História, filosofia e reconstrucões racionais didáticas: conexões conceituais para um ensino de ciências multidisciplinar

Abstract

The present thesis has as one of its primary objectives to provide means and support for a pedagogical practice that constitutes a genuinely multidisciplinary science education in the context of high school and/or the early years of higher education. By choosing as a procedure the adoption of the method of conceptual connections in combination with the method of rational didactic reconstructions—both anchored in the confluence of Art, Science, and Philosophy—epistemological questions of various kinds are raised, and their repercussions are discussed across broad domains of thought. As generative themes for the articulations that resulted in conceptual connections and rational reconstructions, as well as in their respective processes of meaning-making and re-signification, were chosen, respectively, the episode of the measurement of the Earth's radius by Eratosthenes of Alexandria and the complex historical process of the formulation of Newton's theory of universal gravitation. Among the most relevant results that can be highlighted here, we would choose the following: the production of four articles with the potential to support discussion and meaningmaking at a multidisciplinary level and across various educational stages; the nonlinearity and high complexity of scientific development as a central aspect to be considered in the teaching process; and the production of autonomous interpretations and reflections by the subjects of education. We argue that the present proposal offers broad potential for the nature of science to be understood as a genuine manifestation of human culture, as well as for science education itself to be conceived as an eminently dialogical pedagogical practice.