The growing presence of Ludwik Fleck’s epistemology on science education research in Brazil
This study centers on the reception of Ludwik Fleck’s epistemology by Science Education research in Brazil. Eighty-nine dissertations and theses have been analyzed from 1995 to 2015, thirty-seven of which discuss Science Education. The data point to Fleck’s epistemology as a preferential theoretical...
| Principais autores: | Lorenzetti, Leonir, Muenchen, Cristiane, Slongo, Iône Ines Pinsson |
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| Formato: | Artigo |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná (UTFPR)
2018
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| Acesso em linha: |
http://periodicos.utfpr.edu.br/rbect/article/view/6041 |
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| Resumo: |
This study centers on the reception of Ludwik Fleck’s epistemology by Science Education research in Brazil. Eighty-nine dissertations and theses have been analyzed from 1995 to 2015, thirty-seven of which discuss Science Education. The data point to Fleck’s epistemology as a preferential theoretical referential for the most diverse fields of knowledge. The first studies came about in the 1990’s and there is a concentration of works on Science Education at the Federal University of Santa Catarina. In an in-depth analysis in thirty-four papers from six axes, which discuss the Education in Sciences. The study identified that the largest concentration of axes is in the “teacher training” and “emergence of a scientific fact”. The significant contribution of the epistemological categories “thought style”, “thought collective” “intra and intercollective circulation if ideas” stand out in the process of producing knowledge into the focus area. |
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