Atualmente, a Alfabetização Científica e a Natureza da Ciência são perspectivas de reconhecida importância no Ensino de Ciências, a serem utilizadas com o objetivo de formar cidadãos responsáveis, críticos, reflexivos e atuantes na sociedade. No entanto, apesar do reconhecimento da importância dessas perspectivas, há pouco consenso sobre o seu significado, como elas devem ser ensinadas e em que medida elas realmente contribuem para o exercício da cidadania. Muitos desses questionamentos se devem à falta de uma abordagem histórico-social, que leve em conta, além dos fatores sociais que influenciam a ciência, os fatores que influenciam na apropriação e na circulação do conhecimento científico em meios não-científicos. Nesse contexto, podemos destacar os diferentes usos e interpretações dos conceitos e da teoria da Física Quântica que vêm sido feitos nas últimas décadas em meios não-científicos, culminando no fenômeno cultural denominado misticismo quântico. Trata-se de um exemplo concreto de um conhecimento científico, que foi apropriado e adquiriu novos significados e interpretações, ao circular no meio sociocultural. Os novos usos adquiridos por essa teoria são considerados, principalmente por cientistas e educadores de ciências, como sendo inapropriados, porém pouco se sabe sobre sua origem e sobre o seu processo de difusão no meio social. O presente trabalho investiga as possíveis origens histórico-sociais e os processos de difusão dos diferentes usos e interpretações da Física Quântica e a gênese da sua relação com o misticismo, tomando como principal referencial teórico a epistemologia do médico e filósofo da ciência Ludwik Fleck, acerca da circulação do conhecimento. Também se fará a Análise do Discurso de dois livros místicos que utilizam a Física Quântica, a fim de compreender as características que esse fenômeno assumiu mais recentemente. A partir disso, se fará uma reflexão acerca das implicações desse estudo para o Ensino de Ciências, mais especificamente sobre os objetivos da Alfabetização Científica e de se trabalhar a Natureza da Ciência em sala de aula. / Currently, scientific literacy and Nature of Science are two Science Education perspectives of recognized importance. They aim to train people to be responsible, critical, reflexive and active citizens. However, besides the recognition of their importance, there is no consensus about what exactly they mean, on how they must be taught, and if they really contribute for practicing citizenship. Many of these questions are due to a lack of a social-historical approach that includes social factors which influence science, and elements that influence on appropriation and circulation of scientific knowledge on non-scientific groups. In this context, the different uses and interpretation of Quantum Physics that have been made by non-scientific groups in the last decades are highlighted. These uses and interpretations culminated on the cultural phenomenon called quantum mysticism. This is a concrete example of a scientific knowledge that was appropriated and that acquired new meanings and interpretation, when it circulated on society. These new uses acquired by this theory are usually considered as inappropriate by scientists and science educators. However, little is known about its origins and about its diffusion processes in society. The present work investigates the possible social-historical origins and the diffusion processes of the different uses and interpretations of Quantum Physics and the genesis of its relationship with mysticism. For this, we based the research on the epistemology of the philosopher of science Ludwik Fleck, about the circulation of knowledge. And, to understand better the more actual characteristics of this cultural phenomenon, we also make the Discourse Analysis of two mystical books that talk about Quantum Physics. Based on this analysis, we also show the possible implications of this study to Science Education, more specifically about the objectives of scientific literacy and of teaching about the Nature of Science.

