Inteligências múltiplas e metodologias ativas no ensino de evolução: desafios e possibilidades

Abstract

The Multiple Intelligences Theory (I.M) was developed by Howard Gardner and some other collaborators, describing intelligences that an individual can present and develop. Each represents a language or ability of subjective understanding, and can be enhanced depending on the contact that the individual will make with stimuli that propel him to work them. In this sense, the integration of knowledge that make up the content of Evolution, as part of the science discipline in the 9th grade, makes it possible to approach aspects that can be worked in order to develop the skills presented by the students, besides enabling learning from these skills. Thus, the present work aims to investigate the methodologies of teaching evolution in 9th grade classes, which include Multiple Intelligences. In addition, as specific objectives, to characterize the Multiple Intelligences Theory, to describe the methodologies used in the teaching of evolution in the 9th year, to evaluate whether the methodologies include Multiple Intelligences. Therefore, this work is characterized as an applied, descriptive investigation, with data collection and qualitative approach with questionnaire application, with the subjects involved in the research, 6 teachers from the public school system of Teresina, selected from pre-established criteria. The data produced were translated through a content analysis (Bardin, 1997). Analyzing and considering the material resulting from the study, it was noted that the I.M Theory is not contemplated by the methodologies used by teachers, because it does not have its relevance discussed and explored, even representing a considerably great potential for transformation of teaching practices, helping to model this new format of education that is built, whose objective is to give autonomy to the student over their learning, besides also representing an ally to the teaching of Evolution. This understanding of the relationship between the aspects that build Evolution, and those that represent the I.M, and the possibilities generated from the use of A.M., can generate a transformation in the teaching of Evolution, acting as a facilitator of this process, while allowing students to have their skills developed, while learning in the way that is most pleasant to them. Observing this possibility is a milestone for encouraging more research that works on the integration of the theories and methodologies discussed in this work, in order to generate change in the teaching scenario, especially biology and evolution.