Um diálogo entre a história da química e livros didáticos, numa perspectiva bachelardiana : o caso dos modelos atômicos

• Autor(a) principal: SILVA, Antheógenes Menezes da
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5426
• topic: Livro didático; Modelo atômico; Epistemologia de Bachelard; História da química; Textbook; Atomic model; Bachelard epistemology; History of chemistry; CIENCIAS HUMANAS::EDUCACAO

This work analyses how the History and philosophy of Science is presented in the concept approach of “atomic models” in the didactic books of the first grade of state high schools in Pernambuco- Brazil from the Bachelard’s perspective. Most of the times Chemistry teachers base them selves in the little historic part that goes with the contents of atomic models in the didactic books; and most of the times they don’t realize the problems in these versions, because they don’t analyze the use of this device properly. The present work discusses and analyses historic questions which are present in some didactic books about the perspective of Bachelard’s epistemology in the contents of atomic models which are usually used by Chemistry teachers in their classes. This study intends to contribute effectively in the making of a more adequate view in the construction of a the scientific knowledge. It also intends to now better the process of concept - making of atomic models with a historic background trying to make it more accessible and make possible to the student a better understanding of the structure of matter. From the analysis of some samples related to atomic models we’ll point out rights and problems adding new information both related to contents and background which allow the use of this material in a more efficacious manner. Finally this work suggests the use with more frequency of the History of Chemistry in class but with responsibility and quality in the use of this didactic tool, avoiding facts that make up a wrong image and give a fake feeling about the nature of the Chemistry Science.