Embora a questão do esclarecimento não fosse novidade na História das Ciências, Gaston Bachelard (1884-1962) impôs-lhe várias mudanças ao demonstrar a historicidade da razão movendo-se para muito além das categorias a priori e negar uma continuidade necessária entre teorias e conceitos científicos. Por acreditar que a ciência é o local de onde emergem nossas verdades, Bachelard atribuiu à História das Ciências a tarefa de descrever as rupturas que marcaram os momentos em que o irracionalismo foi abandonado. A revolução metodológica imposta por seu trabalho e pelo etos responsável por ela deu dignidade filosófica à História das Ciências e fez com que os historiadores assumissem a postura de juízes, função que exige uma avaliação epistemológica do nosso passado científico através da sua persistência na ciência atual, razão pela qual podemos falar de uma História epistemológica. Por todas essas razões, ao escrevermos a história intelectual dessa nova disciplina pretendemos demonstrar que, não apenas a epistemologia bachelardiana se inscreve na tradição filosófica nietzschiana, como inaugurou a via de aproximação entre a história das ciências e a história social. / Although the question of enlightenment was no novelty in the History of Science, Gaston Bachelard (1884-1962) imposed several changes on it demonstrating the historicity of reason moving itself away from the idea of a priori categories and denying a necessary continuity among scientific concepts and theories. Because he believed that Science is the place where our truths emerge from, Bachelard argued that the task of History of Science was to describe the ruptures that marked the moments when irrationalism was abandoned. The methodological revolution imposed by his work and the ethos responsible for it gave philosophical dignity to the History of Science and made the historians assume the obligation of judgment, an assignment which they need to evaluate epistemologically our scientific past questioning its persistence through the actual science, reason why we can say that Bachelard inaugurated an epistemological History. For all this reasons, we think that the intellectual history of this new discipline allow us to understand the bachelardian epistemology in relation with the nietzschean tradition of critical philosophy and to demonstrate how it sets the basis for an approximation between history of science and social history.

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-04-06T18:21:15Z No. of bitstreams: 1 Arquivototal.pdf: 20315402 bytes, checksum: 91e1ec171375ce7e0dae29251cc7be61 (MD5) / Made available in DSpace on 2018-04-06T18:21:15Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 20315402 bytes, checksum: 91e1ec171375ce7e0dae29251cc7be61 (MD5) Previous issue date: 2003-05-01 / Starting with a survey of the most recurrent technical and stylistic procedures in Lúcio Lins, poetic work, this research point at its main characteristics, namely: antithetical constructions, transtextual relations and na isotopy of navigation. Based on this isotopy, and in the light of a Gaston Bachelard´s ideas about the poetic text, and, at the same time, enchances the metapoetic meaning which concentrates on the investigation of the element that constitute the material imagination of Líns poetics: the water. / A partir do levantamento dos procedimentos técnico-estilístico mais recorrente na obra de Lúcio Lins, essa pesquisa aponta as principais características dessa poética, a saber: as construções fundadas em duplo (dois elementos antitético), as relações transtextuais e a isotopia da navegação. Apoiadas nessa isotopia da navegação, e à luz da fenomenologia da imaginação, as leituras dos poemas Diante d´El Rei - fala dos dez náufragos, Maria das Águas e História Flutuante revelam a pertinência das idéias formuladas por Gaston Bachelard acerca do texto poético, ao mesmo tempo em que destacam o sentido metapoético que se concentra na investigação do elemento da imaginação material dessa poética, a água.

