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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...

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Principais autores: Lorenzetti, Leonir, Muenchen, Cristiane, Slongo, Iône Ines Pinsson
Formato: Artigo
Idioma: Português
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2018
Acesso em linha: http://periodicos.utfpr.edu.br/rbect/article/view/6041
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spelling peri-article-60412020-10-28T20:07:37Z The growing presence of Ludwik Fleck’s epistemology on science education research in Brazil A crescente presença da epistemologia de Ludwik Fleck na pesquisa em educação em ciências no Brasil Lorenzetti, Leonir Muenchen, Cristiane Slongo, Iône Ines Pinsson Educação - Ensino Ludwik Fleck; Produção acadêmica; Educação em Ciências; Estado do conhecimento; Categorias Fleckianas. Fleck’s epistemology; State of knowledge; Science education; Theses and dissertations 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. O estudo investigou a recepção da epistemologia de Ludwik Fleck pela pesquisa em Educação em Ciências no Brasil. Foram analisadas 89 dissertações e teses produzidas no período de 1995 a 2015, sendo que 37 trabalhos discutem a Educação em Ciências. Os dados apontam que na década de 1990 surgiram os primeiros estudos e que há uma concentração de trabalhos na Universidade Federal de Santa Catarina, especialmente na área da Educação em Ciências. Uma análise em profundidade, a partir de 6 eixos, foi realizada em 34 trabalhos que discutem a Educação em Ciências. O estudo identificou que o maior volume está concentrado nos eixos “formação de professores” e “emergência de um fato científico”. Destaca-se a significativa contribuição das categorias epistemológicas “estilo de pensamento”, “coletivo de pensamento” e “circulação intra e intercoletiva de ideias” no processo de produção do conhecimento. Universidade Tecnológica Federal do Paraná (UTFPR) 2018-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf http://periodicos.utfpr.edu.br/rbect/article/view/6041 10.3895/rbect.v11n1.6041 Revista Brasileira de Ensino de Ciência e Tecnologia; v. 11, n. 1 (2018) 1982-873X 10.3895/rbect.v11n1 por http://periodicos.utfpr.edu.br/rbect/article/view/6041/pdf http://periodicos.utfpr.edu.br/rbect/article/downloadSuppFile/6041/804 Direitos autorais 2018 CC-BY http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
format Artigo
author Lorenzetti, Leonir
Muenchen, Cristiane
Slongo, Iône Ines Pinsson
spellingShingle Lorenzetti, Leonir
Muenchen, Cristiane
Slongo, Iône Ines Pinsson
The growing presence of Ludwik Fleck’s epistemology on science education research in Brazil
author_sort Lorenzetti, Leonir
title The growing presence of Ludwik Fleck’s epistemology on science education research in Brazil
title_short The growing presence of Ludwik Fleck’s epistemology on science education research in Brazil
title_full The growing presence of Ludwik Fleck’s epistemology on science education research in Brazil
title_fullStr The growing presence of Ludwik Fleck’s epistemology on science education research in Brazil
title_full_unstemmed The growing presence of Ludwik Fleck’s epistemology on science education research in Brazil
title_sort growing presence of ludwik fleck’s epistemology on science education research in brazil
description 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.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2018
url http://periodicos.utfpr.edu.br/rbect/article/view/6041
_version_ 1805448999656751104
score 10,814766

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