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

© 2021 Global Journals Volume XXI Issue XIV Version I 18 ( G ) Global Journal of Human Social Science - Year 2021 Conceptions about Teaching DNA in Basic Education: A Reading based on Henri Atlan problematize fields in relation to the concept of DNA that is mediated in the classroom. For Henri Atlan (2013, p. 157) “the notion of genetic program is the most fruitful metaphor in Biology today [...], but this is nothing more than a metaphor that allows naming a set of mechanisms that are still not well known”. Still, for the author, understanding the ideas of the complexity of DNA and that the genetic is not just in the gene, constitutes one of the challenges of complexity. In view of this, the data collected from the questionnaires conducted with participating teachers of this research and the LD adopted the same last PNLD was analyzed. Then, a general parameter is presented on how the approach to the DNA theme occurs in the classroom and corroborates the statements of the DNA metaphor proposed by Atlan, in order to contribute with scientific-educational knowledge for the use of more appropriate terminology for the educational context, that which is linked to scientific and technological development. a) DNA as a program/linearity and reductionism in the DNA teaching process/ preformationism program According to Atlan, in program design, DNA will always perform the same functions, as expected from a computer program. For him, “[...] the program operates on the data and processes it. The same program will always carry out the same operation, which will always have the same structure [...]” (Atlan, 2013, p. 159-160), that is, the knowledge of epigenetics and the influence of the environment ceases to be valid when DNA is treated like a program. Thus, the analysis of data from the questionnaires and LD adopted by teachers show that the DNA characteristics as a program was the approach mostly used by the participating teachers. Both the responses of teachers, as well as in the analysis of LD have shown that to characterize DNA as program in a concept of linearity and also reductionist, has been the teaching focus for both those who teach as well as those who write the LD for students. These data are quantified next and shown in Graphs 1 and 2: Source: The author based on research data Graph 1: DNA conception of Basic Education Biology teachers It was found in the questionnaires answered by the teachers that 80% of them categorically state that DNA is a program. And when the teachers' response is related to the content present in the textbooks adopted, it is verified that the latter also takes an approach of DNA linearity, as we quantified in the graphs that follow : Source: The authors based on research data Graph 2: Design of DNA present in LD