O presente trabalho teve por objetivo avaliar a contribuição de um clube de química para formação do espírito científico de alunos do Ensino Médio. O espírito científico, discutido por Bachelard (1996) em seu livro \"A formação do espírito científico\", propõe uma mudança no ser. Ao ocorrer a evolução do espírito, o homem se torna mais crítico e independente com seus conhecimentos, torna-se um ser que valoriza o pensar, que questiona o universo e que não se contenta com representações rudimentares e busca explicações arquitetadas. Partiu-se do pressuposto de que para ocorrer a evolução do espírito, três fatores devem ser levados em conta: ter conhecimento sobre a natureza das ciências, possuir domínio de conceitos científicos que forem necessários para a resolução dos problemas trabalhados e disposição para imersão em problemas científicos. Para isso foi planejado um Clube de Química, que foi desenvolvido no Museu da Ciência professor Mario Tolentino, onde foram aplicadas atividades investigativas a alunos do ensino médio. Com a criação do Clube foi possível realizar um estudo piloto que permitiu o teste e a validação dos instrumentos de coleta de dados, a criação das atividades investigativas teórico-práticas e a melhora do planejamento das atividades e do cronograma do Clube. Para coleta de dados foram utilizados questionários aplicados no início do Clube para levantar o espírito científico dos participantes, roteiro de observação e entrevista com o professor, além das respostas das atividades investigativas. Para análise foi realizada a triangulação dos dados. A análise foi baseada nas características de cada estado do espírito científico discutidas na teoria do desenvolvimento do espírito científico. Com os instrumentos de coleta foi possível levantar indícios de transformações no espírito dos participantes e indicadores de que alguns dos alunos podem estar superando algumas características do estado concreto, como a experiência imediata, o exaltar a natureza e as primeiras imagens observadas dos fenômenos. Os alunos também aparentaram estar mais envolvidos com temas científicos e passaram a questionar mais segundo as observações e entrevista com a professora. Foi possível observar que o desenvolvimento do espírito científico é fruto de um trabalho contínuo e extenso. Em relação às atividades, concluiu-se que a utilização dos dois tipos de método investigativo (teórico e prático) é mais adequada, no sentido de que é garantido ao aluno um espaço para refletir sobre a teoria, organizar seus conhecimentos e discutir com a turma e o mediador. Enquanto a parte prática, além desse espaço, proporciona um momento onde ele irá colocar em prática tudo aquilo que foi pensado e discutido. Pesquisas futuras longitudinais podem ser realizadas para estudar a contribuição da participação no Clube de para o desenvolvimento do espírito científico de seus participantes. / The present work had the objective of evaluating the contribution of a chemistry club to the formation of the scientific spirit of high school students. The scientific spirit, discussed by Bachelard (1996) in his book \"The formation of the scientific spirit\", proposes a change in the self. When the evolution of the spirit occurs, the person becomes more critical and independent with his knowledge, he becomes someone who values thinking, who questions the universe and who is not satisfied with rudimentary representations and seeks architectural explanations. It was assumed that for the evolution of the spirit to occur, three factors must be taken into account: to have knowledge about the nature of the sciences, to know the scientific concepts that are necessary for the resolution of the problems worked and a willingness to be immersed in scientific problems. To this end, a Chemistry Club was planned, which was developed at the Museum of Science Professor Mario Tolentino, where investigative activities were applied to high school students. With the creation of the Club, it was possible to conduct a pilot study that allowed the testing and validation of data collection instruments, the creation of theoretical-practical inquiry activities and the improvement of the planning of the Club\'s activities and schedule. To collect data were used questionnaires applied at the beginning of the Club to raise the scientific spirit of the participants, observation script and interview with the teacher, in addition to the responses of research activities. For the analysis, the data were triangulated. The analysis was based on the characteristics of each state of the scientific spirit discussed in the theory. With the data collection instruments it was possible to raise indications of transformations in the participants\' minds and indicators that some of the students may be overcoming some characteristics of the concrete state, such as immediate experience, the exalting nature and the first observed images of the phenomena. The students also appeared to be more involved with scientific topics and began to question more according to the observations and interview with the teacher. It was possible to observe that the development of the scientific spirit is the result of continuous and extensive work. In relation to the activities, it was concluded that the use of the two types of inquiry activities (theoretical and practical) is more adequate, in the sense that to the student is guaranteed a space to reflect on theory, organize their knowledge and discuss with the class and the mediator. While the practical part, beyond this space, provides a moment where it will put into practice everything that was thought and discussed. Future longitudinal research may be undertaken to study the contribution of participation in the Club to the development of the scientific spirit of its participants.

