As relações entre ciência e tecnologia no ensino de ciências da natureza

Abstract

This research is bound to the line Theories of Education and Pedagogical Processes in the Post-Graduation Program in Education at Pontifícia Universidade Católica de Goiás. It has as aim to understand the submission of science to technology in contemporary times and its objectification in the teaching of Natural Sciences. This objective was constituted from the need for historical understanding of this submission and the way science teaching can support such environment, which demands knowing the treatment given by the area to such elements. This thesis is based on historical-dialectical materialism as a research method (MARX, 2008, 2011a, 2011c; MARX and ENGELS, 2007; KOPNIN, 1978; KOSIK, 1976) and it presents bibliographic character (RAMOS VOSGERAU and ROMANOWSKI, 2014; SAVIANI, 2007a). This method allows us to understand the implications between science, technology and the process of constitution of the material bases of society as explanatory foundations for the emergence of technology as an important issue for the area of Natural Sciences, which adoption in didactic-pedagogical processes should be investigated beyond the visible aspects. In this way, a research corpus was built with 120 articles related to the use of technologies in science teaching, published in journals of historical relevance for the area, whose analysis was based on the conceptions of education by Saviani (2012b, 2013a), science by Lefebvre (1991) and technology by Feenberg (2010), Peixoto (2008, 2012, 2016). The corpus indicates that production refers primarily to teaching, it is focused on practice and distanced from theory. There is little discussion about the theoretical and epistemological framework on science and technology, so they are mostly affiliated to formal logic. The use of technologies is mainly approached in a technocentered manner, reflecting the scenario of instrumental rationality that guides the capitalist society. The logical and historical course of science and technology, as it is associated with the constitution of the Natural Sciences, shows that the production of knowledge is related to economic demands throughout history. In contemporary capitalist society, this leads to the submission of science to technology, in which scientific knowledge is treated as a productive force in the service of technological development, which expresses an objectification of capital accumulation. From this point of view, science education corroborates this framework of submission, since it reproduces the structural conditions of the social division of classes. This perspective is historically constituted in brazilian education, which policies express a neoliberal and technicist tendency, giving privilege to the market formation and instrumentality over human formation (SAVIANI and DUARTE, 2010). The corpus and the guiding documents also express the submission of science to technology by treating them as commodities, thus affirming the project of bourgeois society that supports the maintenance of inequalities and alienation. For the transformation of the current framework, the dialectical understanding of reality imposes the treatment of science teaching in a counterhegemonic perspective, in which education is an instrument of overcoming the current condition and promoting a structural change beyond capital