Este trabalho tem como principal objetivo identificar e caracterizar as pesquisas em Ensino de Química desenvolvidas na Universidade de São Paulo (USP), no período de 2006 a 2009, em três cenários distintos. O primeiro cenário consiste no Programa de Pós-graduação em Educação, da Faculdade de Educação. O segundo cenário é constituído pelos Programas de Pós-graduação em Ensino de Ciências, que corresponde à recente área de Ensino da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). O terceiro cenário abrange os Programas de Pós-graduação em Química dos Institutos de Química, que desenvolvem pesquisas sobre o ensino. Foram analisadas cinqüenta e cinco Dissertações e Teses sobre Ensino de Química, considerando os problemas de pesquisa tratados, o conhecimento químico envolvido, o foco temático, os referenciais teórico e metodológico utilizados, os procedimentos adotados, a sistematização dos resultados e o curso de pós-graduação de origem do trabalho. A análise e discussão dos dados obtidos foram realizadas com base na teoria sobre a construção do conhecimento científico apresentada por Fleck (2010). Entre os principais resultados, verificou-se que as diferentes áreas da pós-graduação formam dois principais coletivos de pensamento sobre o Ensino de Química. Há uma diversidade de problemas, focos temáticos e referenciais abordados nas Dissertações e Teses analisadas. O estilo de pensamento comum em todas as áreas da pós-graduação refere-se aos instrumentos e procedimentos de coleta, assim como ao tratamento dos dados e à forma de apresentação de resultados. / This Dissertation aims to identify and to describe some aspects concerning the research on Chemical Education developed between 2006 and 2009 in three graduate programs at the University of São Paulo (Brazil). One of these Graduate Programs is oriented towards Science Teaching while this subject is one of the research lines on Education, and on Chemistry programs. Fifty-five Theses and Dissertations on Chemical Education were analyzed, considering the research problems, the chemical knowledge involved, the thematic focus, the theoretical and methodological frameworks used, the procedures adopted, the systematization of the results and the graduate program whereof the academic degree was obtained. The analysis and discussion of data involved were based on the theory concerning scientific knowledge presented by Fleck (2010). These graduate courses constitute two main thought collectives in Chemical Education, out of various issues, thematic focus and most used quotes found in the Master Theses and Dissertations analyzed. Instruments and procedures to collect data, as well as its processing and the presentation of results, show common patterns of thought in all these graduate areas, as well as the processing of data and the presentation of results.

Este trabalho tem como principal objetivo identificar e caracterizar as pesquisas em Ensino de Química desenvolvidas na Universidade de São Paulo (USP), no período de 2006 a 2009, em três cenários distintos. O primeiro cenário consiste no Programa de Pós-graduação em Educação, da Faculdade de Educação. O segundo cenário é constituído pelos Programas de Pós-graduação em Ensino de Ciências, que corresponde à recente área de Ensino da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). O terceiro cenário abrange os Programas de Pós-graduação em Química dos Institutos de Química, que desenvolvem pesquisas sobre o ensino. Foram analisadas cinqüenta e cinco Dissertações e Teses sobre Ensino de Química, considerando os problemas de pesquisa tratados, o conhecimento químico envolvido, o foco temático, os referenciais teórico e metodológico utilizados, os procedimentos adotados, a sistematização dos resultados e o curso de pós-graduação de origem do trabalho. A análise e discussão dos dados obtidos foram realizadas com base na teoria sobre a construção do conhecimento científico apresentada por Fleck (2010). Entre os principais resultados, verificou-se que as diferentes áreas da pós-graduação formam dois principais coletivos de pensamento sobre o Ensino de Química. Há uma diversidade de problemas, focos temáticos e referenciais abordados nas Dissertações e Teses analisadas. O estilo de pensamento comum em todas as áreas da pós-graduação refere-se aos instrumentos e procedimentos de coleta, assim como ao tratamento dos dados e à forma de apresentação de resultados. / This Dissertation aims to identify and to describe some aspects concerning the research on Chemical Education developed between 2006 and 2009 in three graduate programs at the University of São Paulo (Brazil). One of these Graduate Programs is oriented towards Science Teaching while this subject is one of the research lines on Education, and on Chemistry programs. Fifty-five Theses and Dissertations on Chemical Education were analyzed, considering the research problems, the chemical knowledge involved, the thematic focus, the theoretical and methodological frameworks used, the procedures adopted, the systematization of the results and the graduate program whereof the academic degree was obtained. The analysis and discussion of data involved were based on the theory concerning scientific knowledge presented by Fleck (2010). These graduate courses constitute two main thought collectives in Chemical Education, out of various issues, thematic focus and most used quotes found in the Master Theses and Dissertations analyzed. Instruments and procedures to collect data, as well as its processing and the presentation of results, show common patterns of thought in all these graduate areas, as well as the processing of data and the presentation of results.

