Caminhos para o desenvolvimento da autonomia no ensino de Ciências sob a perspectiva político-filosófica de Cornelius Castoriadis
This thesis is part of the reflections on the objectives for Science Teaching that include training for Autonomy. Is it possible to educate for Autonomy? How to define and promote training in this direction? To answer these questions, we outline the following objectives: I) To propose, from the theo...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/45533 |
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| Resumo: | This thesis is part of the reflections on the objectives for Science Teaching that include
training for Autonomy. Is it possible to educate for Autonomy? How to define and promote
training in this direction? To answer these questions, we outline the following objectives:
I) To propose, from the theoretical framework of Castoriadis, provisions for training for
autonomy in the classroom context, and II) To analyze the presence of indicators that
characterize training for autonomy in the context of classroom in intervention research with
a Scientific Argumentation (SA) and History, Philosophy and Sociology of Science (HPSC)
approach. Anchored in the political-philosophical framework of Cornelius Castoriadis, we
developed a theoretical construct that we called Pedagogical Dispositions for Autonomy,
Dispositions. Dispositions are general guiding principles that allow thinking about training
with a view to autonomy. We also propose a dialogue between the communicative approach
of Mortimer and Scott (2002), the multidimensional thinking of Lipman (2016) and the
Provisions for the construction of an analysis instrument to meet our second objective.
The corpus of analyzed texts was built from the search in the Capes Platform, using
parameters for the identification of theses and dissertations whose thematic focuses on the
SA and HPSC approaches with intervention in the Teaching of Physics in teacher training.
After analyzing 22 works, we chose 2 of these and examined them from the perspective of
the Analysis Instrument we built. The analysis indicates the relevance of the instrument
to identify indicators that point to elements necessary for training for autonomy. |
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