Embora a questão do esclarecimento não fosse novidade na História das Ciências, Gaston Bachelard (1884-1962) impôs-lhe várias mudanças ao demonstrar a historicidade da razão movendo-se para muito além das categorias a priori e negar uma continuidade necessária entre teorias e conceitos científicos. Por acreditar que a ciência é o local de onde emergem nossas verdades, Bachelard atribuiu à História das Ciências a tarefa de descrever as rupturas que marcaram os momentos em que o irracionalismo foi abandonado. A revolução metodológica imposta por seu trabalho e pelo etos responsável por ela deu dignidade filosófica à História das Ciências e fez com que os historiadores assumissem a postura de juízes, função que exige uma avaliação epistemológica do nosso passado científico através da sua persistência na ciência atual, razão pela qual podemos falar de uma História epistemológica. Por todas essas razões, ao escrevermos a história intelectual dessa nova disciplina pretendemos demonstrar que, não apenas a epistemologia bachelardiana se inscreve na tradição filosófica nietzschiana, como inaugurou a via de aproximação entre a história das ciências e a história social. / Although the question of enlightenment was no novelty in the History of Science, Gaston Bachelard (1884-1962) imposed several changes on it demonstrating the historicity of reason moving itself away from the idea of a priori categories and denying a necessary continuity among scientific concepts and theories. Because he believed that Science is the place where our truths emerge from, Bachelard argued that the task of History of Science was to describe the ruptures that marked the moments when irrationalism was abandoned. The methodological revolution imposed by his work and the ethos responsible for it gave philosophical dignity to the History of Science and made the historians assume the obligation of judgment, an assignment which they need to evaluate epistemologically our scientific past questioning its persistence through the actual science, reason why we can say that Bachelard inaugurated an epistemological History. For all this reasons, we think that the intellectual history of this new discipline allow us to understand the bachelardian epistemology in relation with the nietzschean tradition of critical philosophy and to demonstrate how it sets the basis for an approximation between history of science and social history.

Est-ce possible aujourd’hui de parler de philosophie de l’Espace par rapport à la pensée de GastonBachelard ? Divisée entre les sciences et l’imaginaire, toute son oeuvre a une démarcation préciseentre les axes de la connaissance, de la raison, de la rationalité et les axes de l’imagination poétique,de l’imaginaire et de l’imagination matérielle. L'encadrement conceptuel de ce travail de recherche,se trouve dans la grande dialectique bachelardienne, qui joue un rôle de médiation et de lien, entrele monde des sciences et celui des images. L'espace peut être une représentation théorique etpratique de cette dialectisation permanente. L’espace représente un lien continu entre les axes d'unegéométrie imaginaire et les topologies intimes de l'âme et c’est pour ça que la recherche d’unespace catégorique, dans l’oeuvre de Gaston Bachelard se divise en trois passages à démontrer : Lepremier c’est celui de mettre en évidence la présence de l’espace, dans toute l’oeuvrebachelardienne ; le deuxième passage s’inscrit sous une forte dialectisation où se compose une richebase de liaisons et correspondances entre grand et petit, haut et bas, dedans et dehors ; le troisièmepassage s’ouvre sur l’actualité où la conception d’une philosophie de l’espace bachelardien,composé par des rapports entre dialectiques, se relie aux architectures modernes et contemporaines. / Is it possible today to speak of the philosophy of space compared to the thought of GastonBachelard ? Divided between science and imagination , all his work has a clear demarcationbetween the axes of knowledge , reason , rationality, and the axes of the poetic imagination ,imagination and material imagination. The conceptual framework of this research lies in the greatdialectic Bachelard , who plays a mediating role and link between the world of science and theimages. The space can be a practical and theoretical representation of this permanent dialectization .Space is a continuous link between the axes of an imaginary geometry and intimate topologies ofthe soul and that is why the search for a categorical space in the work of Gaston Bachelard isdivided into three parts demonstrate : the first is to highlight the presence of the space, in allBachelardian work , the second passage part in which a strong dialectization consists of a rich basicconnections and between connections and large small , up and down , in and out , and the thirdpassage opens on the news where the design philosophy of Bachelardian space, composed ofrelations between dialectics relates to modern and contemporary architecture.