This essays aim is to investigate the possibilities of subjective interpretation of Lgr11, the Swedish curriculum for elementary school. The assignment that the Swedish authority Skolverket got in 2009, was to create a curriculum that would grant that the students achievements would not be influenced by any subjective opinions and that all elementary schools in Sweden will give an equivalent education. In the Government bill this is a theme throughout the text and the Minister of Education has also claimed that this document will leave very limited space for subjective reading and interpretation. He says that Lgr11, in contrast to the previous curriculim Lpo94, will clarify what the purpose of the different subjects is and on what grounds the assessment of the students should be based. The method used is the literary theories of reader – response as they are expressed by Literarycriticist Stanley Fish. To access a deeper perspective I also apply the ideas of thoughtcollectives as they are formulated by Epistemologist Ludwik Fleck. This essay indicates that there are complex problems in the text and argues that it contains valueladen, abstract words, contradictions and interpretable language. It illustrates problems that this can lead to when different readingcommunities and thoughtcollectives shall come to an agreement about what the text really means and how the students performance will be assessed.

Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, 2008. / Submitted by wesley oliveira leite (leite.wesley@yahoo.com.br) on 2009-09-15T18:24:19Z No. of bitstreams: 1 2008_NabihaHaddadSimoesMachado.pdf: 1483402 bytes, checksum: 9bd1c370147edaf62a32f4754be12665 (MD5) / Approved for entry into archive by Luanna Maia(luanna@bce.unb.br) on 2010-01-28T14:15:17Z (GMT) No. of bitstreams: 1 2008_NabihaHaddadSimoesMachado.pdf: 1483402 bytes, checksum: 9bd1c370147edaf62a32f4754be12665 (MD5) / Made available in DSpace on 2010-01-28T14:15:17Z (GMT). No. of bitstreams: 1 2008_NabihaHaddadSimoesMachado.pdf: 1483402 bytes, checksum: 9bd1c370147edaf62a32f4754be12665 (MD5) Previous issue date: 2008 / A história da educação superior no Brasil registra que os primeiros cursos superiores brasileiros foram estabelecidos no início do século XIX. Hoje, o país conta com um sistema complexo de instituições públicas e privadas que, independentemente da sua forma de organização acadêmica, apresentam a formação profissional como meta comum. Embora as universidades públicas, especialmente os programas de pós-graduação, concentrem o maior número de pesquisas no Brasil, a Lei de Diretrizes e Bases da Educação Nacional no 9394/96 incentiva e orienta o desenvolvimento de pesquisas durante a formação profissional, ao estabelecer as finalidades da educação superior. Esta dissertação trata do ensinar e do aprender a fazer pesquisa, a partir da análise das atividades desenvolvidas por um componente curricular, chamado “Método Tutorial de Aprendizagem”, de um curso de graduação em Farmácia, do Distrito Federal. O objetivo deste trabalho foi discutir as possíveis dificuldades de se refletir sobre a natureza da produção do conhecimento científico, durante o desenvolvimento das atividades propostas para o referido componente curricular, segundo a abordagem epistemológica de Ludwik Fleck. Para alcançá-lo, foram utilizados os seguintes procedimentos de pesquisa: observação das atividades de dois grupos tutoriais; aplicação de questionários e realização de entrevistas semi-estruturadas, envolvendo alunos e tutores dos grupos observados; análise de documentos. A análise dos dados permitiu-nos concluir que a pesquisa desenvolvida pelos alunos pode ser caracterizada como pesquisa didática e que as atividades tutoriais não estão promovendo a compreensão da natureza da produção do conhecimento científico, embora promovam oportunidades, a partir das quais podem ser desenvolvidas habilidades importantes na formação de um profissional. Como reflexão final desta investigação, conclui-se que seria oportuno discutir a natureza da produção do conhecimento com os alunos, tomando como base, dentre outras, a perspectiva epistemológica de Ludwik Fleck. _______________________________________________________________________________________ ABSTRACT / The history of higher education in Brazil shows in its records that the first higher education courses were established in the beginning of the nineteenth century. Nowadays, the country has a complex system of public and private institutions which share a common goal of professional formation, regardless of their academic organization. Although