Global Journal of Human Social Science, G: Linguistics and Education, Volume 21 Issue 14

Henri Atlan develops the concept of DNA as “data” in opposition to DNA as a program, thinking exactly about the epigenetic mechanisms, which lead him to suggest that: What is transmitted is not just a static molecular structure, but a state of functional activity, that is, a certain expression of the functional significance of the set of cellular structures. Up to now, these phenomena of epigenetic heritability appear as anomalies or by comparison with the tendency of everything to relate to genetic determinations in the form of a DNA sequence. Therefore, they are relatively little studied, even though the necessary techniques are more complicated and less effective than those for cloning genes and their sequencing (ATLAN, 2013, p. 165). For the author, it uses aspects with attributes to illusionism, followed by an erroneous conception of causality, in which the cause is excessive of its effect, in which it is attributed to the genome imprint properties mystery of what hitherto called life. And, as yet another illusory and magical trick, the program's metaphor reveals the essence of life, “[...] and this is quickly transformed into a sanctuary and heritage. The genome becomes, then, a fetish, fear generator as much as a fascination generator"(ATLAN, 2013, p. 171). The conception of DNA as a “program” is based on the principle of cause and effect, attributing to DNA the unique power to form a life such as the sequence written in its molecular bases. It disregards in this conception, the multiplicity of relations between the bases of the DNA itself (and, let's say, there may be many bases due to the size of the molecule), as well as the environmental interference on those relationships. Therefore, the teaching of Biology, with regard to DNA, currently needs to reconfigure the linearity proposed in teaching materials and in the classroom discourse. In addition to that, it is important to bear in mind an understanding of life as something sophisticated, bringing the concept of DNA closer to a system that requires integration and, at the same time, complexity and dynamism in relationships. Atlan states that: Stable states of the network would modify the activity of certain genes, so that certain metabolic reactions dependent on this activity would cease, while others would be triggered, producing a modification of the structure of the network. Metabolism would thus be taken by another dynamic, different from that first order, towards a new stable state and so on… (ATLAN, 2013, p. 163). Perhaps, the network structure, so called by Henri Atlan, would be configured as an alternative to program character, which, in turn, is very present in basic education textbooks. This discussion will be carried out in sequence, with the data analysis presented here. III. T he P nld B iology A popular resource in the educational process is the Textbook (LD). It is a work written by competent experts in the field, which has a common format. It includes school knowledge, fixation and complementary activities, experiments, illustrations, photographs, maps, guides for teachers and students, complementary readings, websites, applications, movies, among others. The LD is not a work directly linked to equipment or technological resources. In general, it is characterized as a print, very well accepted by the school community. In Brazil, in 1929, the National Book Institute (INL) was created, an agency of the Ministry of Education (MEC), whose objective was to organize and systematize actions around textbooks. Almost ten years later, Decree Law No. 1006 of 12.30.1938, instituted a National LD Commission (CNLD) that was responsible to organize the LD for production, testing, and indications, among other things. Among numerous restructurings in the field of democratization of LD was in 1985 that instituted in the country the National Textbook Program - PNLD. And, in 2004, the National Plan of Textbooks for High Schools (PNLEM) was implemented in order to provide the distribution of textbooks for public high school students throughout the country, by Resolution No. 38 of the Fund National Development of Education (FNDE) (BRASIL, 2019). The FNDE is the agency responsible, together with the Ministry of Education, for the operationalization of the LD Programs throughout the country (FUNDO NACIONAL DE DESENVOLVIMENTO DA EDUCAÇÃO, 2015). After the implementation of the PNLD in 2004, it was only in 2007 that the Biology LD began to be distributed to all students and teachers in public schools across the country, with the exception of the State of Minas Gerais (idem, 2015). Since then, the collections of textbooks for the area of Biology in High School have been evaluated by teachers and specialists in the area, and then sent to schools. Among a number of works that arrive at schools, teachers choose the one they believe is most relevant, and the books are distributed free of charge to students at the school. Once adopted, the books are used for a triennium. We observe, based on our practice as teachers, that the textbook is the most used didactic resource for the teaching and learning process in the classroom. Although the present LD is presented as a reflection of the school curriculum, many times, it articulates knowledge that present epistemological barriers in relation to the complexity of the phenomena approached (and SOUZA ROCHA, 2017). In this sense, the epigenetic approach to DNA can be characterized as the most current within the teaching of Biology in elementary school, considering DNA as a given data in a complex cellular and environmental system. Keller (2000, p. 51) […] equating the genetic material of an egg with the magnetic tape of a computer does not in itself entitle us to regard that material as encoding a 'program'; it might © 2021 Global Journals Volume XXI Issue XIV Version I 16 ( G ) Global Journal of Human Social Science - Year 2021 Conceptions about Teaching DNA in Basic Education: A Reading based on Henri Atlan