Ce travail concerne principalement la notion de modularité hiérarchique et son utilisation pour expliquer la structure et le comportement dynamique des systèmes complexes au moyen de modèles modulaires hiérarchiques, ainsi qu'un concept de ma proposition, l’antimodularité, relié à la possibilité de la détection algorithmique de la modularité hiérarchique. Plus précisément, je mets en évidence la portée pragmatique de la modularité hiérarchique sur la possibilité de l’explication scientifique des systèmes complexes, c’est-à-dire, systèmes qui, selon une description de base choisie par l’observateur, peuvent être considérés comme composés de parties élémentaires discrètes interdépendantes. Je souligne que la modularité hiérarchique est essentielle même au cours de l’expérimentation visée à découvrir la structure de ces systèmes. Mais la détection algorithmique de la modularité hiérarchique se révèle être une tâche affectée par la démontrée intraitabilité computationnelle de la recherche de la meilleure description modulaire hiérarchique, et par l’excessive cherté computationnelle même des méthodes de détection approximatives de la modularité. L’antimodularité consiste en le manque d’une description modulaire appropriée aux exigences de l’observateur, manque dû ou à l’absence de modularité dans la description basique choisie du système, ou à l’impossibilité de produire algorithmiquement une description hiérarchique valide, en raison des dimensions excessives du système à évaluer en relation à la cherté computationnelle des méthodes algorithmiques. Je souligne, de plus, que la modularité et l’antimodularité dépendent du choix pragmatique d’une spécifique description de base du système, choix fait par l’observateur sur la base de ses objectifs explicatifs. Je montre comment l’antimodularité entrave la possibilité d’appliquer au moins trois types bien connus d’explication: mécanique, déductive-nomologique et computationnelle. Un quatrième type, l’explication topologique, reste par contre indemne. Ensuite j’évalue la présence de modularité dans les systèmes biologiques, avec ses possibles conséquences, et l’éventualité d’encourir dans l’antimodularité en biologie et en autres sciences: éventualité assez probable, au moins dans la biologie des systèmes. Je me permet enfin quelques spéculations métaphysiques et historiques plutôt libres. D’un point de vue métaphysique, l’antimodularité semble suggérer une position possible, selon laquelle les espèces naturelles sont modules qui ont été détectés et, en raison de l’intraitabilité computationnelle de la détection de la meilleure description modulaire hiérarchique, il est improbable qu’ils constituent la meilleure façon possible de décrire le monde, parce que la modularité des espèces naturelles assez probablement ne reflète pas la meilleure modularité possible du monde. D’un point de vue historique, l’utilisation croissante des méthodes computationnels pour la détection de la modularité ou pour la simulation de systèmes complexes, en particulier dans certains domaines de la recherche scientifique, suggère la possibilité d’imaginer une multiplicité de disciplines scientifiques émergentes, guidées par une production croissante et auto-alimentante d’explications potentiellement inintelligibles pour les capacités cognitives humaines. Cela, à mon avis, constituerait un changement historique dans la science, qui, s’il n’a pas déjà eu lieu, pourrait bien être sur le point de se produire. / This work is mainly concerned with the notion of hierarchical modularity and its use in explaining structure and dynamical behavior of complex systems by means of hierarchical modular models, as well as with a concept of my proposal, antimodularity, tied to the possibility of the algorithmic detection of hierarchical modularity. Specifically, I highlight the pragmatic bearing of hierarchical modularity on the possibility of scientific explanation of complex systems, that is, systems which, according to a chosen basic description, can be considered as composed of elementary, discrete, interrelated parts. I stress that hierarchical modularity is also required by the experimentation aimed to discover the structure of such systems. Algorithmic detection of hierarchical modularity turns out to be a task plagued by the demonstrated computational intractability of the search for the best hierarchical modular description, and by the high computational expensiveness of even approximated detection methods. Antimodularity consists in the lack of a modular description fitting the needs of the observer, a lack due either to absence of modularity in the system’s chosen basic description, or to the impossibility, due to the excessive size of the system under assessment in relation to the computational cost of algorithmic methods, to algorithmically produce a valid hierarchical description. I stress that modularity and antimodularity depend on the pragmatic choice of a given basic description of the system, a choice made by the observer