Per aspera ad astra: uma viagem pelas esferas celestes de Johannes de Sacrobosco e Dante Alighieri Ciência e arte no medievo para discutir conceitos astronômicos de forma historicamente contextualizada na formação inicial de professores.
Data
2022-11-22
Autores
Guilger, Fernando de Jesus 
Orientadores
Forato, Thaís Cyrino de Mello
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A história das ciências pode ser entendida como uma abordagem de ensino que acarreta diversos benefícios formativos. Explorar o contexto em que as ideias científicas foram desenvolvidas, por meio da história, permite compreender melhor as problemáticas que tais conceitos buscavam responder originalmente, além de apresentar seu desenvolvimento ao longo do tempo. Esses aspectos apontam para a possibilidade de se discutir a natureza das ciências em sala de aula, e, dentre outros pontos, favorecer a alfabetização científica para promoção da cidadania. Nesse sentido, explorar a relação entre ciência e cultura, em perspectiva histórica, vem sendo apontada como uma estratégia frutífera. Para um melhor aproveitamento dessas estratégias, se tem destacado a importância de professores terem contato com essas abordagens em sua formação inicial. Também se considera importante a disponibilidade de materiais didáticos que atendam aos requisitos de uma historiografia crítica; contextualizando aspectos da construção de explicações acerca do mundo natural, capaz de mobilizar aspectos sociais, epistêmicos e conceituais das ciências. Visando investigar as possibilidades e desafios de se trabalhar com a interface da história das ciências e das relações entre física e arte, este trabalho analisa as contribuições de duas intervenções didáticas na formação de professores de física. O recorte utilizado envolve a história da astronomia medieval. A partir do Tratado da esfera, de Johannes de Sacrobosco, e d’A divina comédia, de Dante Alighieri, promovemos uma discussão contextualizada sobre o geocentrismo medieval, tendo como um de seus motes, fornecer subsídios para o ensino de conceitos de astronomia em sala de aula. A metodologia de pesquisa envolveu três momentos. Os dois primeiros dizem respeito ao que intitularemos de etapa teórica e envolveram a construção de uma narrativa histórica a partir da pesquisa historiográfica e a produção de propostas de aplicação. Para realização destas etapas da pesquisa, produzimos uma narrativa história com recortes das obras medievais selecionadas e desenvolvemos propostas de aplicação, sendo ambos pautados nos parâmetros de Forato (2009), que subsidiaram não só o planejamento, mas também sua efetivação. O terceiro momento diz respeito ao que chamaremos de etapa empírica, referente a aplicação. A metodologia utilizada para a análise de dados se circunscreve na perspectiva da abordagem qualitativa, na vertente do estudo de caso. Após a implementação, os dados coletados foram analisados a partir do método das narrativas autobiográficas (OLIVEIRA; SATRIANO, 2018), visando encontrar nas reflexões traçadas, as contribuições propiciadas por nossa proposta. Nossos resultados incluem, portanto, a composição da narrativa histórica e suas propostas de aplicação. Analisamos estas propostas em duas oportunidades de intervenção didática, denotando aspectos frutíferos, bem como a necessidade de sintetizar o texto didático para o contexto da segunda aplicação. Nossas análises dos dados apontam para desafios proporcionados pelas adaptações necessárias para viabilizar as aulas em formato virtual, bem como as reflexões trazidas a partir do cenário vivido. Também tratam das condições vivenciadas no retorno ao ensino presencial. Ambas as situações experienciadas em virtude da pandemia de covid-19, que acarretou uma série de mudanças no panorama educacional e trouxeram novas perspectivas para o ensino das ciências.
