Contribuições da epistemologia de Hugh Lacey para a educação CTS: o contexto da nanotecnologia
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Data
2017-03-23
Autores
Cardoso, Andiara Pereira dos Santos [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa visa contribuir com o campo educacional em Ciência, Tecnologia e Sociedade (CTS), prioritariamente, no posicionamento epistemológico dos professores de Ciências Naturais. Trazemos para esse campo educacional o filósofo Hugh Lacey que, a nosso ver, trata a complexidade das relações CTS por meio dos valores. Objetivamos testar relações de associação entre Lacey e o enfoque CTS. Em termos metodológicos, de forma a estabelecer uma associação, fizemos uma pesquisa teórica sobre a noção de utilidade e de estratégia, conceitos importantes para a filosofia de Lacey. Como resultados dessa pesquisa teórica, vemos que a utilidade foi inicialmente enfatizada pela filosofia baconiana sobre como a ciência deveria agir para o benefício dos homens, enfatizando a necessidade de controlar a Natureza com o uso de um método. Para Lacey, o controle é altamente valorizado pela sociedade moderna, explicando sua afinidade com a Ciência atual. Outro resultado da pesquisa inicial é a respeito do conceito de estratégia, que foi inspirado no conceito de paradigma, proposto por Thomas Kuhn. Após esses conceitos problematizados, elaboramos uma crítica de Hugh Lacey a Kuhn. Em um segundo momento da pesquisa, fizemos uma descrição da filosofia de Lacey, produzindo um metatexto inspirado na Análise Textual Discursiva (ATD) e lançando mão de mapas mentais como ferramenta para análise dos dados, originando as categorias de Lacey. Após a construção do metatexto, estabelecemos relações de associação entre a filosofia de Lacey e o contexto CTS. Os resultados da pesquisa foram sintetizados nas seguintes afirmações: (A) os valores da filosofia de Lacey e da educação CTS se alinham, no sentido de que ambas estão engajadas na transformação social. (B) A filosofia de Lacey contribui para i) discutir a complexidade das relações CTS por meio de valores e, com isso, permite ii) a superação de crenças (advindas do modelo linear de desenvolvimento) que limitam a participação pública em assuntos tecnocientíficos. (C) O desenvolvimento autêntico proposto por Lacey se distancia das tradições CTS do hemisfério Norte e se aproxima do Pensamento Latino Americano em CTS (PLACTS) devido: í) ao endosso à participação pública na escolha de estratégias (participação na agenda de pesquisa), ii) necessidade de se voltar para o contexto e as prioridades locais. (D) Lacey contribui para o autoconhecimento do professor comprometido com as relações CTS, auxiliando-o a refletir e concretizar seus desejos e objetivos educacionais por meio dos valores. Feita esta análise, percebemos que as categorias de Lacey, anteriormente sintetizadas pela inspiração da ATD com os mapas mentais, podem ser úteis para a avaliar em que tipo de desenvolvimento um dado tema sociocientífico, importante para o enfoque CTS, está sendo direcionado. Por isso, a título de exemplo, utilizamos os estudos da Agência Brasileira de Desenvolvimento Industrial (ABDI) sobre a nanotecnologia como tema para discutir as categorias do autor. Essa avaliação mostra que a nanotecnologia, pelo olhar da ABDI, está mais direcionada para o desenvolvimento modernizador, pois seus estudos indicam uma forte influência de valores neoliberais. Dado esse exemplo e encontradas as relações de associação, defendemos que a filosofia de Lacey tem muito a contribuir para a educação CTS e que pode ser aplicada, em um primeiro momento, na formação do professorado de Ciências Naturais.
