Ciência e ideologia na escola de 1. grau: o ensino de ciências físicas e biológicas em Goiás

• Autor(a) principal: Saad, Alfredo Antonio
• Data de Publicação: 1981
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional do FGV (FGV Repositório Digital)
• Texto Completo: http://hdl.handle.net/10438/8972
• topic: Educação; Ideologia e educação; Ensino de primeiro grau - Brasil; Ciência - Estudo e ensino - Goiás

Based on Althusser, Baudelot & Establet, and Bourdieu & Pas seron's theoretical propositions data was gathered for the verification of the main hypothesis that Ciências (Physical and Biological Sciences), from the prehigh school curriculum is used as a way to inculcate the dominant ideology aiming at the reproduction of the relations of production and the class structure of the Brasilian society. By starting from the basic assumption that the dissemination of a popular scientific culture, as the incentive os scientific careers provides opposition from the dominant class, this dissertation was developed in two stages: in the first one the historical data related to the evolution of the teaching of Ciências in the Brazilian secondary school was analyzed. This analysis showed that since the Pombalian reforms and until the primary and secondary (1st and 2nd degree) school reformation in 1971, there were almost no change in the objectives, programs, and didactical classroom procedures of the subject, since there were no substantial changes in the conditioning forces of the Brazilian class structure and relations or production existent here, that determine the school chareacteristics. In the second stage of work, information obtained in schools in Goiás, not only by means of interviews with teachers and students in the 8th grade at the primary schools, but also through the analysis of school-books permitting an approximate reconstruction of the world vision of teachers and students as well as the supplies available to them, served to prove the hypothesis and show the ideological contents of the subject and the way it is inculcated through the subject.