based on explanatory goals. I show how antimodularity hinders the possibility of applying at least three well-known types of explanation: mechanistic, deductive-nomological and computational. A fourth type, topological explanation, remains unaffected. I then assess the presence of modularity in biological systems, and evaluate the possible consequences, and the likelihood, of incurring in antimodularity in biology and other sciences, concluding that this eventuality is quite likely, at least in systems biology. I finally indulge in some metaphysical and historical speculations: metaphysically, antimodularity seems to suggest a possible position according to which natural kinds are detected modules, and as such, due to the computational hardness of the detection of the best hierarchical modular description, they are unlikely to be the best possible way to describe the world, because the modularity of natural kinds quite probably does not reflect the best possible modularity of the world. From an historical point of view, the growing use of computational methods for modularity detection or simulation of complex systems, especially in certain areas of scientific research, hints at the envisioning of a multiplicity of emerging scientific disciplines guided by a self- sustained, growing production of possibly human-unintelligible explanations. This, I suggest, would constitute an historical change in science, which, if has not already occurred, could well be on the verge of happening. / Questo lavoro riguarda principalmente il concetto di modularità gerarchica e il suo impiego nello spiegare la struttura e il comportamento dinamico di sistemi complessi mediante modelli modulari gerarchici, nonché un concetto di mia proposta, l’antimodularità, legato alla possibilità del rilevamento algoritmico di modularità gerarchica. Nello specifico, evidenzio la portata pragmatica della modularità gerarchica sulla possibilità di spiegazione scientifica dei sistemi complessi, cioè sistemi che, secondo una descrizione di base scelta dall’osservatore, possono essere considerati come composti da parti elementari discrete interrelate. Sottolineo che la modularità gerarchica è essenziale anche nel corso della sperimentazione volta a scoprire la struttura di tali sistemi. Il rilevamento algoritmico della modularità gerarchica si rivela essere un compito affetto dalla dimostrata intrattabilità computazionale della ricerca della migliore descrizione modulare gerarchica, e affetto dal comunque elevato costo computazionale anche dei metodi di rilevamento approssimati della modularità. L’antimodularità consiste nella mancanza di una descrizione modulare adatta alle esigenze dell’osservatore, mancanza dovuta o all’assenza di modularità nella descrizione di base del sistema scelta dall’osservatore, o all’impossibilità di produrre algoritmicamente una sua descrizione gerarchica valida, per le dimensioni eccessive del sistema da valutare in rapporto al costo computazionale dei metodi algoritmici. Sottolineo che modularità e antimodularità dipendono dalla scelta pragmatica di una certa descrizione di base del sistema, scelta fatta dall’osservatore sulla base di obiettivi esplicativi. Mostro poi come l’antimodularità ostacoli la possibilità di applicare almeno tre tipi noti di spiegazione: meccanicistica, deduttivo- nomologica e computazionale. Un quarto tipo di spiegazione, la spiegazione topologica, rimane sostanzialmente immune dalle conseguenze dell’antimodularità. Valuto quindi la presenza di modularità nei sistemi biologici, e le sue possibili conseguenze, nonché l’eventualità di incorrere nell’antimodularità in biologia e in altre scienze, concludendo che questa eventualità è abbastanza probabile, almeno in biologia dei sistemi. Infine, mi permetto alcune speculazioni metafisiche e storiche piuttosto libere. Dal punto di vista metafisico, l’antimodularità sembra suggerire una posizione possibile secondo cui i generi naturali sono moduli che sono stati rilevati, e in quanto tali, a causa dell’intrattabilità computazionale del rilevamento della migliore descrizione modulare gerarchica, è improbabile che essi siano il miglior modo possibile per descrivere il mondo, perché la modularità dei generi naturali molto probabilmente non rispecchia la migliore modularità possibile del mondo. Da un punto di vista storico, il crescente utilizzo di metodi computazionali per il rilevamento della modularità o per la simulazione di sistemi complessi, in particolare in alcuni settori della ricerca scientifica, suggerisce la possibilità di immaginare una molteplicità di discipline scientifiche emergenti, guidate dalla produzione di spiegazioni potenzialmente inintelligibili dal punto di vista cognitivo umano, produzione che potrebbe iniziare ad autoalimentarsi, portando potenzialmente ad una crescita inarrestabile. Suggerisco che questo scenario cos- tituirebbe un cambiamento epocale nel campo della scienza, che, se non è già avvenuto, potrebbe benissimo essere sul punto di realizzarsi.