public universities concentrate the largest amount of research done in Brazil, in special in their graduate programs, the Brazilian Law of Guidelines and Bases for Education number 9394/96 stimulates and guides the development of research during professional formation as it establishes the goals of higher education. This dissertation deals with teaching and learning to research from the analysis of activities performed in a curricular component, which is called the “Tutorial Method of Learning”, within a pharmacy undergraduate program in the Federal District. The goal of the work was to discuss the possible difficulties of reflecting on the nature of the production of scientific knowledge, while performing the proposed activities for the aforementioned curricular component, following the epistemological approach of Ludwik Fleck. In order to reach it, the following research procedures were used: observation of the activities of two tutorial groups; answering of questionnaires and semi-structured interviews, involving students and tutors from the observed groups; and analysis of documents. The analysis of documents allowed us to conclude that the research performed by the students may be classified as didactic research and that the tutorial activities have not been promoting the comprehension of the nature of the production of scientific knowledge, even though they offer opportunities for the development of important skills in the formation of a professional. As a final reflection of this investigation, we conclude that it is necessary to discuss the nature of the production of scientific knowledge with students, using as basis the epistemological perspective of Ludwik Fleck.

Einleitung: Ein Eingriff, der in der heutigen Zeit sehr häufig angewandt wird, gleichzeitig aber Thema einer kontroversen wissenschaftlichen Debatte ist, ist die Episiotomie. Methode: Dieser Untersuchung liegt eine qualitative Analyse von 39 Dissertationen im Fach Gynäkologie und Geburtshilfe zu Grunde, die im Zeitraum zwischen 1885 und 1996 an deutschen Hochschulen und Universitäten zum Thema Episiotomie veröffentlicht wurden. Die Doktorarbeiten wurden anhand eines Fragerasters untersucht und die Ergebnisse in Tabellenformaten zusammengefasst. Ergebnisse: Es ist festzustellen, dass eine Entwicklung weg von den Indikationen "Missverhältnis" und "Prophylaxe des Dammrisses" hin zu sehr zahlreichen und verschiedenartigen Indikationen stattgefunden hat. Details der Schnittführung werden ab 1927 so intensiv und breit diskutiert, dass dieser Punkt bis in die heutige Zeit als der Diskussionspunkt um die Episiotomie überhaupt gelten kann. Diskussion: Die Diskussion und Interpretation der Ergebnisse erfolgte nach den von Fleck postulierten Annahmen von Denkstilen, Denkkollektiven und systemimmanenten Fragestellungen der Forschenden. Ausgehend davon wurde der Untersuchungszeitraum in drei Abschnitte unterschiedlicher wissenschaftlicher Prägung unterteilt. Schlussfolgerung: Die Forschungsgegenstände, Forschungsergebnisse und auch die Interpretationen sind zeitabhängig. Eine jede Arbeit muss im Kontext ihrer Entstehungsgeschichte betrachtet werden. Somit ist jeder Forschende in zweierlei Hinsicht ein Abhängiger: Er produziert die Wissenslandschaft seiner Zeit, aber er reproduziert sie auch. / Introduction: The episiotomy is an operation applied frequently, at present, and at the same time it is a topic of a scientific controversy. Methods: This treatise is based on a qualitative analysis of 39 doctoral thesisses of obstetrics and gynocology published in the period between 1885 and 1996 at German universities und medical academies concerning the topic of episiotomy. The thesisses are analyzed by means of a pattern of questions. The results are summarized in tables. Results: The described indications change from "disproportion" and "prophylaxis of the rupture" to various indications. Details of the direction of the cut are discussed intensivly and widly, since 1927. Nowadays this is the most important point of discussion in the community. Discussion: The discussion and interpretation of the results is based on Ludwik Fleck´s postulates of thought styles, thought communities and system inherent questions of the scientists. Proceeding from this theory the mentioned period is divorsed in three phases of different scientific characters. Conclusion: The objects, results and interpretation of research depend on the scientific period. Every treatise has to be considered in the context of its genesis. Every scientist creates and reproduces the knowlegde and the ideas of his time.

