Discursos sobre ciência de licenciandos em química a partir da obra Anjos e demônios: articulando elementos linguísticos e de natureza da ciência
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Data
2018-02-28
Autores
Zilli, Bruna
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Universidade Estadual Paulista (Unesp)
Resumo
O século XX foi marcado por grandes guerras e desastres ambientais, o que afetou a imagem que a sociedade tinha da ciência, antes vista como a salvadora da humanidade. Nesse sentido, houve a necessidade de educar pessoas de modo que tivessem voz ativa e posicionamento crítico em debates que envolviam a ciência, fazendo com que asssuntos de Natureza da Ciência (NdC) fossem inclusos mundialmente nos currículos de ciência, em todos os níveis de ensino. A inserção dessa temática em sala de aula estimulou pesquisas da área a investigar visões sobre aspectos de NdC de professores de ciências a fim de melhorá-las ou modificá-las. Nesse sentido, várias estratégias têm sido desenvolvidas e, nesta pesquisa, utilizamos o livro de literatura Anjos e Demônios, de Dan Brown, na produção de um questionário para levantar essas visões em licenciandos de um curso de Química. Detectamos que a obra trazia debates polêmicos que envolviam a ciência e aspectos de NdC, os quais englobam, de maneira geral, entendimentos sobre o que é ciência e como o conhecimento científico é produzido. Considerando que essa é uma temática bastante controversa, devido a diferentes respostas para a pergunta “O que é ciência?”, utilizamos como base teórica referenciais tradicionais de NdC e também suas críticas na análise dos dados, além da Análise do Discurso de linha francesa. A partir dos resultados, pudemos detectar nos discursos dos licenciandos algumas visões sobre aspectos de NdC ingênuas e simplistas, que discordam de visões consideradas adequadas sobre ciência em estudos contemporâneos da área. Os diferentes contextos e personagens do livro serviram como base para os licenciandos formularem discursos sobre ciência que ora discordavam dos posicionamentos do livro e ora concordavam, mesmo quando a obra apresentava alguma visão distorcida sobre ciência. Isso nos permitiu concluir que é preciso que o Ensino de Ciências desenvolva a criticidade de alunos para que, diante de obras como essa, conhecida mundialmente e com milhões de cópias vendidas, se posicionem criticamente sobre a ciência. Devido ao fato da pesquisa ter sido desenvolvida em um contexto específico, no caso, um curso de Química, pudemos identificar alguns elementos nos discursos dos alunos que talvez sejam característicos dessa área, a qual é bastante experimental e pode ter favorecido, por exemplo, o desenvolvimento de visões empiristas sobre a ciência entre os licenciandos.
The twentieth century was marked by great wars and environmental disasters, which affected society’s image of science, previously seen as a savior of humanity. In this sense, there was a need to educate people to make them have an active voice and critical position in debates that involved science. This led to the inclusion of Nature of Science (NOS) in science curricula worldwide, at all levels of education. The inclusion of this theme in science classrooms stimulated research in science education to investigate science teachers’ visions of NOS aspects to improve or modify them, then various strategies have been developed in that sense. In this context, the current research used Angels and Demons, a Dan Brown’s novel, in the production of a questionnaire to investigate pre-service chemistry students’ visions of NOS aspects. By analysing this novel, we have detected controversial debates involving science and NOS aspects, being the latter related to what generally encompasses understandings about what is science and how scientific knowledge is produced. Considering the controversial nature of the question "What is science?", we considered traditional references of NOS and its criticisms as our theoretical base in the analysis of the data, besides the French Discourse Analysis. From the results, we were able to detect some naïve and simplistic visions of NOS aspects among the students, considering what adequate visions are by contemporary science studies. The different contexts and characters in the book served as a basis for the students to elaborate their discourses, which sometimes agreed with the book's positioning about science and sometimes disagreed, even when the book presented an inadequate view of sciece. Therefore, we concluded that Science Education needs to develop students’ criticism about science to have a critical behavior when in contact with books of that kind, known worldwide and with millions of copies sold. Due to the fact the current research was developed in a specific context, in this case a Chemistry program, we could identify some elements in the students’ discourses that perhaps are typical of this field, which is very experimental and could have favored, for example, the development of empiricist visions about science among the students.
The twentieth century was marked by great wars and environmental disasters, which affected society’s image of science, previously seen as a savior of humanity. In this sense, there was a need to educate people to make them have an active voice and critical position in debates that involved science. This led to the inclusion of Nature of Science (NOS) in science curricula worldwide, at all levels of education. The inclusion of this theme in science classrooms stimulated research in science education to investigate science teachers’ visions of NOS aspects to improve or modify them, then various strategies have been developed in that sense. In this context, the current research used Angels and Demons, a Dan Brown’s novel, in the production of a questionnaire to investigate pre-service chemistry students’ visions of NOS aspects. By analysing this novel, we have detected controversial debates involving science and NOS aspects, being the latter related to what generally encompasses understandings about what is science and how scientific knowledge is produced. Considering the controversial nature of the question "What is science?", we considered traditional references of NOS and its criticisms as our theoretical base in the analysis of the data, besides the French Discourse Analysis. From the results, we were able to detect some naïve and simplistic visions of NOS aspects among the students, considering what adequate visions are by contemporary science studies. The different contexts and characters in the book served as a basis for the students to elaborate their discourses, which sometimes agreed with the book's positioning about science and sometimes disagreed, even when the book presented an inadequate view of sciece. Therefore, we concluded that Science Education needs to develop students’ criticism about science to have a critical behavior when in contact with books of that kind, known worldwide and with millions of copies sold. Due to the fact the current research was developed in a specific context, in this case a Chemistry program, we could identify some elements in the students’ discourses that perhaps are typical of this field, which is very experimental and could have favored, for example, the development of empiricist visions about science among the students.
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Palavras-chave
Anjos e demônios, Ensino de ciências, Literatura, Natureza da ciência, Angels and demons, Science teaching, Literature, Nature of science