Denna studie ämnar att fastställa huruvida Gaston Lerouxs gotiska roman Le Fantôme de l’Opéra även skulle kunna klassas som en del av faktionsgenren och, i så fall, vilken typ av faktion den skulle vara. För att möta syftet bygger studien på ett antal faktionsteorier från olika författare och litteraturvetare. Studien innehåller tre huvudsakliga analyspunkter: den första punkten behandlar romanens stil och narrativ; den andra punkten diskuterar dess innehåll i relation till verkliga historiska händelser, personer, platser och dokument och den tredje punkten jämför fynden från de ovan nämnda punkterna med de olika faktionsteorier som studien bygger på. Studien visar att Le Fantôme de l’Opéra möjligen skulle kunna betraktas som en del av faktionsgenren, men att den inte fullt ut passar in i någon av de redan befintliga kategorierna som studien presenterar. Studien reser därför frågan om det finns anledning till att introducera en ny typ av faktion? / This study aims to determine whether Gaston Leroux’s gothic novel Le Fantôme de l’Opéra also could be classified as part of the faction genre and, if so, what type of faction it would be. To meet this purpose, the study builds upon a number of faction theories from different authors and literary scholars. The study contains three main points of analysis: the first point deals with the style and narrative of the novel; the second point discusses its contents in relation to real-life historical events, people, places and documents and the third point compares the findings of the aforementioned points with the different faction theories on which the study builds. The study shows that Le Fantôme de l’Opéra could potentially be considered as part of the faction genre, but that it does not quite fit into any of the preexisting categories presented in this study. The question is therefore raised if there might be reason to introduce a new type of faction?

Inscrite dans une approche esthétique, cette recherche-création croise deux méthodologies afin de déterminer ce qu'il y a de commun dans la perception des atmosphères. D'abord, une étude de cas a mené à l'identification de générateurs d'ambiance. Ces générateurs ont servi d'intrant dans un processus de création menant à la conception d'un projet architectural. De manière plus développée, cinq atmosphères différentes présentes dans les thermes de Vals ont fait l'objet d'une analyse au travers du livre L'Eau et les rêves de Gaston Bachelard. Cette lunette bachelardienne, celle des images oniriques de la matière, a servi l'identification de quelques générateurs communs d'ambiances sensibles. Les symboles littéraires explicités par Bachelard résonnent dans l'eau contenue dans les murs massifs de pierres de Vals. Dans un second temps, la construction de ce dialogue entre Gaston Bachelard et Peter Zumthor mène à l'élaboration d'un parcours de dégustation de Scotch whiskey par une architecture volontairement émotionnelle qui introduit les éléments générateurs d'ambiances, identifiées avec l'étude de cas, comme des formants de l'ambiance sensible. Cette recherche-création s'appuie sur la théorie des formants de Grégoire Chelkoff comme étant des vecteurs de transmission de l'atmosphère, préexistante à l'expérience du lieu, à l'ambiance, résultat sensible de la perception de l'espace sensible. Ce mémoire interroge le rôle de l'eau comme vecteur sensible, de l'architecture au visiteur. Son but est de déterminer comment l'eau, sous diverses formes, peut être utilisée par l'architecte pour créer la « mise en scène » (Gilsoul 2009) d'une architecture volontairement émotionnelle. / As part of an aesthetic approach, this design-driven research crosses two methodologies to determine what is common in the perception of atmospheres. First, a case study led to the identification of ambiance's generators. These generators were used as an input into a creative process leading to the design of an architectural project. In a more detailed way, five different atmospheres present in the Vals' thermal baths were analysed in the book L'Eau et les rêves by Gaston Bachelard. This bachelardian bezel, that of the oneiric images of matter, served to identify some common generators of sensitive atmospheres. The literary symbols explained by Bachelard resonate in the water contained in the massive stone walls of Vals. Secondly, the construction of this dialogue between Gaston Bachelard and Peter Zumthor leads to the development of a Scotch whiskey tasting path through a deliberately emotional architecture that introduces the elements that generate ambience, identified with the case study, as formants of the sensitive atmosphere. This design-driven research is therefore based on Grégoire Chelkoff's theory of formants as vectors of transmission of atmosphere, pre-existing to the experience of a place, of an ambiance, which itself is understood as a sensitive result of the perception of the space. The present work therefore questions the role of water as a sensitive vector, from the architecture to its visitor. The goal is to determine how water, in varying manifestations, can be used by architects to create a “mise en scène” for a voluntarily emotional architecture.