The present thesis is based on a scientifically-informed, contextualized and historicized reading of Ludwik Fleck. In addition to his monograph, the material studied includes his additional philosophical writings, his internationally-published scientific articles and two, thus-far-unstudied postwar Polish papers related to his Buchenwald experiences. The sources provided by Fleck have been traced back to the time of their origin. Based on the above material, it is argued that, rather than relativizing science and deeply influencing Kuhn, Fleck, attempting to participate in the current debates, is an ardent proponent of science, offering an internal account of its pursuit that accords with his oft-contested epistemic concepts, e.g., Denkzwang, Sinnsehen and Kopplungen. The exposure of his description of the Wassermann reaction discloses a highly selective reading of the sources available at the time, but also reveals its relation to the current debate on Einzelwissenschaften, or the standing of new emerging disciplines versus age-old ones, all occasioned by the remarkable progress of science that has also affected philosophy. The divide between philosophers and scientists on the philosophical implications of modern physics is exposed, as is Fleck’s heuristic use of the latter topic in his epistemology. A more realistic account of his often-valued scientific accomplishments is provided. It is argued that the modern interpretation or received humanist view of Fleck is based on the opposition, at the time Fleck’s monograph was rediscovered, of STS writers to a scientifically-informed reading of his texts. An additional corrective to the received view of Fleck is found in some of his postwar Polish papers related his Buchenwald experiences. The latter might also provide an answer to some of the contradictions inherent in the modern mythology surrounding Fleck. In amply exposing the precarious situation of the time, and the complexity of the ethical issues at stake, Fleck’s papers in fact generate age-old philosophical questions still worth contemplating. / QC 20100826

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-22T22:23:56Z No. of bitstreams: 1 XeniaSilvaGomesBrandao_DISSERT.pdf: 1190370 bytes, checksum: 46b0020f05974e473df8d6a679972d5d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-25T21:46:13Z (GMT) No. of bitstreams: 1 XeniaSilvaGomesBrandao_DISSERT.pdf: 1190370 bytes, checksum: 46b0020f05974e473df8d6a679972d5d (MD5) / Made available in DSpace on 2016-02-25T21:46:13Z (GMT). No. of bitstreams: 1 XeniaSilvaGomesBrandao_DISSERT.pdf: 1190370 bytes, checksum: 46b0020f05974e473df8d6a679972d5d (MD5) Previous issue date: 2013-09-30 / Este estudo surge no contexto de forma??o de professores de f?sica e objetiva, a partir do discurso do professor formador, identificar poss?veis modelos pedag?gicos e caracterizar estilos de pensamento presentes no curso de licenciatura em f?sica do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN), utilizando a epistemologia de Ludwik Fleck. Caracterizamos a nossa pesquisa como qualitativa de natureza emp?rica e optamos pela An?lise Textual Discursiva (ATD) (MORAES, 2003). O l?cus de nossa investiga??o foi o curso de licenciatura em f?sica do IFRN, Campus Natal Central, e os sujeitos da pesquisa, um grupo de professores formadores dessa licenciatura. Foram entrevistados dez docentes, sendo seis do n?cleo espec?fico da f?sica e quatro das disciplinas do n?cleo did?tico-pedag?gico. Mediante esse desenho, compusemos uma coleta de dados desenvolvida por: 1) entrevista semiestruturada; 2) an?lise documental. Nas an?lises dos dados, com o suporte das tend?ncias pedag?gicas que verificamos em nosso estudo a partir da percep??o das semelhan?as e diferen?as entre as concep??es apresentadas pelos professores sobre: educa??o e ensino; pr?tica de ensino ideal; fun??o do professor; concep??es de aprendizagem; e fun??o do aluno e do pensamento ideol?gico desses professores formadores sobre o perfil profissional do egresso, observamos