A articulação da História e da Filosofia da Ciência e o ensino em cursos de Licenciatura em Química de uma universidade pública do Estado de São Paulo
Data
2018-02-21
Autores
Guarnieri, Patricia Vecchio
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A aproximação de aspectos de História e a Filosofia da Ciência (HFC) ao ensino vêm sendo discutida como uma abordagem importante para a alfabetização científica, com potencial para proporcionar uma visão mais fundamentada sobre a Natureza da Ciência (NdC), desconstruindo a compreensão de um somatório de verdades absolutas, descobertas por grandes gênios isolados e livres de quaisquer influências. Dessa forma, tais reflexões poderiam possibilitar a humanização da Ciência, o desenvolvimento do pensamento crítico, além de melhorar a compreensão dos conteúdos e a formação do professor. Isto nos remete aos cursos de Licenciatura e às possibilidades formativas que estes vêm proporcionando em relação a esta temática. Assim, esta pesquisa buscou compreender qual o perfil formativo dos quatro cursos de Licenciatura em Química de uma universidade pública do Estado de São Paulo, no que tange a articulação da HFC com ensino. Partimos da análise dos Projetos Pedagógicos dos Cursos (PPCs) e dos planos de ensino das disciplinas específicas sobre HFC. Buscamos ainda investigar os docentes que ministram tal disciplina, a fim de entender como sua formação poderia influenciar em sua prática. Para tanto, realizamos primeiramente uma busca nos currículos Lattes, e posteriormente, uma entrevista semiestruturada, com o intuito de aprofundar as informações e entender como conduzem e organizam a disciplina. Utilizamos como metodologia de análise a Análise de Conteúdo (AC). Com base nas análises realizadas, notamos que os PPCs possuem semelhanças entre si, e também com os documentos governamentais. Contudo, a presença de HFC é muito sucinta, focando apenas nas visões de Ciência que se deseja proporcionar, faltando assim maior apropriação dos resultados de pesquisas da área de Ensino de Ciências sobre essa temática. Todos os cursos apresentam uma disciplina específica sobre HFC, no entanto em um deles ela é considerada como optativa. Os planos de ensino analisados não apresentam uma uniformidade, no que versa sobre a organização da estrutura das disciplinas, porém todos fazem uma abordagem sobre aspectos gerais da HFC, sendo que apenas um indica como conteúdo programático a História da Química. Dois, dos cursos, trazem em seu plano de ensino a proposição de discussões da HFC no ensino. Entretanto, fica evidente que a carga horária da disciplina se torna insuficiente para trabalhar com todos os tópicos. Compreendemos assim, que a efetivação dos temas indicados dependerá da formação do docente responsável pela disciplina. Diante disso, temos quatro perfis distintos de professores, em que dois são formados em Química, sendo que um se aproxima mais da área específica da Química, e dois não são formados em Química, mas estão inseridos na área de Ensino. Dos dois cursos que sugerem no plano de ensino a articulação da HFC com o ensino, apenas um faz tal abordagem. Dessa forma, inferimos que a formação do professor influencia nas escolhas que faz durante a sua prática. Notamos que formação específica em HFC é essencial para ministrar tal disciplina, no entanto não há quantidade suficiente de profissionais para isso havendo sobrecarga de trabalho. Diante de tais constatações, buscamos sugerir algumas orientações que possam auxiliar a organização de uma disciplina de HFC que faça articulações com o ensino.
