Relação entre complexidade e história da Ciência: contribuições a partir do tema efeito estufa na análise de um curso de formação
Carregando...
Arquivos
Data
2019-03-22
Autores
Denari, Gabriela Bueno
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
As questões ambientais estão cada vez mais sendo discutidas na sociedade. Contudo, de acordo com o autor francês Edgar Morin, para entendê-las em completude, é preciso ter uma mudança de percepção de mundo, buscando religar os pensamentos que foram fragmentados ao longo dos séculos, tanto no contexto social como no educacional. Mudar o pensamento não é um processo trivial e a História da Ciência (HC) pode ser uma boa ferramenta para os estudos da complexidade, possibilitando melhor compreensão sobre as visões contemporâneas da ciência e suas consequências em assuntos amplamente discutidos. Frente aos debates ambientais, foi escolhido como motivação das discussões da presente tese o tema efeito estufa intensificado e suas consequentes alterações no clima. Há pesquisas que relacionam o pensamento complexo com o ensino de ciências e a HC com ensino, mas são quase ausentes as que proponham ou investiguem conexões entre a tríade complexidade, HC e ensino. Diante da suposição de que a HC pode auxiliar a desenvolver o pensamento complexo, o objetivo do trabalho foi identificar a possível relação entre os princípios da complexidade de Edgar Morin e categorias de HC a partir dos estudos do efeito estufa intensificado – na teoria e com estudantes em cursos de formação docente. Foi utilizada a pesquisa qualitativa para o desenvolvimento da tese em duas etapas: a primeira – chamada de estudos teóricos – foi importante para dar base para as discussões na segunda etapa – denominada atividades com licenciandos. Realizaram-se estudos teóricos dentro da temática do efeito estufa intensificado, sua breve historização conceitual e suas implicações na mídia local. Além disso, foi possível identificar os princípios da complexidade de Edgar Morin e relacioná-los com as categorias da HC e sua interface no ensino. Notou-se que a proposta de relação existente não é linear e sim em redes. Nas atividades com os alunos, com o intuito de verificar a possível relação na prática, foi feito o acompanhamento de duas turmas cursando disciplinas de estágio supervisionado no último ano de um curso de licenciatura em química. As atividades ao longo do período pesquisado foram diversas, contando desde orientações, apresentações, análises de filme até planejamento e execução de minicursos aplicados em escolas estaduais de nível básico. As apreciações dos instrumentos de coleta de dados foram realizadas seguindo os preceitos da análise do conteúdo de Moraes, que consiste em cinco etapas: preparação das informações; transformação do conteúdo em unidades; categorização; descrição; interpretação. Assim, com os dados coletados, organizou-se um quadro composto de excertos de textos e falas dos licenciandos justificando a criação de categorias de análises. Por meio das categorias criadas, foi possível traçar um paralelo com as relações já estabelecidas nos estudos teóricos. Pode-se perceber que, apesar de ser possível a aproximação entre os pensamentos complexos e as categorias de HC, os licenciandos não desenvolveram todas as categorias de HC e/ou complexidade. Por meio das discussões, pode-se inferir que as questões que abordam temas ambientais sob o viés da História da Ciência e da complexidade ainda são muito incipientes na formação dos licenciandos. Contudo, um possível caminho para mudanças de percepção de mundo possa ser investir na HC no ensino para atingir mudanças de pensamento significativas para o contexto global que se tem atualmente. Dessa forma, a tese aponta para a urgência em se trabalhar tais assuntos na formação docente focando na contribuição do ensino para a desfragmentação do pensamento.