This thesis deals with philosophical questions, related to modern-day technologies and their impact on the future generations education. It specifically focuses on the paradigmatic transformation of everyday empirical experience (of the world) among people who were born into the digital age. They are called "digital natives", and they feel comfortable in the cyberspace´s infosphere. In terms of the philosophy of education, the "digital dementia" is understood as a principal inability and unwillingness to get out of personalised "bubble universe". The goal of education is (in this thesis) understood as a skill how to perform a personal turn-around and how to actively participate their own "philosophy of life", that means to seek for the meaning of the life and live autonomous and authentic lives.

Terence Hutchison's 1938 essay has been variously interpreted as introducing positivism, ultra-empiricism, and Popperian falsificationism into economics. Given Popper's well known anti-positivist stance, this state of affairs may seem puzzling. It might be presumed either that contradictions of some kind are involved in Hutchison's position, or that Popper's stance is not so far removed from logical positivism after all. In tins thesis the latter option is adopted and Popper and logical positivism is viewed as part of a wider 'logical reconstructionist' pre-Quinean philosophy of science. Yet this move may not, and should not, resolve all disquietude on the part of the reader. For, to the extent that Hutchison adopted those aspects of Popper which clashed with logical positivism, there is an inherent contradiction between the view that Hutchison introduced positivism and the view that he introduced Popper into economics. This provides us with the springboard we need for our thesis. For the contradiction is resolved once these views are recognised as turning Hutchison into a straw man. In the weak version of our thesis we argue that there has been an overemphasis on the positivist and Popperian elements in Hutchison's essay and a neglect of the extent to which it is concerned with economic methodology. In the strong version of our thesis we argue that Hutchison's essay is best viewed as a modern restatement of the inductivist-empirical-historical, as opposed to the deductivist-apriorist-fonnalist, approach in the long-standing methodenstreit in economics. In this restatement Hutchison draws on various elements of positivism and Popper to support a position that arises out of, and is specific to, the concerns of economic methodology, rather than to promote any particular philosophy of science in economics. Survey chapters on the philosophy of science with special emphasis on logical positivism, and on aspects of the history of economic methodology, enable us to evaluate the nature of Hutchison's essay and to substantiate our thesis. Thereafter we highlight the shortcomings of the traditional interpretations of Hutchison's essay pointing to how these have limited Hutchison's influence in economics. / Economics / D. Litt. et Phil. (Economics)

Terence Hutchison's 193 8 essay has been variously interpreted as introducing positivism, ultra-empiricism, and Popperian falsificationism into economics. Given Popper's well known anti-positivist stance, this state of affairs may seem puzzling. It might be presumed either that contradictions of some kind are involved in Hutchison's position, or that Popper's stance is not so far removed from logical positivism after all. In this thesis the latter option is adopted and Popper and logical positivism is viewed as part of a wider 'logical reconstructionist' pre-Quinean philosophy of science. Yet this move may not, and should not, resolve all disquietude on the part of the reader. For, to the extent that Hutchison adopted those aspects of Popper which clashed with logical positivism, there is an inherent contradiction between the view that Hutchison introduced positivism and the view that he introduced Popper into economics. This provides us with the springboard we need for our thesis. For the contradiction is resolved once these views are recognised as turning Hutchison into a straw man. In the weak version of our thesis we argue that there has been· an overemphasis on the positivist and Popperian elements in Hutchison's essay and a neglect of the extent to which it is concerned with economic