Determinismo cosmológico nos livros didáticos de ciências e de biologia

• Autor(a) principal: Maia, João Mateus Pereira
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/62604
• topic: Cosmologia; História da Terra; Ensino de ciências

Cosmology is the scientific study of the origin, structure, and evolution of the universe. Understanding what cosmology is and how it has developed can induce critical questions and reflection on the current state of the universe. In the context of the complex task that is given to Formal Education and to teachers, important points should be considered, such as the transversal processes of assimilation of knowledge by the students. Also of importance, the importance of affectivity in the teaching-learning process that allows the understanding of the other in depth, as a subject endowed not only with a mind apt to learn, but as a person with a history and hope. This work deals with how scientific cosmological questions are approached in textbooks adopted in the 6th year of elementary school and in the high school. Topics of historical nature belonging to Cosmology and Earth Sciences were analyzed. Previous research was done on the current situation of the paradigms and hypotheses within the areas of interest through which incongruities and dissensions about the paradigms were observed. The analysis of the books revealed that there are cases in which scientific hypotheses, for example, are approached in a deterministic way, uncharacterized of hypothesis status, as absolute certainties. It was concluded that the subjects are, in fact, present in Basic Education as curricular content, but they are exposed in a simplistic and deterministic way. It is suggested that the teaching of Cosmology and its approach in the books need to be reorganized, in order to foment the debate between diverse opinions, for a dynamic understanding of the science.