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

just as well be thought of as encoding 'data' to be processed by a cellular 'program'. Or by a program residing in the machinery of transcription and translation complexes. Or by extra-nucleic chromatin structures in the nucleus. Computers have provided a rich source of metaphors for molecular biology, but they cannot by themselves be held responsible for the notion of 'genetic program'. It is important to emphasize that this research is not limited to pointing out conceptual errors, ideologies, graphic representation or methodological aspects presented in the textbooks of the last PNLD, adopted by teachers in schools in the State of Paraná. The objective is to build new terminologies for the mediation of school knowledge by Biology teachers in the use of textbooks adopted, in order to integrate new knowledge into the school curriculum. To this end, we seek to answer the following problem-situation: what are the conceptions about DNA used by teachers and reinforced in textbooks for and in teaching Biology? IV. M ethodology The methodological approach of this research was quali-quantitative, interpretive in nature, with the analysis and categorization of questionnaires answered by teachers and the content of textbooks adopted by them with regard to teaching Biology and, more specifically, the DNA molecule. According to Minayo (1997), a social research, as carried out in education, quantitative and qualitative data complements themselves, a fact that contributes to a more thorough analysis of the research problem as well as to the discussions and closing remarks. Thus, within the universe of this research, we organized all the material as an instrument for data collection: questionnaires carried out with 10 (ten) Biology teachers of Basic Education in the State of Paraná and 8 (eight) LD from PNLD teachers for the years of 2018-2020 received and used as teaching material by these teachers. In possession of the answered questionnaires and the books as material for analysis, the codification of these data was carried out, according to the adopted scientific educational concepts, so that we could then choose the following premises for appreciation, that is, the categories of analysis: a. DNA as program/linearity and reductionism in the DNA teaching process preformationism conception program; b. DNA as data/network structure and complexity/ epigenetics, both for teachers and for textbooks adopted. a) Data extraction The possibility of understanding how the systematization of knowledge articulated in the school occurs, mediated by teachers and presented by the adopted textbooks, leads us to present the context of school knowledge in Biology, as well as to point out more appropriate terminologies for the treatment of DNA with regard to episteme of knowledge that is systematized in a complex way. Next, we present the instruments that we used to collect the data for this research. b) Questionnaires To analyze the conceptions of biology professors about teaching DNA, a questionnaire with 13 (thirteen) questions was constructed. These questions were related to teacher education (Degree in Biology, Specialization, Master's and Doctorate), the time the teacher teaches and the conception of DNA based on the discourse they used in the questionnaire. The objective was to identify by means of probe questions whether the DNA is understood as a program or as given data and to what extent the LD influence the teachers' discourse in the classroom while preparing their lessons on DNA, protein synthesis and the epigenetics. The ten (10) teachers participating in this research responded to the questionnaire, which adopted the ethical aspect of confidentiality of all information provided by professionals. The answers collected allowed us to analyze the conceptions of DNA mediated by the professors in the classroom in the discipline of Biology. c) Textbooks Collections of Biology LD analyzed are part of the collection distributed by the Government of the State of Paraná, provided by the Federal Government. There are 10 (ten) books that were sent for analysis by teachers in 2017 for the 2018-2020 triennium. Of these books, we carefully analyzed 8 (eight) of them under the focus of the presented methodology, all of which are part of the PNLD. The discrepancy between the number of textbooks sent by the Government for analysis and those carefully analyzed in this research was due to the teachers participating in the research not pointing out the arrival of all of them in their schools for analysis and choice. After analyzing the responses of Biology teachers and the theoretical framework of textbooks adopted in this triennium, the inferences and critical- reflections are presented in sequence, as well as some notes according to the scientific community in the educational area. V. P resentation and D iscussion of D ata This work aims to look at and analyze the concept of DNA the basic education teachers draw under, as well as the LD used by them under the perspective of Henri Atlan which allows an opening to © 2021 Global Journals Volume XXI Issue XIV Version I 17 ( G ) Global Journal of Human Social Science - Year 2021 Conceptions about Teaching DNA in Basic Education: A Reading based on Henri Atlan