subs?dios para identificar indicativos da presen?a de tr?s estilos de pensamento distintos e que se inter-relacionam entre si de forma mais ou menos intensa. A relev?ncia do estudo se apresenta na compreens?o dos estilos de pensamento que participam da din?mica do curso de forma??o de professores em f?sica e, por consequ?ncia disso, na elucida??o de uma problem?tica apontada a priori como motivadora da pesquisa, qual seja: a dificuldade de intera??o comunicativa sobre as pr?ticas educacionais entre os professores formadores. Trazemos a epistemologia de Fleck como uma possibilidade motivadora de di?logo e negocia??o, configurando-se, dessa forma, como um instrumento de mudan?a efetiva, tendo em vista a significa??o da forma??o de professores de f?sica. / This study arises in the context of physics teacher training and aims, from the speech of the teacher trainer, identify possible pedagogical models and characterize thinking styles present in the course of licentiate in physics of IFRN using the epistemology of Ludwik Fleck. We classify our research as qualitative with an empirical nature, and for the analysis we chose the discursive textual analysis - DTA (MORAES, 2003). The locus of our research will be the licentiate in physics at the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN, Natal-Central Campus and the research subjects, a group of teacher trainers of this course. We interviewed ten teachers, being six from the group dedicated to physics and four from the group dedicated to didactics and pedagogy. From this design, we performed data acquisition consisted of: 1) semi-structured interview, 2) document analysis. On the data analysis, with the support of pedagogical trends that were observed in our study based on the perception of the similarities and differences between the ideas presented by teachers about: education and teaching; ideal teaching practice, teacher's role, learning conceptions, and according to the student and on the ideological thinking of these former teachers on the professional profile of graduates, we noted subsidies to identify evidences of the presence of three distinct thinking styles that interrelate with each other in a considerably intense way. The relevance of the study is presented in the understanding of thinking styles that participate in the dynamics of the course of teacher training in physics, and by consequence, elucidation of a problem pointed out a priori as motivating the research: the difficulty of communicative interaction on educational practices among teacher trainers. We bring Fleck's epistemology as a motivating possibility of dialogue and negotiation, setting thus an instrument of real change, towards the significance of teacher training in physics.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T18:51:53Z No. of bitstreams: 1 TES_LUCIANO_DENARDIN_DE_OLIVEIRA_COMPLETO.pdf: 2504086 bytes, checksum: 9d81a7646c1c0d3d1e22b731e7fcd83f (MD5) / Made available in DSpace on 2017-06-30T18:51:53Z (GMT). No. of bitstreams: 1 TES_LUCIANO_DENARDIN_DE_OLIVEIRA_COMPLETO.pdf: 2504086 bytes, checksum: 9d81a7646c1c0d3d1e22b731e7fcd83f (MD5) Previous issue date: 2017-03-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This work aims to understand the teacher-scientist interaction in a continuing education course named CERN Portuguese Language Teachers Programme under the perspective of the sociogenesis of knowledge theory by Ludwik Fleck. The research had a qualitative approach and focused on a case study. Teachers taking part in the course were interviewed and after that their discourse were interpreted according to the theoretical framework of the Discourse Analysis of French matrix. We understand that the structure of the CERN Portuguese Language Teachers Programme reflects a technical rationality and that a single thought collective regarding the thought style of particle physics is set. Scientists make up the esoteric circle, while the teachers make up the exoteric circle, what puts the stream of ideas in