The Didactic Transposition of the Radioactivity Phenomenon in School Physics Textbooks

• Autor(a) principal: da Silva Junior, Alvaro Cesar
• Data de Publicação: 2022
• Outros Autores: Londero da Silva, Leandro
• 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/84484

We present the results of a study that aimed at carrying out epistemological vigilance over Physics textbooks comprised in the PNLD 2018-2020, with regard to Radioactivity, evaluating the presence of possible deformed images of scientific work. To this end, we used Yves Chevallard's Didactic Transposition Theory, in order to confront the knowledge to teach with the wise knowledge, in order to understand the similarities and differences between such kinds of knowledge from a historical point of view. Our main focus was the processes of decontextualization and depersonalization of knowledge. We found that these processes occur partially in the analyzed manuals, which mostly opt for an approach focused on technological applications, to the detriment of contents focused on the history and philosophy of science. We conclude that some distorted images of scientific work are found in the such textbooks, and the approaches are: “inductive and atheoretical empirical,” “rigid,” “aproblematic and ahistorical,” “accumulative linear growth” and “individualist and elitist.” We point out the need for attention from teachers in the midst of the process of internal transposition, with a view to discussions focused on the nature and history of science.