methodology. In the strong version of our thesis we argue that Hutchison's essay is best viewed as a modem restatement of the inductivist-empirical-historical, as opposed to the deductivist-apriorist-formalist, approach in the long-standing methodenstreit in economics. In this restatement Hutchison draws on various elements of positivism and Popper to support a position that arises out of, and is specific to, the concerns of economic methodology, rather than to promote any particular philosophy of science in economics. Survey chapters on the philosophy of science with special emphasis on logical positivism, and on aspects of the history of economic methodology, enable us to evaluate the nature of Hutchison's essay and to substantiate our thesis. Thereafter we highlight the shortcomings of the traditional interpretations of Hutchison's essay pointing to how these have limited Hutchison's influence in economics. / Economics and Management Sciences / D. Litt. et Phil. (Economics)

Alan Sokal has questioned the postmodern assertion that 'science is ... a "myth'', a "narration" ... a "social construction'" (1998: x). This dissertation examines his reasons for rejecting this allegedly postmodern declaration. Firstly, it suggests that the basis for Sol'1ll's contention that a 'true' world exists beyond one's awareness of it extends to an attack on modem philosophy, and is not limited to its postmodern component. Then, it describes defences of the 'linguistic construction' of science as thinly veiled attempts at emulating scientific discourses. In a more speculative vein, the dissertation goes on to evaluate claims made against science in terms of its connection to warfare; its insensitivity to mythology, and its generally misdirected values. It is in terms of value that the dissertation detects an analogous relationship between the discourses of mythology and science. Finally, a playful 'postmodern' reading is attempted of Sol'1ll's use of fiction in establishing the truth of his assertions. / English Studies / M.A.(English)

Orientador: Chritina de Rezende Rubim / Banca: Ana Lúcia Pastore Schritzmeyer / Banca: José Geraldo Poker / Banca: Jayme Wanderley Gasparoto / Banca: Gilberto Giacóia / Resumo: Nos últimos anos tem sido notado no campo do direito um significativo aumento do interesse pelo referencial teórico e metodológico fornecido pela antropologia. No entanto, e apesar de algumas relevantes contribuições direcionadas a uma aproximação entre a antropologia e o direito, o fato é que a antropologia jurídica, ao menos no cenário acadêmico nacional, ainda ressente de uma maior reflexão sobre o seu espaço epistemológico e possibilidades práticas. Nesse âmbito de análise, e partindo do pressuposto de que o conhecimento reivindicado de forma autônoma pelo direito e pela antropologia representam, sobretudo, domínios de saber que se expressam como discursos históricos, o presente estudo apresenta duas finalidades: primeiramente, identificar os fundamentos e as possibilidades de análise do discurso jurídico-antropológico através de uma leitura dos seus principais referenciais epistemológicos; e, num segundo momento, desenvolver uma etnografia do discurso jurídico no campo cultural da execução penal sob a proposta de uma antropologia do conhecimento / Abstract: In recent years it has been noticed in the field of law a significant increase in interest in the theoretical and methodological framework provided by anthropology. However, despite some outstanding contributions aimed at a rapprochement between anthropology and law, the fact is that anthropology of law, at least in the national academic scene, still lacks a major reflection on your epistemological space and practical possibilities. Within this framework of analysis, and assuming that the knowledge claimed autonomously by law and anthropology especially represent areas of knowledge that are expressed as historical discourses, this study has two purposes: first, identify the reasons and possibilities of discourse analysis, legal and anthropological frames; and, second, to develop an ethnography of legal discourse in the cultural field of criminal enforcement under the proposal for an anthropology of knowledge / Doutor

