O olhar de Hórus: uma perspectiva interdisciplinar do ensino da disciplina história da ciência

• Ano de defesa: 2007
• Autor(a) principal: Trindade, Diamantino Fernandes
• Orientador(a): Fazenda, Ivani Catarina Arantes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Educação
• País: BR
• Palavras-chave em Português: História da ciência; Interdisciplinaridade; Mito; Ciencia > Historia; Abordagem interdisciplinar do conhecimento
• Palavras-chave em Inglês: History of science; Interdisciplinarity; Myth; Education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10009

The purpose of this research is to make a critical analysis, from the point of view of interdisciplinarity, of my experience as a History of Science teacher and the role of this subject leading to the Nature Sciences, Mathematics and their technologies in the Secondary School. I elected the History of Life as a methodological approach, which allows for interchanging with the History of Science discipline in its theoretical principles. In retrospect, the course of my life inserted into my teaching experience, has sent me back to the legends of creation, specially the Horus myth used as a methaphor under which I built this narrative. Horus contemplated the Science, the teachers and the students. The first look estabilished the relationship of the Science with myth, religion, power and education. A second looks showed a teacher s impasses concerning the History of Science in the Secondary Scholl and in undergraduate for science teacher. The third look is revealed from the students depositions. The relevance of the present study is grounded on the History of the Science which, exploited as reported herein, was revealed as an interdisciplinary element for the development and modification of knowledge, opening paths to students, leading them to autonomy in studies and in the society, and to a new have a view on Science, breaking old paradigms, which resulted in the fragmentation of knowledge