Au travers de cette thèse, nous nous sommes attachés à comprendre la politique gouvernementale menée par Richelieu vis-à-vis des parlements méridionaux (Toulouse, Bordeaux et Aix), ainsi que ses conséquences jusqu’aux guerres civiles de la Fronde. De 1624 – date de l’accès du premier cardinal ministre au Conseil de Louis XIII – à 1654 – date de rétablissement d’un parlement à Bordeaux après la Fronde –, ces années cardinales furent celles du choix de la guerre contre la monarchie espagnole. Elles furent aussi marquées par la constitution d’une alliance politique au sommet de l’État entre Richelieu et le prince de Condé. Une alliance robuste qui laissa la place à un système polycratique instable durant les années de la régence d’Anne d’Autriche, organisé autour du triumvirat Condé, Mazarin, Orléans. Ce double contexte, militaire et politique, eut d’importants échos dans les provinces méridionales et leurs parlements. Cependant, nous n’avons pas limité notre champ d’investigation au seul point de vue gouvernemental. Nous avons veillé à reconstruire les dynamiques politiques provinciales afin de comprendre au mieux les prises de position au sein des parlements. Pour cela, nous avons mis les factions et le factionnalisme au cœur de notre analyse en tentant de produire une véritable « histoire-cabales » des parlements méridionaux durant les années cardinales. Nous avons défini les factions parlementaires comme des coalitions temporaires, nébuleuses de magistrats ou de familles de magistrats, dont on pouvait distinguer un noyau dur d’adhérents fortement impliqués dans les confrontations et des marges plus ou moins actives en fonction des enjeux et des recompositions d’alliances. Leurs interactions et leurs affrontements caractérisaient le factionnalisme. Notre étude a donc porté dans une première partie sur le cadre de la vie politique provinciale. Nous y avons reconstitué le microcosme politique dans lequel évoluaient les magistrats et dans lequel se formaient leurs factions. Une attention particulière a ainsi été portée à reconstruire les tensions institutionnelles, les différents réseaux, ainsi que le contexte politique des années cardinales à la cour comme en province. Dans une seconde partie, la politique de Richelieu vis-à-vis des parlements méridionaux a été analysée. Trois séquences politiques ont été ainsi reconstruites avec minutie afin de faire apparaître comment le cardinal et ses hommes exploitaient les conflictualités locales à leur profit, y attisant le factionnalisme. Enfin, dans une dernière partie, l’ébranlement du système Richelieu et les conséquences de ce phénomène dans les guerres civiles de la Fronde ont été analysés au travers du prisme des factions. Ce travail vise ainsi à mettre les factions et le factionnalisme au cœur de l’analyse de la politique parlementaire sous l’Ancien Régime. / Through this thesis, we endeavoured to understand Richelieu's government policy towards the southern parliaments (Toulouse, Bordeaux and Aix), as well as its consequences until the civil wars of the Fronde. From 1624 – date of the first cardinal minister's access to the Council of Louis XIII – to 1654 – date of re-establishment of a parliament in Bordeaux after the Fronde – these cardinal years were those of the choice of war against the Spanish monarchy. They were also marked by the constitution of a political alliance at the summit of the State between Richelieu and the Prince de Condé. A robust alliance that gave way to an unstable polycratic system during the years of the regency of Anne of Austria, organized around the triumvirate