A Filosofia como alicerce para o Ensino Contextual de Ciências: Por que não podemos concordar em discordar?
- Autores: Maria Elice Brzezinski Prestes
- Localización: Revista de filosofía Aurora, ISSN-e 2965-1565, ISSN 2965-1557, Vol. 37, Nº. 66, 2025
- Idioma: portugués
- Títulos paralelos:
- Philosophy as a Foundation for Contextual Science Teaching: Why can't we agree to disagree?
- Enlaces
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Resumen
This article starts from a contemporary conception of curriculum to suggest bringing together science and philosophy classes in high school. Initially, some conceptual foundations developed in different fields of knowledge throughout the 20th century are identified, in Philosophy of Science, History of Science and Science Education. Such key reference concepts are brought together here not to represent historical linearity or some type of paradigmatic unification, but as points in a cartographic network that guides a given worldview. The explicit and reflective treatment of these concepts aims to offer historical and epistemic support for the development of interdisciplinary practices in basic education on aspects of the Nature of Science (NOS). In defense of methodological pluralism, the text continues to discuss some NOS models and their impact on research in science education. It is considered that the combination of these concepts results in optimal conditions for the contextual teaching of science, involving the disciplines of Philosophy and Natural Sciences, Biology, Physics and Chemistry.
