Ensino de ciências: reflexões epistemológicas para a formação de sujeitos cientificamente alfabetizados

Abstract

Faced with new technological challenges, research and scientific discoveries, it is necessary to understand scientific knowledge as a complex, dynamic and integrated construction of social practice. In this sense, scientific knowledge is constructed by a subject inserted in the social and historical context, conceived through an education oriented to the argumentation with ethical and moral foundations, thus valuing the subjectivity of the individual. The present work is of a theoretical-reflective nature and presents a debate about the contribution of Science Teaching in the development of the production of scientific knowledge and its relevance in the process of formation of scientifically literate individuals. The problematizations that led to this research lead us to a reflection on the contribution of Science Teaching in the production of scientific knowledge, its implications in the sociocultural context and its relevance in the formation of scientifically literate subjects. In this way, the work establishes its theoretical bases, presenting an interlocution between the historical-cultural theory of Lev Vigotsky, the epistemology of the complexity of Edgar Morin and the historical epistemology of Gastón Bachelard. Vigotsky in his research sought to understand the processes of human development formation in its phylogenetic, historicalsocial and ontogenetic dimension. His historical-cultural theory proposes a formation of higher psychic functions as culture-mediated internalization, and postulates a social subject that is not only more active, especially interactive. Although Bachelard observed some relevant aspects of scientific thought that are part of complexity, it was Edgar Morin, a philosopher of science, who deepened complex thinking, through which the epistemology of complexity developed. Both Bachelard and Morin, in presenting their vision of science and the construction of knowledge, converge in several aspects, among them, criticism of scientific rigor and the principles of classical science. Bachelard proposes a reorganization of the system of knowledge, when conceiving the overcoming of epistemological obstacles as primordial for the advance of scientific thought. Thus, science education should provide the student with a scientific training aimed at his active participation in society, a challenging task for researchers and educators.