The oncoming of aspects of History and the Philosophy of Science (HPS) to teaching has been discussed as an important approach to scientific literacy, with potential to develop a more substantiated view on the Nature of Science (NoS) by deconstructing its comprehension as a sum of absolute truths, discovered by great isolated geniuses and free from all influences. In this way, such reflections could enable a humanization of science, a development of critical thinking, and an improvement in the understanding of contents and in the teacher formation. This brings us to the teacher education programs courses and the formation possibilities that these have been providing in relation to this theme. Therefore, this research sought to understand the formative profile of four teacher education programs courses in Chemistry of a public university in the State of São Paulo, regarding the articulation of HPS with teaching. We start from the analysis of the Courses' Pedagogical Projects (PPCs) and the teaching plans of the specific HPS disciplines. We also seek to investigate the professors who teach this subject in order to understand how their formation could influence their practice. Thereunto, we first realized a search in the Lattes curriculum, and then a semi-structured interview with them, in order to deepen the information and understand how they conducts and organizes the discipline. We used the Content Analysis (AC) as the methodology approach. Based on these performed analyzes, we noticed that the PPCs have similarities among each other, and also with the government documents. However, the presence of HPS is very succinct, focusing only on the visions of Science that desires to provide and lacking greater appropriation of the results of Science Teaching researches about this subject. All courses present a specific discipline on HPS, but in one of them it is considered as optional. The teaching plans analyzed do not present a uniformity in what concerns the organization of the disciplines structure, but all of them take an approach on the general aspects of HPS, with only one indicating the History of Chemistry as a programmatic content. Two of the courses have in their teaching plan the proposal of HPS discussions in teaching. However, it is evident that the discipline load becomes insufficient to work with all topics. Therefore, we understand that the effectiveness of this indicated topics will depend on the teaching formation of the professor responsible for the discipline. Giving these facts, we have four distinct profiles of teachers, in which two are trained in Chemistry, one of which is closer to the specific area of Chemistry, and two are not trained in Chemistry, but are inserted in the Teaching area. Of the two courses that suggest in the teaching plan the articulation of HPS with teaching, only one makes this approach. In this way, we infer that the teacher formation influences the choices that they make during their practices. We note that a specific formation in HPS is essential to develop this discipline, however there are not enough professionals for it and there is a work overload. In view of these findings, we seek to suggest some guidelines to help the organization of an HPS discipline that makes articulations with teaching.
The oncoming of aspects of History and the Philosophy of Science (HPS) to teaching has been discussed as an important approach to scientific literacy, with potential to develop a more substantiated view on the Nature of Science (NoS) by deconstructing its comprehension as a sum of absolute truths, discovered by great isolated geniuses and free from all influences. In this way, such reflections could enable a humanization of science, a development of critical thinking, and an improvement in the understanding of contents and in the teacher formation. This brings us to the teacher education programs courses and the formation possibilities that these have been providing in relation to this theme. Therefore, this research sought to understand the formative profile of four teacher education programs courses in Chemistry of a public university in the State of São Paulo, regarding the articulation of HPS with teaching. We start from the analysis of the Courses' Pedagogical Projects (PPCs) and the teaching plans of the specific HPS disciplines. We also seek to investigate the professors who teach this subject in order to understand how their formation could influence their practice. Thereunto, we first realized a search in the Lattes curriculum, and then a semi-structured interview with them, in order to deepen the information and understand how they conducts and organizes the discipline. We used the Content Analysis (AC) as the methodology approach. Based on these performed analyzes, we noticed that the PPCs have similarities among each other, and also with the government documents. However, the presence of HPS is very succinct, focusing only on the visions of Science that desires to provide and lacking greater appropriation of the results of Science Teaching researches about this subject. All courses present a specific discipline on HPS, but in one of them it is considered as optional. The teaching plans analyzed do not present a uniformity in what concerns the organization of the disciplines structure, but all of them take an approach on the general aspects of HPS, with only one indicating the History of Chemistry as a programmatic content. Two of the courses have in their teaching plan the proposal of HPS discussions in teaching. However, it is evident that the discipline load becomes insufficient to work with all topics. Therefore, we understand that the effectiveness of this indicated topics will depend on the teaching formation of the professor responsible for the discipline. Giving these facts, we have four distinct profiles of teachers, in which two are trained in Chemistry, one of which is closer to the specific area of Chemistry, and two are not trained in Chemistry, but are inserted in the Teaching area. Of the two courses that suggest in the teaching plan the articulation of HPS with teaching, only one makes this approach. In this way, we infer that the teacher formation influences the choices that they make during their practices. We note that a specific formation in HPS is essential to develop this discipline, however there are not enough professionals for it and there is a work overload. In view of these findings, we seek to suggest some guidelines to help the organization of an HPS discipline that makes articulations with teaching.
Descrição
Palavras-chave
História e Filosofia da Ciência, Currículo, Formação de professores, Análise de conteúdo, History and Philosophy of Science, Curriculum, Teacher formation, Content analysis