Condé, Mazarin, Orléans. This dual context, military and political, had important echoes in the southern provinces and their parliaments. However, we have not limited our scope of investigation solely to the government's point of view. We have been working to rebuild provincial political dynamics in order to better understand the positions taken by parliaments. To this end, we have put factions and factionalism at the heart of our analysis by attempting to produce a genuine "cabal story" of the southern parliaments during the cardinal years. We have defined parliamentary factions as temporary coalitions, nebulas of magistrates or families of magistrates, of which we could distinguish a hard core of members strongly involved in confrontations and margins more or less active according to the stakes and recompositions of alliances. Their interactions and confrontations characterized factionalism. Our study therefore focused in a first part on the framework of provincial political life. We have reconstituted the political microcosm in which the magistrates evolved and in which their factions were formed. Particular attention has been paid to reconstructing the institutional tensions, the different networks and the political context of the cardinal years at court and in the provinces. In a second part, Richelieu's policy towards southern parliaments was analyzed. Three political sequences were thus carefully reconstructed in order to show how the cardinal and his men exploited local conflicts for their benefit, fuelling factionalism. Finally, in a final section, the shock of the Richelieu system and the consequences of this phenomenon in the civil wars of the Fronde were analyzed through the prism of the factions. This work aims to put factions and factionalism at the heart of the analysis of parliamentary policy under the Old Regime France.

Made available in DSpace on 2016-08-10T11:07:29Z (GMT). No. of bitstreams: 1 LEILA MARIA ALVES DE LIMA.pdf: 446098 bytes, checksum: c312695137f3a2a13368d9117d2f5962 (MD5) Previous issue date: 2009-03-29 / To present dissertation it integrates a glance of the group of Yêda Schmaltz's poetry, writer goiana of having recognized path, in a reading that approaches the discursive and thematic formation of the construction of the imagery established schmaltziana starting from poetic dreams. The necessary theoretical fundamentação for the accomplishment of this work specifically based on Gaston Bachelard in his/her poetic of the dream. Tends in view the shortage of studies that you/they contributed with a new one to look on the deed schmaltziana that analysis became necessary and pertinent, since his/her critical fortune is quite reduced. In that way, the work is configured as being one of the possible glances on the text schmaltziano, without having the pretension of a vision totalizing / A presente dissertação integra um olhar do conjunto da poesia de Yêda Schmaltz, escritora goiana de reconhecida trajetória, numa leitura que aborda a formação discursiva e temática da construção da imagética schmaltziana estabelecida a partir de devaneios poéticos. A fundamentação teórica necessária para a realização deste trabalho baseou-se especificamente em Gaston Bachelard em sua poética do devaneio. Tendo em vista a escassez de estudos que contribuíssem com um novo olhar sobre a escritura schmaltziana essa análise tornou-se necessária e pertinente, já que sua fortuna crítica é bastante reduzida. Dessa forma, o trabalho configura-se como sendo um dos possíveis olhares sobre o texto schmaltziano, sem ter a pretensão de uma visão totalizadora.

