História e filosofia das ciências na licenciatura em ciências biológicas: uma análise crítica

• Autor(a) principal: Soares, Maria Elba
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/52408
• topic: História e Filosofia das Ciências; Currículo; Formação Docente

This research aims to understand, through legal determinations and teaching voices, how the ideas of the History and Philosophy of Science (HFC) integrate into the curriculum of the Degree in Biological Sciences, in order to allow integrated and contextualized teaching practices. . For this, we took a qualitative approach and, for data collection, document consultation, teachers' voices in semi-structured interviews and classroom observations. The data were analyzed by the Discursive Textual Analysis (ATD) methodology (Moraes & Galiazzi, 2011), which consists of subdividing the data into four integrated components: deconstruction of the corpus, unitarization, categorization and writing of a metatext. The research was conducted at the Federal University of Ceará, in the Degree Course in Biological Sciences, seeking elements of HFC in the initial formation of undergraduates, through the conceptions exposed by the participating teachers, the analysis of the classes of subjects chosen according to the researched object. as well as knowing the notion of historical-philosophical approach presented by the documents. The theoretical foundation is based on authors who discuss the insertion of HFC in teacher education and science teaching, such as Matthews, (1990; 1995; 2004), Peduzzi, (2001; 2012), Martins, (1990; 2004; 2007 ; 2008), Forato, (2011; 2012), Silva (2006), understanding science as a human construction and developed in a historical-social context. Also to discuss the conceptual basis about curriculum are: Tomás Tadeu da Silva (2010), Flavio Moreira (1994), Sacristan (1999), Paulo Freire (1980b), Alice Ribeiro Casimiro Lopes and Elizabeth Macedo (2011) and Ivor Goodson (1995). For the discussion of the Pedagogical Political Project: Frigotto (1994), Gandin (1991) and Vasconcellos (2000), Pimenta (2000). Thus, as a result, it is possible to perceive in the teachers' discourse the importance of reflection on the insertion of the History and Philosophy of Science, as a didactic resource transversal to all subjects; On the other hand, the presence of the historical-philosophical approach of science in the official documents and in the classroom practice of the Degree in Biological Sciences is timid. Research highlights the defense of teaching through a critical and reflexive approach to science, where HFC can become a valuable tool to enable contextualized teaching practices, integrated into the historical, social, political and cultural context.