Abstract
This is part of a Master's investigation and aims to understand the content-form-recipient relationship in postgraduate research with proposals for didactic intervention in Biology Teaching in Youth and Adult Education that present the Historical-Cultural Theory (THC) and Historical-Critical Pedagogy (PHC) as references or part of the theoretical framework. Methodologically, the study is of the State of Knowledge type and used the CAPES Catalog of Theses and Dissertations as a database. Fifteen dissertations defended between 2006 and 2019 were analyzed. The data show that the works do not only mobilize THC and PHC and present other theories with different epistemological bases, such as Genetic Epistemology, Meaningful Learning and Freirian Pedagogy. There is in the productions, the disarticulation between contents, forms and recipients and the daily life is the main selection criterion for the contents and forms which the research resorts to. Recipients are treated empirically, through characterizations that do not consider them as concrete subjects from their condition of precarious access and permanence in school. It is argued that studies linked to THC and PHC assume Historical-Dialectic Materialism (MHD) and constitute ways of organizing the teaching of biological knowledge that are really attuned to propositions for the working class
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