Made available in DSpace on 2014-12-17T15:05:01Z (GMT). No. of bitstreams: 1 WesleyCO_DISSERT.pdf: 6721230 bytes, checksum: 88cae54372de377ee09da74089205341 (MD5) Previous issue date: 2013-06-10 / In last decades, the importance of including the contents of the Nature of Science (NOS) in Science Education has been emphasized. Several studies have focused on investigating the conceptions of NOS, supported by students and teachers, as well as design, implement and evaluate proposals that aim to provide a reflection on this theme in the educational context. Considering the complexity of such content, studies indicate the need for explicit and contextualized approaches and the History of Science (HS) is one of the possible paths to this inclusion. We started from the premise that, through a historical study, that aims to discuss the meaning and the basis of our "beliefs", we can know the process of building on what we "believe" and better understand its meaning. This thesis is part of this perspective, proposing to explore the History of the Vacuum, a themed high didactic potential still little used, in order to collaborate with the teaching content of NOS. We present actions on different fronts that originated three products in the context of this research. On the first front, we insert the research and production of instructional materials (three historical texts) to subsidize people interested in the implementation of HPS for educational context through this material. The relevance of this front is justified by the existence of gaps with regard to the production of such material for the context of teacher training. However, we consider that the preparation of instructional material of good quality and accessible does not guarantee that these resources will be used, if they will not be accompanied by discussions in teacher training, on how to use them, contexts and obstacles to be faced. The second part presented refers to the organization and implementation of a workshop for undergraduate students in physics and physics teachers, considering the instrumentalization of these individuals to the preparation and use of teaching strategies to approach aspects of NOS through episodes of History of the Vacuum, as well as the preparation of the text orientation for people interested in implementing the instructional material for secondary education. This guidance text contemplates the difficulties anticipated by the literature of the area and the main challenges faced by the participants about the didactic transposition of HPS for the educational context they were noted during the workshop. The relevance of this second front, in particular, is justified by the existence of gaps with regard to the inclusion of the theme of NOS and the HPS teacher training / Nas ?ltimas d?cadas, a import?ncia de incluir conte?dos de Natureza da Ci?ncia (NdC) no ensino de ci?ncias tem sido enfatizada. Diversos trabalhos tem se preocupado em investigar as concep??es sobre NdC sustentadas por alunos e professores, bem como em elaborar, implementar e avaliar propostas cujos objetivos se relacionam a propiciar espa?os de reflex?o sobre essa tem?tica no contexto educacional. Dada a complexidade desses conte?dos, estudos apontam a necessidade de abordagens explicitas e contextualizadas dos mesmos, sendo a Hist?ria da Ci?ncia (HC) um dos poss?veis caminhos para essa inser??o. Partiu-se da premissa de que, por meio de um estudo hist?rico, que visa discutir o significado e a base de nossas cren?as , pode-se conhecer o processo de constru??o do que acreditamos e entender melhor o seu significado. A presente disserta??o se insere nessa perspectiva, propondo, com o objetivo de colaborar com o ensino de conte?dos de NdC, explorar a Hist?ria do V?cuo, tem?tica de alto potencial did?tico ainda pouco utilizado. Apresentaram-se a??es em diferentes frentes que originaram tr?s produtos no ?mbito do presente trabalho. Na primeira frente, inseriu-se a pesquisa e a produ??o de materiais instrucionais (tr?s textos hist?ricos) para subsidiar interessados na transposi??o da HFC para o contexto educacional a partir do referido material. A relev?ncia dessa frente, em particular, se justifica pela exist?ncia de lacunas no que diz respeito ? produ??o desse tipo de material para o contexto de forma??o de professores. Considerou-se, no entanto, que a elabora??o de material instrucional acess?vel e de boa qualidade n?o ? garantia de que esses recursos venham a ser empregados se n?o forem acompanhados de discuss?es, na forma??o dos professores, sobre como utiliz?