Detalhes bibliográficos
| Autor(a) principal: |
Galiazzi, Maria do Carmo |
| Data de Publicação: |
2022 |
| Outros Autores: |
Sousa, Robson Simplicio de |
| Tipo de documento: |
preprint
|
| Idioma: |
por |
| Título da fonte: |
SciELO Preprints |
| Texto Completo: |
https://preprints.scielo.org/index.php/scielo/preprint/view/3811
|
Resumo: |
This text begins a theoretical research program that maps the tradition of Philosophical Hermeneutics (HF) in Science Education (CE). We started with the research on the work of Martin Eger, who proposed a Philosophy of Science Education (FEC), being one of the pioneers in this discussion in English. The justification for this program is that Philosophical Hermeneutics brings arguments for understanding the role of language, which contributes to facing the daily challenges of teachers in the teaching and learning of Natural Sciences. In this text, based on a brief discussion of Philosophical Hermeneutics developed by Hans-Georg Gadamer, we enter to study Martin Eger's work. Some of the concepts of Gadamer, such as the hermeneutic circle, the expansion and fusion of horizons, and the triple hermeneutics, proposed by Eger, support the understanding of the language of Natural Sciences, undoing the separation between subject and object, and students and scientists can be seen as natural science interpreters. By bringing together the work of Natural Sciences and the work of art in a cascade of interpretations throughout the production of scientific knowledge and its learning by students, Eger's writing brings arguments to understand the very history of Science Teaching, rescuing paths, and reviews. At the same time, it brings inspiration to think about the present. |