Possibilidades da filosofia, história e sociologia da ciência para superação de uma concepção prática-utilitária da educação científica: caminhos a serem percorridos

• Autor(a) principal: Queirós, Wellington Pereira de
• Data de Publicação: 2013
• Outros Autores: Nascimento Júnior, Antônio Fernandes, Souza, Daniele Cristina de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UFLA
• Texto Completo: http://repositorio.ufla.br/jspui/handle/1/12662
• topic: Ensino de ciências; Filosofia e sociologia da ciência; Pedagogia histórico crítica; Science education; History and sociology of science; Historical-critical pedagogical perspective

The objective of this theoretical essay is discussing the following question: Why the philosophy, history and sociology of science can contribute to the overcoming of a science education practical-utilitarian conception? To substantiate a possible answer to this question will us use the reference of historical-critical pedagogical perspective whose main categories developed are: humanization, appropriation, objectification, alienation, and individual-for itself. Thus, we advocate an approach in which the History, Philosophy and Sociology of Science articulate the Internalism and Externalism perspectives in the teachinglearning process. Therefore, to treat a scientific episode is necessary to provide the scientific understanding of individual aspects logical, metaphysical and at the same time about the ideological interests and forms of expression of culture that formed the scientific systems.