History and Philosophy of Science in the scholar postmodern context: a contribution to sciences education from Gadamer's hermeneutics

• Autor(a) principal: Santos, Deyvid José Souza
• Data de Publicação: 2021
• Outros Autores: Forato, Thaís Cyrino de Mello, Silva, José Alves da
• 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/76100

In order to contribute to the educational background of adolescents in our schools, this paper raises some reflections on the post-modern school context and the History and Philosophy of Science. Presenting Gadamer's hermeneutics as a study field that can facilitate the dialogue between these themes and to help on elaboration of proposals for sciences teaching. In this sense, we emphasize its potential to help teachers to deal with the problem of relativism and subjectivism in sciences education and to criticize or to combat scientific negationism, since it shows us that it is possible to understand how much the reason is fundamental precisely when we take into account the historical and sociological aspects that comprise our understanding process. Within this context, we indicate the need of a teacher educational background that helps to deal with feelings, character formation, self-realization desire and the exercise of a cordial reason ethics, that is, including the universals of justice and the moral values that inspired an authentically democratic society, as adopted by the Spanish philosopher Adela Cortina. Taking into account the bibliographic review carried out on these themes, we raised some questions throughout the article and at the end we present three arguments that are indicative of the potential of Gadamer’s hermeneutics to help implement the history and philosophy of science in science teaching. From the result of our reflection, we also realized how much the use of History and Philosophy of Science in the classroom can become even more fundamental and enriching if aspects of adolescence in postmodernity are considered.