This research aims to contribute to the educational field in Science, Technology and Society (STS), particularly, in the epistemological position of the Natural Sciences’ teachers. We studied the philosopher Hugh Lacey who treats the complexity of STS relations through values. We aimed to test the association between Lacey and the STS approach. In methodological terms, in order to establish an association, we did a theoretical investigation on the notion of utility and strategy, concepts important to Lacey's philosophy. As a result, we obtained that utility was initially emphasized by the Baconian philosophy of how science should act for the benefit of men, emphasizing the need to control Nature with the use of a method. Otherwise, for Lacey, control is highly valued by modern society, explaining its affinity with current science. Another result of the research was about the concept of strategy, which was inspired by the concept of paradigm, proposed by Thomas Kuhn. After these problematized concepts, we elaborated a critique of Lacey to Kuhn. In a second moment of the research, we made a description of Lacey's philosophy, producing a metatext inspired by the Discursive Textual Analysis (ATD) and using mental maps as a tool to analyze the data, emerging the categories of Lacey. After the construction of the metatext, we established relations of association between the Lacey’s philosophy and the STS education. The results of the research were synthesized in the following statements: (A) the values of Lacey's philosophy and STS education align in the sense that both are engaged in social transformation. (B) Lacey's philosophy contributes to i) discuss the complexity of STS relations through values and, therewith, ii) overcoming beliefs (from the linear model of development) that limit public participation in technoscientific issues. (C) The authentic development proposed by Lacey distances itself from the STS traditions of the Northern Hemisphere and approaches PLASTS due to: (i) endorsement of public participation in the choice of strategies (participation in the research agenda), (ii) The context and local priorities. (D) Lacey contributes to the self-knowledge of the teacher committed to STS relationships, helping him to reflect and fulfill his educational desires and goals through values. This analysis showed that the categories of Lacey, previously synthesized by the ATD's inspiration with the mental maps, can be useful to evaluate in what kind of development a given socio-scientific theme, important for the STS approach is being directed. Therefore, as an example, we use the studies of the Brazilian Industrial Development Agency (BIDA) on nanotechnology as a topic to discuss the categories of the author. This valuation shows that nanotechnology, due to ABDI's view is more directed towards modernizing development, since its studies indicate a strong influence of neoliberal values. Analyzed this context and found association relationships, we argue that Lacey's philosophy has much to contribute to STS education and that it can be applied at first to the training of Natural Science teachers.
This research aims to contribute to the educational field in Science, Technology and Society (STS), particularly, in the epistemological position of the Natural Sciences’ teachers. We studied the philosopher Hugh Lacey who treats the complexity of STS relations through values. We aimed to test the association between Lacey and the STS approach. In methodological terms, in order to establish an association, we did a theoretical investigation on the notion of utility and strategy, concepts important to Lacey's philosophy. As a result, we obtained that utility was initially emphasized by the Baconian philosophy of how science should act for the benefit of men, emphasizing the need to control Nature with the use of a method. Otherwise, for Lacey, control is highly valued by modern society, explaining its affinity with current science. Another result of the research was about the concept of strategy, which was inspired by the concept of paradigm, proposed by Thomas Kuhn. After these problematized concepts, we elaborated a critique of Lacey to Kuhn. In a second moment of the research, we made a description of Lacey's philosophy, producing a metatext inspired by the Discursive Textual Analysis (ATD) and using mental maps as a tool to analyze the data, emerging the categories of Lacey. After the construction of the metatext, we established relations of association between the Lacey’s philosophy and the STS education. The results of the research were synthesized in the following statements: (A) the values of Lacey's philosophy and STS education align in the sense that both are engaged in social transformation. (B) Lacey's philosophy contributes to i) discuss the complexity of STS relations through values and, therewith, ii) overcoming beliefs (from the linear model of development) that limit public participation in technoscientific issues. (C) The authentic development proposed by Lacey distances itself from the STS traditions of the Northern Hemisphere and approaches PLASTS due to: (i) endorsement of public participation in the choice of strategies (participation in the research agenda), (ii) The context and local priorities. (D) Lacey contributes to the self-knowledge of the teacher committed to STS relationships, helping him to reflect and fulfill his educational desires and goals through values. This analysis showed that the categories of Lacey, previously synthesized by the ATD's inspiration with the mental maps, can be useful to evaluate in what kind of development a given socio-scientific theme, important for the STS approach is being directed. Therefore, as an example, we use the studies of the Brazilian Industrial Development Agency (BIDA) on nanotechnology as a topic to discuss the categories of the author. This valuation shows that nanotechnology, due to ABDI's view is more directed towards modernizing development, since its studies indicate a strong influence of neoliberal values. Analyzed this context and found association relationships, we argue that Lacey's philosophy has much to contribute to STS education and that it can be applied at first to the training of Natural Science teachers.
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Palavras-chave
Hugh Lacey, Ciência, Tecnologia e Sociedade (CTS), Formação de professores, Nanotecnologia, Science, Technology and Society (STS), Teacher training, Nanotechnology