the intracollective order. The intracollective communication of ideas strenghts the thought style, so that after the experience in CERN teachers started to include aspects of particles physics in their classes and to promote activities of science popularization related to CERN. However, we have not noticed substantial changes in the teaching practices of the participants. Based on the theory of Fleck, we advocate that changes in the teaching practices happen in a considerable way if intercollective communications of ideas are privileged. In order to accomplish this goal, and contemplating the main guidelines of recent researches that investigated the teacher-scientist interaction in different contexts, we propose a model of teacher-scientist-researcher that involve three distinct thought collectives: the subject-based knowledge one, the professional education knowledge one, and the experiential knowledge one. / O objetivo deste trabalho foi compreender, ? luz da teoria da sociog?nese do conhecimento de Ludwik Fleck, a intera??o professor-cientista em um curso de forma??o continuada denominado Escola de F?sica do CERN. A pesquisa teve um car?ter qualitativo, enquadrando-se em um estudo de caso. Entrevistas foram realizadas com professores participantes do curso de forma??o supracitado e seus discursos interpretados segundo os pressupostos te?ricos da An?lise de Discurso da linha francesa. Compreendemos que a estrutura da Escola de F?sica do CERN reflete uma racionalidade t?cnica e que um ?nico coletivo de pensamento relativo ao estilo de pensamento da f?sica de part?culas ? estabelecido. Os cientistas integram o c?rculo esot?rico e os professores, o c?rculo exot?rico, fazendo com que o tr?fego de ideias seja da ordem intracoletiva. A circula??o intracoletiva de ideias fortalece o estilo de pensamento, de forma que ap?s a viv?ncia no CERN os professores passaram a inserir aspectos da f?sica de part?culas em suas aulas e a realizar atividades de divulga??o cient?fica relacionadas ao centro. Entretanto, n?o verificamos mudan?as significativas nas pr?ticas docentes dos participantes. Respaldado pela teoria fleckiana, defendemos que mudan?as nas pr?ticas docentes ocorrem de forma significativa se forem privilegiadas as circula??es intercoletivas de ideias. Para que essa situa??o seja alcan?ada e contemplando as principais diretrizes de pesquisas recentes que investigaram a intera??o professor-cientista em diferentes contextos, propomos um modelo de intera??o professor-cientista-pesquisador que envolva tr?s coletivos de pensamento distintos: dos saberes disciplinares, dos saberes da forma??o profissional e dos saberes experienciais.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-10-11T21:52:15Z No. of bitstreams: 1 SilviaReginaGroto_TESE.pdf: 2054580 bytes, checksum: 3099bc80643c665563f1301ac1a676e4 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-10-17T20:45:51Z (GMT) No. of bitstreams: 1 SilviaReginaGroto_TESE.pdf: 2054580 bytes, checksum: 3099bc80643c665563f1301ac1a676e4 (MD5) / Made available in DSpace on 2016-10-17T20:45:51Z (GMT). No. of bitstreams: 1 SilviaReginaGroto_TESE.pdf: 2054580 bytes, checksum: 3099bc80643c665563f1301ac1a676e4 (MD5) Previous issue date: 2016-03-18 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Neste estudo, analisamos o debate evolu??o versus design inteligente ? luz da epistemologia de Ludwik Fleck (1896-1961), principalmente no que refere ?s categorias estilo de pensamento, coletivo de pensamento, c?rculos esot?rico e exot?rico, tr?fego intercoletivo de ideias e desvios de significado. A an?lise a partir desse referencial pretende contribuir para o ensino da evolu??o biol?gica - marcado por tens?es, disputas e pontos de vista discordantes nas salas de aula de ci?ncias e de biologia -, considerando a ?compreens?o? como objetivo ?ltimo do ensino de evolu??o. A recolha de dados envolveu a an?lise documental, predominantemente. A metodologia da An?lise Textual Discursiva (ATD) fundamentou a an?lise a partir de duas