English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In this work we intend to reflect on the misunderstanding of what is Science and its reflexes in the social and educational understanding, in particular of High 1 Doutorando em Educação, USEK – Santiago, Chile, arvn73@hotmail.com School, as to what is Science. It is argued that the misunderstanding of what science is is due to a poor scientific formation of society and the exacerbated value given to technical science as a producer of technologies that increasingly make life simple. In addition, it is argued that there persists in both society and school the view that science is "genius", whose mathematics is not for anyone. . This kind of vision of science remains a corollary of this same technical science. Against this state of understanding or misunderstanding of science and from thinkers such as Aristotle, Claude Chretíen, Paul Feyerabend and Thomas s. Kuhn will be presented as a resolutive hypothesis of the problems investigated, a greater attention and a greater investment in the presentation of the epistemological thought, which allows to know more in depth the limits of the scientific knowledge, its possibilities of growth, but, above all, the way of making the science. The epistemological knowledge must be integrated in the curriculum of the Degree of Sciences in the form of a discipline and in the program of the disciplines of Sciences of High School, in the transversal form, discussing the contents of the discipline, showing that those laws and theorems studied followed and are the fruit of a way of making science of the time, that is, of an epistemology of the time. The appreciation of these problems, in this article, as well as the sustained answers, follows a qualitative methodology, with emphasis in bibliographical analysis.

CONTRA O CIENTIFICISMO E A FAVOR DA CIÊNCIA: PROVOCAÇÕES QUANTO AO ENSINO DE CIÊNCIAS.