Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Machado, Márcio Fraiberg |
| Orientador(a): |
Portal, Leda Lísia Franciosi
 |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Faculdade de Educaç
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/3737
|
Resumo: |
Education in our country has been the subject of great debate about the role of schools in the education of students. More broadly, other discussions have been held regarding the origin of life, if by "accident" (Evolution or Panspermia) or through a "smart seller" (creation or intelligent design), making belief in God be questioned, forcing a new discussion about individual values. This research sought to reflect on how science is being constructed and interpreted by teachers. This discussion is based on the teacher's speech and his refuge, the textbook. For the majority of the Brazilian population, its content will be the guiding notion of society and science, since it is a small portion that will again discuss it in universities. I chose a qualitative methodology dialectical-critical, because in an area like education, the richness of human life and their way of understanding the daily life are essential to understanding the phenomenon under study. For this, I used the Textual Analysis Discursive, extending the analysis of the speech of teachers, object search of the elements that characterize its practice with respect to the proposed theme. For this study investigated seven teachers of biology, from public and private schools in Porto Alegre with over a thousand students, in which each teacher was characterized as a way to understand the origin of life and his belief. Perceived hegemony in the disclosure of which may be in the textbooks of Science Biology, as a rule used in the classroom and teachers' speech, which showed a methodological confusion and mainly a fear about it. The books inform a dominant paradigm that needs to be analyzed, because science is described as positivist supported by the scientific method and mathematical rigor.There is a methodological confusion, in which empirical science, one that dispenses with the scientific method, is confused with the historical science, one that is based on evidence, but has the ability to theorize, broadening the horizons of the mind. There is a fear of taking their belief and to go against the dictates of academia, the dominant paradigm. Thus, the analysis of the evidence and statements mentioned, I realized that yes there plausibility to a discourse involving God in science, since there is evidence that enable its theorization and even identification in the natural world |
