An epistemologic analysis of the definition of chemical substance in school books from 5th to 8th grades in Junior High Schools. / Uma análise epistemológica do conceito de substância em livros didáticos de 5ª a 8ª série do ensino fundamental.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2003

RESUMO

This dissertation consists of an epistemologic analysis of the definition of chemical substance given directly or indirectly in school books from 5th to 8th grades in Junior High Schools in Brazil. The dissertation was supported in the epistemology of Gaston Bachelard utilizing, mainly, the notions of epistemologic obstacle and epistemologic profile to establish the criteria for the analysis. Starting from these considerations the study seeks to identify the presence of epistemologic obstacles and whether the book authors are concerned or not about the different epistemologic moments related to the concept of substance through the history of the evolution of this concept. Books from 5th to 8th grades, from six volumes approved by PNLD/2002, were analysed. These books are considered to reflect the scientific studies developed by the majority of Brazilian public High School teachers, considering that the books are complimentarily disgtributed by the federal government. It was possible to detect that, in the majority of the volumes analysed, the presence of substancialistic and realistic obstacle prevails and that there isn t any concern about the different epistemologic moments related to the evolution of the concept of substance. Finaly, the analysis of the results shows that most of the volumes don t present any major concern about the construction of the concept of substance, and not even with the epistemologic matters related to this concept.

ASSUNTO(S)

chemical substance ensino de química epistemologic analysis análise epistemológica análise de livros didáticos substance ensino fundamental substância junior high schools bachelard school books

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