DISCUSSING HISTORIOGRAPHICS VICES WITH TRAINING SCIENCE TEACHERS

• Autor(a) principal: Nascimento, Lucas Albuquerque do
• Data de Publicação: 2020
• Outros Autores: Carvalho, Hermano Ribeiro de, Silva, Boniek Venceslau da Cruz
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/9885
• topic: History and Philosophy of Science; Didactic text; Historiographics vices; História e Filosofia da Ciência. Vícios historiográficos. Texto didático.

In recent years, research in the area of Science Education has highlighted the potential of using History and Philosophy of Science (HPS) to understand the construction of scientific knowledge. Thus, it is important to investigate the interfaces between HPS and the classrooms, for example, in the context of initial training for science teachers. In this sense, the objective of this article is to present the main types of historiographic vices that a historical construction can contain and to discuss some of these mistakes with science teachers in formation, through the use of a didactic text. For this, a text in the format of dialogue was created, in which the use of the Science book and the presence of historiographic vices were discussed. The text was applied to an extension course offered to science teachers in training at the Federal University of Piauí (UFPI). From a questionnaire, data was constructed and analyzed that pointed to an understanding of aspects of the Historiography of Science, mainly due to the text's characteristic when addressing the day-to-day facts of the teaching profession. Finally, during the initial and / or continuing education, the insertion of moments of discussion about the construction of scientific knowledge and its historical aspects is defended.