perspectivas: a sincr?nica, que foi realizada por meio de documentos produzidos por indiv?duos e/ou grupos espec?ficos vinculados ao debate evolu??o versus design inteligente, e a diacr?nica, que considerou o desenvolvimento de aspectos espec?ficos dos pensamentos desses grupos ao longo do tempo. Nossos resultados permitem caracterizar os grupos envolvidos no debate evolu??o versus design inteligente como portadores de estilos de pensamento pr?prios, constituindo distintos coletivos de pensamento. Apesar de o estilo de pensamento da evolu??o biol?gica (EP-EVO) e do estilo de pensamento do design inteligente (EP-DI) possu?rem certa sobreposi??o em seus objetos de estudo, adotam m?todos, explica??es, julgamentos e linguagem diferenciados para abord?-los. De forma semelhante, o coletivo de pensamento da evolu??o biol?gica (CP-EVO) e o coletivo de pensamento do design inteligente (CP-DI) apresentam diferen?as na configura??o de seus respectivos c?rculos esot?ricos e na forma como disseminam o conhecimento que produzem. O tr?fego intercoletivo de ideias evidencia ser assim?trico, ocorrendo, predominantemente, no sentido do CP-EVO ao CP-DI, assim como os desvios de significado. Nossos resultados apontam ainda, que uma an?lise fleckiana pode contribuir para a melhor caracteriza??o dos coletivos e estilos envolvidos no debate, subsidiando a discuss?o sobre a tem?tica em sala de aula quando esta se fizer necess?ria. Al?m disso, ela contribui para a elabora??o de pr?ticas e estrat?gias mais adequadas ao ensino da evolu??o biol?gica, sejam aquelas que evidenciam como esses estilos e coletivos se constitu?ram social e historicamente, sejam aquelas centradas na compreens?o da evolu??o e nos desvios de significado. / In this study, we analyzed the debate Evolution versus Inteligente Design by the point of view of Ludwik Fleck?s (1896-1961) epistemology, especially as regards the categories thought style and thought collective, esoteric and exoteric circles, intercollective communication and deviations of meaning. The analysis from this framework aims to contribute to the teaching of biological evolution - marked by tensions, disputes and conflicting points of view, during science and biology classes - considering the "understanding" as the ultimate goal of the teaching of evolution. Mainly, data collection involved the analysis of documents. The methodology of Discursive Textual Analysis (DTA) based the analysis from two perspectives: the synchronic one, which was performed by means of documents produced by individuals and/or groups linked to the evolution versus intelligent design debate, and the diachronic one, which considered the development of specific aspects of thinking of these groups over time. Our results characterize the groups involved in the evolution versus intelligent design debate as having own thought styles, constituting distinct thought collectives. Although the thought style of biological evolution (EVO-TS) and intelligent design thought style (ID-TS) have some overlap in their subjects, adopt methods, explanations, different judgments and language to address them. Similarly, the thought collective about biological evolution (EVO-TC) and the thought collective about intelligent design (ID-TC) differ in the configuration of their esoteric circles and the way they spread the knowledge they produce. The intercollective communication is asymmetrical, occurring predominantly in the direction from EVO-TC to ID-TC, as well as the deviations from meaning. Our results also indicate that a fleckian analysis can contribute to a better characterization of the collectives and styles involved in the debate, supporting the discussion on the subject in the classroom when it is needed. In addition, it contributes to the development of practices and most appropriate strategies to biological evolution education, both those that show how these styles and collectives were formed socially and historically, and those focused on understanding the evolution and deviations of meaning.