Papel da história da ciência nas licenciaturas em ciências naturais e matemática

• Ano de defesa: 2005
• Autor(a) principal: Kapitango-a-samba, Kilwangy Kya
• Orientador(a): Ferraz, Márcia Helena Mendes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em História da Ciência
• Departamento: História da Ciência
• País: BR
• Palavras-chave em Português: Formação de professores de ciências naturais e matemática; Ensino de ciências; Professores de ciencia > Formacao profissional; Professores de matematica > Formacao profissional
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::HISTORIA::HISTORIA DAS CIENCIAS
• Link de acesso: https://tede2.pucsp.br/handle/handle/13258

The investigation of the relevant fundamentals of History of Science in the primary graduation of teachers in Natural Sciences and Mathematic was the target in this research. Attempt to contributed in those discussion about interlink History of Science and the teachers formation. In this way, we presumed that, for History of Science would be part of scientific education it must be, necessarily part of teacher s formation and take from that, its fundamentals and relevancies; because, the knowledge of History of Science on the basis of students formation, without any doubt, will contributed for their future formation as person as well betters teachers, and consequently increasing and contributing to human activity in general, taking in consideration that the scientific knowledge is not apart of the historical process but can be changed and improved along the years. It s learning gives to the teachers a contextual social historical vision of science and helps to break those ingenuous images about it. In order to understand those aspects of history of science in the teaching, we have studied, besides the available academic literature, all the instruments of educational politic (as law, resolutions and national curricula parameters and curricula proposes), which define the teacher s formation. We analyzed the content and curricula ementas in the Chemical, Biology, Physics and Mathematic Courses into 11 (eleven) Universities, selected by its criteria in teacher s formation and research. For the results we registered that: all the fundamentals relevancies of the History of Science are postulates in the academicals literature discussion; in the political and educational legislation and be part of the basis education objectives and directives of natural sciences and mathematics; besides that we have noticed a increasing offer of discipline in History of Science. In the 24 curricula ementas analyzed we could verify that in a large amount of that it is offers as an option and they are not take for seriously as a positive interface into scientific education and teachers formation, resulting from that our propose to rethink the teaching of History of Science in graduation teachers courses