Abstracts Language, Literature, and Linguistic

Por uma educação em ciências nos caminhos da hermenêutica filosófica : articulações entre bildung e experiência estética ao ensino de física

by Ana Paula Carvalho do Carmo

Abstract: Most of the didactic-pedagogical propositions that Science Education (SE) is concerned with overvalue knowledge to the detriment of experiencing, of being. The preponderant focus on the acquisition of scientific content in Science classes causes a series of consequences that culminate in limitations in the students' education process. In view of this, it becomes necessary to think about philosophical aspects of SE that consider an integral formation so that, based on them, practices of the research field are rethought. This research aims to articulate the concept of Bildung and Aesthetic Experience in Science Education based on Philosophical Hermeneutics as a way of seeking this integral formation. The German term Bildung does not have an exact translation in Portuguese, but it is commonly understood as formation. It is distinguished from the terms Teaching and Education, as it refers to the formation of the student as a complete person, based on the understanding of the world, but also on a movement to establish one's own identity. The pedagogical tradition of Bildung gained strength in Germany in the 18th century within the studies of Continental Pedagogy and Didaktik and, since then, has taken on different approaches. This view, quite widespread in a foreign educational context and, to some extent, explored in some Brazilian research in Education, is little addressed in the field of Science Education. Among the various aspects of study on the subject, we seek to understand the contributions of Bildung through the Philosophical Hermeneutics of Hans-Georg Gadamer, considering that it seeks to recover the Ethical-Aesthetic dimension of human experience, based on the ontological valorization of being, which allows us to understand Science Education differently from a cognitive and an instrumental approach. This research is presented in four independent theoretical articles that, together, point to Science Education beyond the acquisition of content and problem solving. In the first article, we covered aspects of the Enlightenment heritage in Science Education to point to the Gadamerian approach to deal with it. After recognizing the potential of this philosophical perspective, we seek, in the second article, to deepen the understanding of Gadamer's Philosophy to relate it to the field of Philosophy of Education, Philosophy of Science and Philosophy of Science Education. In the final two articles, we propose to investigate specific concepts of Gadamer. In the third article, we reiterate the ontological dimension of Bildung in Gadamer to defend its relevance for the field of Science Education. Finally, in the fourth article, we articulate the concepts of Bildung and Aesthetic Experience in Gadamer as a path to hermeneutic understanding to portray a specific field of Science Education: Physics Teaching. Throughout the four articles, we argue in favor of a SE that considers its educational processes in an ontological and, therefore, ethical, aesthetic, historical and linguistic dimension.