports of observations and geological discussions. This material is available on the Darwin Online platform. From reading the diaries and Darwin's autobiography as primary sources, and the help of secondary sources, we were able to compose the scenarios of the episodes experienced by the young naturalist while writing in his notebooks. Elements with the potential to promote discussions about metascientific contents were identified, in particular: observations, related to scientific activities on field; observations informed by theory, highlighting a more subject-centered aspect and how he articulates his ideas with those of the scientific community; collective production of science, highlighting the collective character of scientific production and contextualizing Darwin temporally and geographically; elaboration of hypotheses, related to the exercise of reflecting on his ideas, the theories of his days and his observations in the field; and scientist training, broader element present in all diaries evidenced by the training Darwin had prior to embarking on the Beagle, which is fundamental to his performance as a naturalist. In our analysis, we seek dialogue between these elements and the Family Resemblance and Themes and Issues approaches of the nature of the sciences present in the literature of science teaching research area. In this way, we intend to contribute doubly to the teaching of evolution, both for an understanding of aspects of the theory itself, and for a better informed understanding of science and its development, both in basic education - particularly in high school - and in teachers training.