O ensino de ciências na obra a estrutura das revoluções científicas, de Thomas Kuhn
Arquivos
Data
2022-05-20
Autores
Silva, John Lucas Alves Fernandes da 
Orientadores
Soares, Denilson Cordeiro
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Estre trabalho tem como objetivo central estudar, compreender e expor sistematicamente a obra A estrutura das revoluções científicas, de Thomas Samuel Kuhn (1962), visando identificar as contribuições epistemológicas que o livro apresenta para refletir e exercer o ensino de Ciências no Brasil. Além disso, temos como objetivos subsidiários: analisar a obra em pauta procurando compreender a novidade historiográfica na história ciência e a perspectiva de participação no debate da filosofia da ciência no século 20; entrelaçar a dimensão histórica-filosófica-científica desta obra com os demais livros de Thomas Kuhn; discernir um campo de estudos propriamente filosófico dentro das ciências a partir do campo dos estudos científicos de que a obra de Thomas Kuhn participa, destacando as oposições, as complementações e os continuadores. Acreditamos que a pesquisa possa trazer contribuições ao processo de ensino de Ciências no Brasil, pois ao compreender que a ciência evoluiu através de revoluções científicas e que estas geram a adoção de um novo paradigma para a comunidade científica, os docentes estarão conscientes de que a tradução de um paradigma no decorrer de uma aula não poderá se descaracterizar de seus atributos históricos, isto é, em qual período aquele paradigma estava inserido, em quais ideais os estudiosos estavam pautados e o quão impactante foi para a comunidade dar credibilidade aos novos modelos impostos pela revolução cientifica.
This project's main objective is to systematically study, understand and expose the work The Structure of Scientific Revolutions, by Thomas Samuel Kuhn (1962), aiming to identify the epistemological contributions that the book presents to reflect and exercise the teaching of Science in Brazil. In addition, our subsidiary objectives are: to analyze the work in question, seeking to understand the historiographical novelty in science history and the perspective of participation in the debate on the philosophy of science in the 20th century; to intertwine the historical-philosophical-scientific dimension of this work with the other books by Thomas Kuhn; to discern a properly philosophical field of studies within the sciences from the field of scientific studies in which Thomas Kuhn's work participates, highlighting the oppositions, complements and continuations. We believe that research can bring contributions to the process of teaching Science in Brazil, because by understanding that science has evolved through scientific revolutions and that these generate the adoption of a new paradigm for the scientific community, teachers will be aware that translation of a paradigm during a class cannot be mischaracterized of its historical attributes, that is, in which period that paradigm was inserted, in which ideals the scholars were based on and how impactful it was for the community to give credibility to the new models imposed by scientific revolution.
This project's main objective is to systematically study, understand and expose the work The Structure of Scientific Revolutions, by Thomas Samuel Kuhn (1962), aiming to identify the epistemological contributions that the book presents to reflect and exercise the teaching of Science in Brazil. In addition, our subsidiary objectives are: to analyze the work in question, seeking to understand the historiographical novelty in science history and the perspective of participation in the debate on the philosophy of science in the 20th century; to intertwine the historical-philosophical-scientific dimension of this work with the other books by Thomas Kuhn; to discern a properly philosophical field of studies within the sciences from the field of scientific studies in which Thomas Kuhn's work participates, highlighting the oppositions, complements and continuations. We believe that research can bring contributions to the process of teaching Science in Brazil, because by understanding that science has evolved through scientific revolutions and that these generate the adoption of a new paradigm for the scientific community, teachers will be aware that translation of a paradigm during a class cannot be mischaracterized of its historical attributes, that is, in which period that paradigm was inserted, in which ideals the scholars were based on and how impactful it was for the community to give credibility to the new models imposed by scientific revolution.