Critical report of a didactic experience about an applied scientific theme in basic education: some epistemological reflections and the defense of a science teaching based on dialogic argumentation

• Autor(a) principal: Guimarães, Ricardo Rangel
• Data de Publicação: 2020
• Outros Autores: Massoni, Neusa Teresinha
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2020v37n2p695

This work has as main objective to make a critical report and to propose epistemological reflections on the use of the methodology of teaching by argumentation in an activity of dissemination of a scientific theme developed in the discipline of Physics in a high school class of a state public school of education of Porto Alegre (RS). This activity, developed in the form of a simulated jury, was conceived and elaborated to be applied in the form of a micromodule of teaching in which we assume that it is possible, through this pedagogical resource, to reach a level of learning appropriate to this age group, through the critical debate and the dialogical argumentation. Therefore, we seek to offer elements for students to engage in such a strategy in the classroom environment and develop argumentative skills. The theoretical-methodological references used in this research are that of teaching by argument and also that of an epistemology that develops intellectual virtues and critical thinking in the student. What is wanted in this work, which is part of a more comprehensive investigation, is to do through the critical report of the case study a defense of these referential potentials for the promotion of a more autonomous and reflexive scientific education.