Significados em ensino de química: uma perspectiva wittgensteiniana
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Data
2022-01-31
Autores
Domingues, Lucas Fernandes
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Universidade Estadual Paulista (Unesp)
Resumo
Estudar os processos de elaboração de significados é essencial para a área de ensino, considerando que o papel da linguagem é central nesses processos. Contudo, ainda há aspectos a respeito da elaboração de significados que as principais formas de análise da área de ensino ainda não dão conta. A Química apresenta aspectos empíricos na própria constituição de suas representações e teorias. Com isso, as possíveis relações entre linguagem e os aspectos empíricos presentes nos conhecimentos científicos são relevantes para a compreensão de processos de ensino e aprendizagem de ciências e Química. Uma possibilidade de compreensão dessa relação é a visão não-referencial de linguagem proposta pelo filósofo Ludwig Wittgenstein; nesta, a relação de representação não é necessária para um uso significativo da linguagem. Em nossa dissertação, procuramos contribuir com esse olhar do significado não-representacional para os estudos dos processos de significação, a partir da realização de uma revisão bibliográfica acerca de como Wittgenstein tem sido lido na área de Ensino de Ciências, mais especificamente na área de Ensino de Química, na última década. A partir dos conhecimentos obtidos na literatura, apresentamos uma profunda discussão e identificamos a necessidade de uma nova forma de olhar para os significados no Ensino de Química. Desse modo, a partir de um trabalho específico de identificação de modelos de significados, apresentamos os modelos de significados predominantes no Ensino de Química e o significado wittgensteiniano, que pode complementar lacunas existentes entre a Filosofia da Química e o Ensino de Química. A título de exemplo, mostramos como os pensamentos de Lavoisier, que tanto contribuíram com a Química e o Ensino de Química, apresentam-se claramente dentro dos modelos de significados que ainda predominam na área mesmo após séculos. E, finalmente, sugerimos e justificamos que estudos sejam desenvolvidos na direção de uma Filosofia do Ensino de Química, a partir da filosofia madura de Wittgenstein. Entendemos que as contribuições desse filósofo podem ir além da simples exemplificação de elaboração dos significados em contextos específicos, podendo fornecer elementos para uma compreensão mais ampla de aprendizagem, especialmente se alinhada às contribuições já presentes na Educação em Ciências.
Studying the processes of elaboration of meanings is essential for the teaching area, considering that the role of language is central in these processes. However, there are still aspects regarding the elaboration of meanings that the main forms of analysis in the teaching area still do not account for. Chemistry presents empirical aspects in the constitution of its representations and theories. Thus, the possible relationships between language and empirical aspects present in scientific knowledge are relevant to the understanding of teaching and learning processes in science and chemistry. One possibility of understanding this relationship is the non-referential view of language proposed by philosopher Ludwig Wittgenstein, in which the representation relationship is not necessary for a meaningful use of language. In our dissertation, we seek to contribute with this look of non-representational meaning to the studies of meaning processes by conducting a literature review on how Wittgenstein has been read in the field of Science Teaching, more specifically, in the field of Teaching of Chemistry in the last decade. Based on the knowledge obtained in the literature, we present a deep discussion and identify the need for a new way of looking at meanings in Chemistry Teaching. In this way, from a specific work of identification of meaning models, we present the predominant meaning models in the Teaching of Chemistry and the Wittgensteinian meaning, which can complement existing gaps between the Philosophy of Chemistry and the Teaching of Chemistry. As an example, we show how Lavoisier's thoughts, which contributed so much to Chemistry and Chemistry Teaching, are clearly presented within the meaning models that still predominate in the field even after centuries. And, finally, we suggest and justify that studies be developed towards a Philosophy of Teaching Chemistry, based on Wittgenstein's mature philosophy. We understand that the contributions of this philosopher can go beyond the simple illustration of the elaboration of meanings in specific contexts, and can provide elements for a broader understanding of learning, especially if aligned with the contributions already present in Science Education.
Studying the processes of elaboration of meanings is essential for the teaching area, considering that the role of language is central in these processes. However, there are still aspects regarding the elaboration of meanings that the main forms of analysis in the teaching area still do not account for. Chemistry presents empirical aspects in the constitution of its representations and theories. Thus, the possible relationships between language and empirical aspects present in scientific knowledge are relevant to the understanding of teaching and learning processes in science and chemistry. One possibility of understanding this relationship is the non-referential view of language proposed by philosopher Ludwig Wittgenstein, in which the representation relationship is not necessary for a meaningful use of language. In our dissertation, we seek to contribute with this look of non-representational meaning to the studies of meaning processes by conducting a literature review on how Wittgenstein has been read in the field of Science Teaching, more specifically, in the field of Teaching of Chemistry in the last decade. Based on the knowledge obtained in the literature, we present a deep discussion and identify the need for a new way of looking at meanings in Chemistry Teaching. In this way, from a specific work of identification of meaning models, we present the predominant meaning models in the Teaching of Chemistry and the Wittgensteinian meaning, which can complement existing gaps between the Philosophy of Chemistry and the Teaching of Chemistry. As an example, we show how Lavoisier's thoughts, which contributed so much to Chemistry and Chemistry Teaching, are clearly presented within the meaning models that still predominate in the field even after centuries. And, finally, we suggest and justify that studies be developed towards a Philosophy of Teaching Chemistry, based on Wittgenstein's mature philosophy. We understand that the contributions of this philosopher can go beyond the simple illustration of the elaboration of meanings in specific contexts, and can provide elements for a broader understanding of learning, especially if aligned with the contributions already present in Science Education.
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Palavras-chave
Significado, Wittgenstein, Ensino de química, Lavoisier, Meaning, Chemistry teaching