Simulações computacionais no ensino de Física: contribuições da Filosofia da tecnologia à alfabetização científica e tecnológica

• Autor(a) principal: Oliveira, Ângelo Antônio Santos de
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/12393
• topic: Simulações por computador; Ensino de Ciências; Teoria crítica da tecnologia; Análise textual; Iramuteq; Computer simulations; Science teaching; Critical theory of technology; Textual analysis; Iramuteq; CIENCIAS HUMANAS::EDUCACAO

In Science Education, there is a tendency to assume that the qualities of different technologies are transferable to educational contexts. In this sense, the research seeks to understand the relationships between the foundations and uses of simulations and Physics Teaching. The study based on theoretical discussions of the Philosophy of Technology, on the works of several authors (MITCHAM, 1994; FEENBERG, 2010; 2015; 2017; PEIXOTO, 2012; 2015; FREITAS; SEGATTO, 2014; CUPANI, 2016), and specifically on the Feenberg's Critical Theory of Technology (2010; 2015; 2017). The research, with an exploratory character, was based on a Bibliographic Review in national journals on the use of computer simulations in Research in Physics Teaching. Using the studies surveyed, we sought to relate the concepts highlighted by Scientific and Technological Literacy (ACT) to the theoretical foundation and the results obtained by the researchers of the analyses. Starting on the systematic reading of the works, the texts were selected so that they were categorized into two corpora of analysis. The first document was built from the excerpts related to the theoretical references that support the studies, while the second one assembled with the results and discussions presented by the authors. In this sense, computer simulations were used from an instrumental perspective, where their qualities, associated with mathematical modeling and graphic design, are seen as tools to achieve Meaningful Learning. This perception also reveals an anthropocentric dimension of activities mediated by computer simulation, with students being the central element in the relationship with technology. In the approximation of the simulations with the AC and ACT approaches, the lack of theoretical characterizations of the technology was noticed, perceived in the linear conception, first science is done, then technology is produced. In this sense, the approach defined by Auler (2003), configures an excellent opening to treat technologies as themes. This way, computer simulations worked in the relationship between social choice and technical specification. These two qualities are used to conceptualize what Feenberg (2015) understands as the technical code of technology.