History of Science (HS) may be acknowledged as a teaching approach with several benefits to students’ development. Using history as a tool to explore the context in which scientific ideas have been developed allows a better understanding about the questions and obstacles those concepts were trying to originally answer, furthermore presenting how scientific concepts were being developed through time. These aspects point to the possibility of sharing and discussing the nature of science (NOS) in classroom and, among other aspects, favoring scientific literacy to promote citizenship. In this way, exploring the relationship between science and culture from a historical perspective is shown to be a productive strategy. To better avail said strategies, it is important that teachers should make contact with the approaches in their initial education. It is also imperative to have availability of courseware that meets the critic historiography requirements, contextualizing aspects of creating explanations on the natural world that should be able to mobilize social, epistemics and conceptual aspects of science. Aiming at investigating the possibilities and challenges of working with the interface of science history and its link between physics and art, this work analyzes the contribution of two didactical interventions in the education of physics teachers. The selected piece wraps the history of medieval astronomy. From Tractatus de Sphaera by Johannes de Sacrobosco and The Divine Comedy by Dante Alighieri, we promote a contextualized discussion on medieval geocentrism while having one of its subjects the promotion concepts of astronomy in classrooms. This work’s methodology had three parts. The first two refer to what we address as a theory stage that involves the creation of a historic narrative from the historiographical research and the production of application proposals. To accomplish these research stages, we made a historical narrative from parts of the aforementioned medieval works and developed application proposals, both based on Forato’s parameters (2009) which subsidized not only its planning, but also its implementation. The third part refers to what we call empirical stage, regarding the application. The utilized methodology for gathered data analysis circumscribes on a qualitative approach perspective in the field of case studies. After implementation, all the collected data was analyzed from the autobiographical narrative method (OLIVEIRA; SATRIANO, 2018), aiming at finding, on traced thoughts, the contributions provided by our proposals. Our results include, therefore, the composition of historical narratives and its application proposal. We analyzed those proposals during two opportunities for didactic intervention, denoting productive aspects, as well as the necessity for synthesizing the didactic text for the second application context. Our results also point to challenges in need of adaptions to enable classes in virtual models, as well as thoughts from the experienced scenario. We also deal with conditions experienced from returning to presential classes. Both situations were witnessed due to the covid-19 pandemic that forced a series of changes on the educational perspective and brought new ones to the teaching of science.
History of Science (HS) may be acknowledged as a teaching approach with several benefits to students’ development. Using history as a tool to explore the context in which scientific ideas have been developed allows a better understanding about the questions and obstacles those concepts were trying to originally answer, furthermore presenting how scientific concepts were being developed through time. These aspects point to the possibility of sharing and discussing the nature of science (NOS) in classroom and, among other aspects, favoring scientific literacy to promote citizenship. In this way, exploring the relationship between science and culture from a historical perspective is shown to be a productive strategy. To better avail said strategies, it is important that teachers should make contact with the approaches in their initial education. It is also imperative to have availability of courseware that meets the critic historiography requirements, contextualizing aspects of creating explanations on the natural world that should be able to mobilize social, epistemics and conceptual aspects of science. Aiming at investigating the possibilities and challenges of working with the interface of science history and its link between physics and art, this work analyzes the contribution of two didactical interventions in the education of physics teachers. The selected piece wraps the history of medieval astronomy. From Tractatus de Sphaera by Johannes de Sacrobosco and The Divine Comedy by Dante Alighieri, we promote a contextualized discussion on medieval geocentrism while having one of its subjects the promotion concepts of astronomy in classrooms. This work’s methodology had three parts. The first two refer to what we address as a theory stage that involves the creation of a historic narrative from the historiographical research and the production of application proposals. To accomplish these research stages, we made a historical narrative from parts of the aforementioned medieval works and developed application proposals, both based on Forato’s parameters (2009) which subsidized not only its planning, but also its implementation. The third part refers to what we call empirical stage, regarding the application. The utilized methodology for gathered data analysis circumscribes on a qualitative approach perspective in the field of case studies. After implementation, all the collected data was analyzed from the autobiographical narrative method (OLIVEIRA; SATRIANO, 2018), aiming at finding, on traced thoughts, the contributions provided by our proposals. Our results include, therefore, the composition of historical narratives and its application proposal. We analyzed those proposals during two opportunities for didactic intervention, denoting productive aspects, as well as the necessity for synthesizing the didactic text for the second application context. Our results also point to challenges in need of adaptions to enable classes in virtual models, as well as thoughts from the experienced scenario. We also deal with conditions experienced from returning to presential classes. Both situations were witnessed due to the covid-19 pandemic that forced a series of changes on the educational perspective and brought new ones to the teaching of science.
Descrição
Citação
GUILGER, F. J. Per aspera ad astra: uma viagem pelas esferas celestes de Johannes de Sacrobosco e Dante Alighieri Ciência e arte no medievo para discutir conceitos astronômicos de forma historicamente contextualizada na formação inicial de professores.2022. Dissertação (Mestrado em Ensino de Ciências e Matemática) – Universidade Federal de São Paulo, Diadema, 2022.