Environmental issues are increasingly being discussed in society. However, according to French author Edgar Morin, in order to understand them in completeness, it is necessary to have a change of world perception, seeking to reconnect the thoughts that have been fragmented over the centuries, both in the social and educational context. Changing thinking is not a trivial process and the History of Science (HS) can be a good tool for studying complexity, enabling a better understanding of contemporary views of science and its consequences on widely discussed subjects. In the face of environmental debates, the intensified greenhouse effect theme and its consequent changes in climate were chosen as motivation of the discussions of this thesis. There is research that links complex thinking with science teaching and HS with teaching, but there are almost no ones who propose or investigate connections between the triad complexity, HS and teaching. Given the assumption that HS can help to develop complex thinking, the objective of this work was to identify the possible relationship between the principles of complexity of Edgar Morin and HS categories from studies of the intensified greenhouse effect - in theory and with students in teacher training courses. Qualitative research was used for the development of the thesis in two stages: the first - called theoretical studies - was important to provide the basis for the discussions of the second stage - called activities with licensees. Theoretical studies were carried out within the theme of the intensified greenhouse effect, its brief conceptual historization and its implications in the local media. In addition, it was possible to identify the principles of complexity of Edgar Morin and to relate them to the categories of HS and their interface in teaching. It was noted that the existing relationship proposal is not linear but in networks. In the activities with the students, with the intention of verifying the possible relation in the practice, it was done the monitoring of two classes attending disciplines of supervised stage in its last year of licentiate degree course in chemistry. The activities during the period studied were diverse, ranging from guidelines, presentations, film analysis to planning and execution of mini-courses applied in high school. The evaluations of the data collection instruments were carried out following the precepts of Moraes on the content analysis, which consists of five steps: information preparation; transformation of content into units; categorization; description; interpretation. Thus, a table containing excerpts of texts and statements of the licensees justifying the creation of categories of analysis and it was prepared from the collected data. Through the categories created, it was possible to draw a parallel with the relations already established in theoretical studies. It can be seen that, although it is possible to approximate complex thoughts and HS categories, the licensees did not develop all categories of HS and/or complexity. Through the discussions, it can be inferred that the questions upon environmental issues under the bias of the History of Science and complexity are still very incipient in the both. However, that a possible path for changes in world perception may be to invest in HS in teaching to achieve meaningful changes of thought to the current global context. Thus, the thesis highlights to urgency to work such matters in teacher training focusing on the contribution of teaching to the defragmentation of thought.
Environmental issues are increasingly being discussed in society. However, according to French author Edgar Morin, in order to understand them in completeness, it is necessary to have a change of world perception, seeking to reconnect the thoughts that have been fragmented over the centuries, both in the social and educational context. Changing thinking is not a trivial process and the History of Science (HS) can be a good tool for studying complexity, enabling a better understanding of contemporary views of science and its consequences on widely discussed subjects. In the face of environmental debates, the intensified greenhouse effect theme and its consequent changes in climate were chosen as motivation of the discussions of this thesis. There is research that links complex thinking with science teaching and HS with teaching, but there are almost no ones who propose or investigate connections between the triad complexity, HS and teaching. Given the assumption that HS can help to develop complex thinking, the objective of this work was to identify the possible relationship between the principles of complexity of Edgar Morin and HS categories from studies of the intensified greenhouse effect - in theory and with students in teacher training courses. Qualitative research was used for the development of the thesis in two stages: the first - called theoretical studies - was important to provide the basis for the discussions of the second stage - called activities with licensees. Theoretical studies were carried out within the theme of the intensified greenhouse effect, its brief conceptual historization and its implications in the local media. In addition, it was possible to identify the principles of complexity of Edgar Morin and to relate them to the categories of HS and their interface in teaching. It was noted that the existing relationship proposal is not linear but in networks. In the activities with the students, with the intention of verifying the possible relation in the practice, it was done the monitoring of two classes attending disciplines of supervised stage in its last year of licentiate degree course in chemistry. The activities during the period studied were diverse, ranging from guidelines, presentations, film analysis to planning and execution of mini-courses applied in high school. The evaluations of the data collection instruments were carried out following the precepts of Moraes on the content analysis, which consists of five steps: information preparation; transformation of content into units; categorization; description; interpretation. Thus, a table containing excerpts of texts and statements of the licensees justifying the creation of categories of analysis and it was prepared from the collected data. Through the categories created, it was possible to draw a parallel with the relations already established in theoretical studies. It can be seen that, although it is possible to approximate complex thoughts and HS categories, the licensees did not develop all categories of HS and/or complexity. Through the discussions, it can be inferred that the questions upon environmental issues under the bias of the History of Science and complexity are still very incipient in the both. However, that a possible path for changes in world perception may be to invest in HS in teaching to achieve meaningful changes of thought to the current global context. Thus, the thesis highlights to urgency to work such matters in teacher training focusing on the contribution of teaching to the defragmentation of thought.
Descrição
Palavras-chave
Efeito estufa, Edgar Morin, Licenciatura em Química, Teoria da complexidade, História da Ciência, Greenhouse effect, Chemistry graduation, Theory of complexity, History of Science