-los, contextos e obst?culos a serem enfrentados. Partindo desse pressuposto, a segunda vertente apresentada diz respeito ? organiza??o e implementa??o de uma oficina para licenciandos e professores de F?sica, tendo em vista a instrumentaliza??o desses indiv?duos para a elabora??o e uso de estrat?gias did?ticas para abordagem de aspectos de NdC por meio de epis?dios da Hist?ria do V?cuo, bem como a elabora??o do texto de orienta??o aos interessados em transpor o material instrucional para o Ensino M?dio. Esse texto de orienta??o contempla as dificuldades previstas pela literatura da ?rea (FORATO, 2009) e os principais desafios enfrentados pelos participantes acerca da transposi??o did?tica da HFC para o contexto educacional, que foram notados durante a oficina. A relev?ncia dessa segunda frente, em particular, se justifica pela exist?ncia de lacunas no que diz respeito ? inser??o da tem?tica NdC e da pr?pria HFC na forma??o de professores

Esta dissertação aborda a controvérsia entre o naturalista inglês John Turberville Needham (1713-1781) e o naturalista italiano Lazzaro Spallanzani (1729-1799) sobre o tema da \"geração\" dos seres vivos. Inscrita no âmbito da História da Ciência e inserida na linha de pesquisa História Filosofia e Cultura no Ensino de Ciências, tem os objetivos de contextualizar a controvérsia Needham-Spallanzani a partir de estudos realizados por contemporâneos que desenvolveram trabalhos temática e metodologicamente semelhantes e de apresentar uma discussão sobre a ciência e o papel das controvérsias no desenvolvimento do pensamento científico. Além disso, discute a sua aplicação no ensino de Biologia, com vistas a uma abordagem explícita de questões relacionadas à Natureza da Ciência (NdC). Os resultados experimentais apresentados por Needham à Royal Society em 1748 continham evidências favoráveis à geração espontânea e foram apoiados por Pierre-Louis Moreau de Maupertuis (1698-1759) e Georges-Louis Leclerc de Buffon (1707-1788). Incentivado por Charles Bonnet (1720-1793) e René Antoine Ferchault de Réaumur (1683-1754), Spallanzani repetiu os experimentos de Needham e publicou os resultados em sua obra mais conhecida, Saggio di osservazioni microscopiche concernenti il sistema della generazione de\' Signori di Needham e Buffon (Ensaio de observações microscópicas sobre o sistema da geração dos Senhores Needham e Buffon) de 1765, em que refutou os resultados do naturalista inglês. A esse livro se seguiram comentários e objeções feitos por Needham em obra publicada em 1769, e uma tréplica de Spallanzani publicada em uma coletânea de trabalhos, Opuscoli di fisica animale e vegetabile (Opúsculos de Física animal e vegetal) de 1776. A análise da controvérsia permitiu concluir que nenhum dos dois autores mudou de posição em função dos experimentos realizados por estarem baseados em pressupostos teóricos distintos. Discutido à luz do papel das controvérsias científicas na ciência, o episódio possibilitou delinear componentes epistêmicos e não-epistêmicos nas situações de conflito entre teorias científicas rivais, aspectos relevantes para a alfabetização científica almejada para o ensino de ciências. / This dissertation approaches the controversy between the english naturalist John Turberville Needham (1713-1781) and the Italian naturalist Lazzaro Spallanzani (1729-1799) on the theme of \"generation\" of living beings. As a work related to the History of Science and inserted in the search topic History, Philosophy and Culture in Science Teaching, it has the purposes to contextualize the Needham-Spallanzani controversy from studies carried out by contemporaries of these two naturalists who developed thematically and methodologically similar studies and topresent a discussion about science and the role of controversies in the development of scientific thought. Furthermore, it discusses its application in the teaching of Biology with a view to an explicit approach on the Nature of Science (NOS) issues The experimental results presented by Needham to the Royal Society in 1748 contained favorable evidences to spontaneous generation and were supported by Pierre-Louis Moreau de Maupertuis (1698-1759) and Georges-Louis Leclerc of Buffon (1707-1788). Encouraged by Charles Bonnet (1720-1793) and René Antoine Ferchault of Reaumur (1683-1754), Spallanzani repeated Needham\'s