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No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Uma proposta para o ensino de física centrada na história da ciência e epistemologia de Bachelard.pdf: 2815754 bytes, checksum: 100a5fe80b0df29cd859a664ea54d9a2 (MD5) Previous issue date: 2015-12-05 / A intenção materializada neste trabalho é mostrar que a História da Ciência (HC) pode servir como um referencial norteador e facilitador para o ensino e a aprendizagem da física escolar. A linha pedagógica adotada foca na construção conceitual do fenômeno. Apresenta-se como uma alternativa a um ensino de física fundamentado na exposição de conceitos prontos e atividade puramente matemática. A ideia surgiu da insatisfação com os resultados produzidos pela rotina didático-pedagógica tradicional da escola, acompanhada da acentuada dificuldade dos estudantes em compreender os conceitos da ciência física, quando trabalhados na forma de aulas expositivas tradicionais; centradas em cálculos matemáticos. O fenômeno escolhido como objeto de estudo foi movimento. A escolha se justifica pelo fato de se tratar de um fenômeno cotidianamente observado pelos estudantes, e, cuja construção conceitual, é fundamental na física clássica. Para a realização da proposta, foi construída uma sequência didática, acompanhada de estratégias diversificadas; e sua aplicação deu-se em uma turma de primeiro ano do ensino médio da E. E. E. M. Manoel Lucas de Oliveira, localizada no município de Hulha Negra, RS. A partir da aplicação da proposta, foi elaborado um produto educacional no formato de sequência didática, contendo explicações adicionais e sugestões para auxílio aos professores que optarem por inseri-la em sua atividade pedagógica. O embasamento teórico da proposta encontra-se na Teoria da Aprendizagem Significativa de David Ausubel (2003), Moreira (2006) e na Epistemologia de Gaston Bachelard, principalmente na sua obra A Formação do Espírito Científico (1996) e Filosofia do Não (1991). Ausubel postula a importância de considerar os conhecimentos prévios ou espontâneos já construídos pelos estudantes e da forma de usá-los para a construção de novos conceitos. Bachelard, além de considerar importantes os conhecimentos prévios, identifica os entraves naturais, denominados por ele de Obstáculos Epistemológicos, incrustados no sistema cognitivo dos estudantes, decorrentes de suas vivências cotidianas. Foram elaborados textos individuais e em processo de colaboração, bem como mapas conceituais, previstos pela teoria ausubeliana e o perfil epistemológico de cinco estudantes, fundamentado na epistemologia de Bachelard. Optou-se por uma metodologia flexível, adequada a cada momento da ação pedagógica. Foram usadas principalmente Instrução pelos colegas (IpC), Ensino Colaborativo (EC) e alguns experimentos. Os dados obtidos foram analisados sob a teoria metodológica da pesquisa qualitativa, amparada principalmente em Moreira (2011) e Triviños (2012). Espera-se que esta proposta possa contribuir para o ensino de Ciências. / The purpose of this work is to show that the Science History (SH) it can serve as a guide and facilitator be an instrument for facilitating the learning of physics. The adopted pedagogical line shows the focus on building concepts of phenomenon. It presents itself as an alternative to the teaching of discipline based on exposure of ready concepts and pure mathematical activity. The idea grew out of dissatisfaction with the results produced by the routine of traditional school accompanied by education and the student‘s difficulty to understanding the physics with traditional classes of mathematics estimates. The chosen phenomenon as study objective was to move. The choice is justified by the fact that it is a phenomenon observed by students and whose construction conceptual, is fundamental in classical physics. In the case of a fundamental phenomenon in classical physics and observed daily by students, the choose has been built a didact sequence, followed by diversified strategies and the implementing was in a first year of high school class at Manoel Lucas de Oliveira in HulhaNegra‘s city. From implementation of the proposal, an educational product was designed in a didact sequence format, containing additional explanations and suggestions to assist teachers who choose implement in their pedagogical practice. The theoretical background proposed is in the meaningful Learning Theory of David Ausubel (2003), Moreira (2006) and the epistemology of Gaston Bachelard, especially the Word Formation of the Scientific Spirit (1996) and Philosophy of Not (1991). Ausubel postulates the importance of considering the prior knowledge already built by the students and how to use them to build new concepts. Besides Bachelard considered previous knowledge important, shows the natural difficults the epistemological obstacles, embedded in the cognitive system of students resulting from their everyday experiences. An experience comes from questionnaires for data collection, building instructional sequence and final gathering informational through a questionnaire. It was elaborated individual texts and conceptual maps, predicted by the Ausubeliana theory and the epistemological profile of five students, based on Bachelard‘s theory. A flexible methodology was chosen matched to each moment of pedagogical action. It was used mainly educational by peers and collaborative learning and some experiments. The issues were analyzed from the methodological theory of the qualitative research, based on Moreira (2011) and Triviños (2012). It is expected that this proposal may contribute to the science teaching.