Ensino das teorias evolutivas de Lamarck e Darwin no contexto Amazônico: uma sequência didática para o ensino fundamental II em uma escola de Manaus (AM)

Abstract

The teaching of evolutionary theories in elementary education still faces conceptual and pedagogical challenges, especially in the Amazonian context, where the lack of contextualization hinders meaningful learning. This study aimed to develop a didactic sequence based on the Theory of Meaningful Learning to promote the understanding of the concepts of Evolution, Lamarckism, and Darwinism among 9th-grade students. The didactic intervention was structured through a sequence of planned lessons that included readings, discussions, visual diagrams, metaphors, and classification activities designed to enhance the comprehension of evolutionary concepts. The project used the study of the Potamotrygonidae family (freshwater stingrays) as a starting point, seeking to bring scientific content closer to the students’ Amazonian reality. The lessons were adapted according to classroom time constraints and student dynamics, prioritizing participatory and contextualized strategies. The results indicated that students were able to understand the main differences between Lamarckism and Darwinism, demonstrating genuine interest in the topic. The experience highlighted the importance of didactic practices and regional contextualization in science education, fostering meaningful learning and greater student engagement in the educational process.