experiments and published the results in his most famous work, Saggio di osservazioni microscopiche concernenti il sistema della generazione dei\' Signori di Needham e Buffon (Essay of microscopic observations about the generation system of Mr. Needham and Mr. Buffon) of 1765, which refuted the results of the English naturalist. Following that book, comments and objections made by Needham were published in 1769, and a reply made by Spallanzani was published in the collection of works Opuscoli di fisica animale e vegetabile (Booklets of animal and plants Physics) of 1776. The analysis of this controversy led to the conclusion that none of the two authors changed position due to the experiments made since they were based on distinct theoretical assumptions. Discussed in light of the role of controversies in the development of scientific knowledge, this episode allow to outline epistemic and non-epistemic components in conflict situations between rival theories, relevant aspects to scientific literacy longed for science education.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-11-01T18:39:34Z No. of bitstreams: 1 gilbertodeoliveirapaulino.pdf: 1030430 bytes, checksum: c2acae9f06608fb88e3c67868f785c33 (MD5) / Approved for entry into archive by Renata Lopes (renatasil82@gmail.com) on 2018-11-06T13:35:47Z (GMT) No. of bitstreams: 1 gilbertodeoliveirapaulino.pdf: 1030430 bytes, checksum: c2acae9f06608fb88e3c67868f785c33 (MD5) / Made available in DSpace on 2018-11-06T13:35:47Z (GMT). No. of bitstreams: 1 gilbertodeoliveirapaulino.pdf: 1030430 bytes, checksum: c2acae9f06608fb88e3c67868f785c33 (MD5) Previous issue date: 2018-08-24 / Este trabalho tem a finalidade de propor uma sequência didática, com abordagem histórico-filosófica, utilizando-se de experimentos e demonstrações históricas na introdução de conceitos do eletromagnetismo no Ensino Médio. Através desta sequência didática, apresenta-se aos estudantes do Ensino Médio o conceito de ondas eletromagnéticas, numa dinâmica histórica que inclui discussões a respeito da natureza da ciência. O experimento histórico escolhido didaticamente como central é o experimento demonstrativo de Oliver Lodge, que projetou um sistema efetivo de recepção das ondas eletromagnéticas cuja principal inovação foi o emprego do coesor no lugar da antena de Hertz. Nessa dissertação, assume-se uma perspectiva pedagógica que se aproxima da Pedagogia Histórico-Crítica (PHC) na medida em que considera a difusão dos conteúdos, vivos e atualizados e a transmissão de conhecimentos historicamente acumulados pela humanidade, tarefas centrais da Educação. Constatamos uma afinidade entre a PHC e o ensino de ciências e concluímos que o referencial da PHC pode subsidiar o uso da História e da Filosofia da Ciência no ensino de ciências. Por fim, apresenta-se um relato e avaliação do desenvolvimento e aplicação efetiva da sequência didática proposta em sala de aula. O Produto Educacional desenvolvido neste trabalho de mestrado consiste na sequência didática e sua descrição, dos textos e questionários utilizados nas aulas e do texto de apoio ao professor. / This work has the goal of proposing a didactic sequence, with historical-philosophical approach, using experiments and historical demonstrations in the introduction of electromagnetism concepts in High School. Through this didactic sequence, the students of high school are presented to the concept of electromagnetic waves, in a historical dynamic that includes discussions about the nature of science. The historical experiment chosen didactically as central is the Oliver Lodge's demonstrative experiment, which designed an effective system for receiving electromagnetic waves whose main innovation was the use of the coesor instead of the Hertz’s antenna. In this dissertation, is assumed a pedagogical perspective that approaches the Historical-Critical Pedagogy (PHC) insofar as it considers the dissemination of live and up-to-date contents and the transmission of knowledge historically accumulated by humanity, central tasks of Education. We verified an affinity between the PHC and the Science Teaching and we concluded that the PHC referential can subsidize the use of History and Philosophy of Science in Science Teaching. Finally, a report and evaluation of the development and effective application of the didactic sequence proposed in the classroom is presented. The Educational Product developed in this master's work consists of the didactic sequence and its description, in the texts and questionnaires used in the classes and in the text to support the teacher.