Made available in DSpace on 2014-12-17T15:04:54Z (GMT). No. of bitstreams: 1 FranciscoADL_DISSERT.pdf: 4344818 bytes, checksum: 02c4e30b5eebe8d4d2b3066182e040ee (MD5) Previous issue date: 2010-03-18 / The development of this work arises from the research of sociological and philosophical characters contemplating also other approaches which aims to answer the followingquestions: what is the responsibility of science teaching for the image one has about science? ; which scientific education should be designed for nowadays? . After considering the assumptions brought along by rationalism and the criticisms to the illuminist model proposed by sociology and philosophy of science, as well by the biology of the knowing process, going through discussions concerning post-modernity issues, one is given to understand that the image of science has become the central point of discussion in the last hundred years, including what concerns the area of science teaching, and that practically none of those discussions really reached natural science classes indeed. We adopt the term postontological to characterize the recent proposals on philosophy and sociology, because we evaluate that this term allows a better identification of the scientific realism crisis, which supports the existence of an ontological domain which science, and only science, is able to understand. One notices that the general public is not aware of those discussions, mainly if they are science teachers and students. So we believe that discussing the logic in which science is structured, the new understandings concerning the scientific undertaking, especially those of an externalist character, and the relationship between science and society, all of this contributes to build up a science teaching which contemplates a reflective contribution, besides allowing the inclusion of the study of other epistemologies in the educational practice. We argue that a revisionist posture seems to be the most appropriate for the contemporary scientific education, contemplating, besides the teaching of the usual science contents, discussions on the issues involving that knowledge, as well as respecting epistemologies alternative to the modern Western scientific one, in order one can work on the perception of local knowledge generated from other epistemological bases. We describe here practical activities we did involving teachers (short-term courses) and high-school students in an inland school in the Rio Grande do Norte state, in Brazil, as a way to demonstrate the possibility of interventions which can take those conceptions, discussions and changes to the classroom / O desenrolar deste trabalho surge da pesquisa de car?ter sociol?gico e filos?fico contemplando tamb?m outros enfoques que visa responder as seguintes indaga??es: Qual a responsabilidade do ensino de ci?ncias para a imagem que se tem de ci?ncia? ; Qual educa??o cient?fica deveria estar sendo desenhada para os dias de hoje? . Ap?s tratar dos pressupostos trazidos pelo racionalismo e as cr?ticas ao modelo iluminista propostas tanto pela sociologia da ci?ncia e pela filosofia da ci?ncia, como tamb?m pela biologia do conhecer, passando por discuss?es acerca da p?s-modernidade, chega-se ao entendimento de que a imagem da ci?ncia tornou-se ponto central de discuss?o nos ?ltimos cem anos, inclusive no que concerne ? ?rea de ensino de ci?ncias, e que praticamente nada disso chegou ?s aulas de ci?ncias naturais de fato. Adotamos o termo p?s-ontol?gico para caracterizar as propostas recentes da filosofia e da sociologia, por considerarmos que este termo melhor identifica e explicita a crise sofrida pelo realismo cient?fico, que defende a exist?ncia de um dom?nio ontol?gico que a ci?ncia, e somente ela, permite compreender. Observa-se que tais discuss?es s?o desconhecidas do p?blico em geral, e, principalmente, de professores e alunos de ci?ncias. Nesse sentido, acreditamos que discutir a l?gica na qual se estrutura a ci?ncia, os novos entendimentos em rela??o ao fazer cient?fico, em particular os de cunho externalista, e a rela??o entre ci?ncia e sociedade contribui para a consolida??o de um ensino de ci?ncias que contemple um aporte mais reflexivo, al?m de possibilitar a inser??o do estudo de outras epistemologias na pr?tica educativa. Argumentamos que uma postura revisionista parece ser a mais adequada para a educa??o cient?fica contempor?nea, contemplando, al?m do ensino dos conte?dos habituais das ci?ncias, discuss?es sobre as quest?es que envolvem esses conhecimentos, assim como a valoriza??o de epistemologias alternativas ? cient?fica moderna ocidental, como forma de se trabalhar a percep??o de conhecimentos locais, gerados a partir de outras bases epistemol?gicas. Nesse sentido, s?o descritas atividades pr?ticas realizadas com professores, atrav?s de minicursos, e em sala de aula de turmas do Ensino M?dio de uma escola do interior do Rio Grande do Norte, como forma de demonstrar a possibilidade de interven??es que possam levar essas concep??es, discuss?es e mudan?as para a escola

C’est une recherche qui s’articule sur une double démarche Art et Science. Elle met en scène une bactérie bioluminescente. Ma réflexion présente la bioluminescence comme une construction intellectuelle et phénoménologique, où la dimension ontologique de la lumière prend tout son sens dans l’idée d’u Contenant Lumière Vivante.La thèse retrace aussi un parcours artistique ponctué de lumière et faite de rencontres humaines et littéraires comme le Petit Prince de Saint-Exupéry. Elle met aussi en lumière ma rencontre d’outre-tombe avec le savant et philosophe Raphaël Dubois 1849-1929, qui m’a ouvert les pistes de recherche sur ses traces de biologiste, sur sa philosophie du Protéon et de la Mémoire en général.Ma réflexion sous-tend une double éthique : celle qui concerne l’honnêteté scientifique par rapport à la mémoire de Dubois et celle liée au droit de réserve, attachée à la pratique du vivant et à la responsabilité qui incombe à tout un chacun. Je pose aussi un regard critique sur la lumière vivante comme phénomène de mode. On peut être séduit par sa qualité esthétique, sa nature intrinsèque de lumière froide et sa finalité, supposée écologique, mais la « pratique » dans la réalité soulève de nombreux problèmes. / This research work is based on a dual approach of art and science. It features a bioluminescent bacterium. My reflection presents bioluminescence as an intellectual and phenomenological construction where the ontological dimension of light takes on its full meaning from the idea of living light container.The thesis also traces my artistic career punctuated by light and human encounters as well as books such as the Little Prince by Saint-Exupéry. It also highlights my meeting from beyond the grave with the scientist and philosopher Raphael Dubois 1849-1929 who opened for me a track of research following his steps as a biologist and a field of reflection on his philosophy of Protéon and on memory in general. My reflection underlies a double ethics, that of scientific honesty in relation to Dubois' memory, and that related to the right of reserve linked to the practice of living and to the responsibility that falls to everyone. I also cast a critical look at this living light as a fashion phenomenon, one may probably be attracted by its aesthetic quality, its intrinsic nature of cold light, and its supposed ecological end, but in fact its « practice » raises many problems.