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Science Teaching in Brazil has been increasingly acknowledged as a research field and has also been seeking for alternatives to improve scientific education in all levels. One of the research fields is the incorporation of History and Philosophy of Science (HFC) in education, which has received significant attention by government guidelines and researchers in the field. This work presents the results obtained by the implementation of a HFC related didactic module with undergraduate students from UFSM s course of Physics. The purpose of this work was to evaluate the use of Scientists Original Texts (TOC) and History of Scientific Ideas Texts (THIC) in Science Teaching, more specifically in Physics Teaching. In order to subsidize the elaboration of the module, we performed a research in the field magazines and events, trying to ascertain to what extent these publications concern class works and which are the resources used. The results were classified in classroom approaches or HFC subsidies. The results show that there is a low number of classroom approaches, and the main resources for HFC use in the classroom are texts. The results also show that there are almost no reports of the use of TOC and THIC in undergraduate courses. Optics was the chosen theme and conceptual aspects, nature of science aspects and the aspects concerning the requirements of teacher formation were considered. The results, obtained by the application of questionnaires during the length of classes, have indicated an advancement concerning students conceptions about science. They also have indicated that few students succeeded in using the discussions about Optics conceptual contents in the questions proposed. According to the research analysis, there was great acceptance about the texts, especially the ones concerning THIC. Based on the results, we propose didactic module changes and other possible research developments. / O Ensino de Ciências no Brasil tem se afirmado cada vez mais como campo de pesquisa e buscado incorporar os resultados das pesquisas ao longo dos anos para melhorar a educação científica em todos os níveis de Ensino. Uma das linhas de trabalho diz respeito à incorporação de História e Filosofia da Ciência (HFC) ao Ensino das Ciências, que tem ganhado significativa atenção por parte das orientações governamentais e também dos pesquisadores da área. O presente trabalho apresenta os resultados obtidos com a implementação de um módulo didático relacionado à HFC com alunos do curso de Licenciatura em Física da UFSM. O objetivo do trabalho foi avaliar a utilização de Textos Originais de Cientistas (TOC) e Textos sobre a História das Ideias da Ciência (THIC) no Ensino de Ciências, nesse caso, mais especificamente no Ensino de Física. Visando subsidiar a elaboração do módulo foi realizada uma pesquisa em periódicos e eventos da área que buscou verificar em que medida essas publicações contemplam o trabalho em sala de aula e quais são os recursos empregados para este trabalho. Esses resultados, que foram classificados em propostas para a sala de aula ou subsídios ao trabalho com HFC, mostraram que é reduzido o número de propostas para sala de aula sendo que os principais recursos utilizados no trabalho com HFC em sala de aula são textos. Os resultados também indicaram que praticamente não há relatos de utilização de TOC e THIC no Ensino Superior. O tema escolhido foi ótica e a proposta procurou associar aspectos conceituais desse assunto, aspectos sobre a natureza da ciência e aspectos relativos às necessidades formativas de professores. Os resultados, obtidos por meio da análise de questionários aplicados durante a execução das aulas indicaram um avanço em relação às concepções dos alunos sobre a Ciência. Também indicaram que poucos alunos conseguiram utilizar as discussões sobre os conteúdos conceituais de ótica nas questões propostas. Da análise realizada do trabalho desenvolvido constata-se uma grande aceitação dos alunos, principalmente em relação aos THIC. A partir dos resultados obtidos são propostas modificações no módulo didático e outros possíveis desdobramentos da pesquisa.