Alfabetização científica: uma possibilidade para a inclusão social
Beginning with a characterisation of the school a recently modified scenario we analyse the teaching of science, generalising the observations for the different levels of formal schooling. We present science as a language for the description and understanding of the natural world which a r...
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| Format: | Article |
| Language: | Portuguese |
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Associacao Nacional de Pós-Graduação e Pesquisa em Educação
2003-01-01
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| Series: | Revista Brasileira de Educação |
| Online Access: | http://www.redalyc.org/articulo.oa?id=27502209 |
| Summary: | Beginning with a characterisation of
the school a recently modified
scenario we analyse the teaching of
science, generalising the observations
for the different levels of formal
schooling. We present science as a
language for the description and
understanding of the natural world
which a rereading of Barthes supports.
We assert that scientific literacy a
scientific illiterate is one who does not
know how to read the language in
which nature is written could be
responsible not only for facilitating our
understanding of the world, but also
for helping to transform it for the
better. Scientific literacy is also seen as
a possibility for social inclusion, being
a handicap for it the presentism
{exclusive link with the present,
without a rooting in the past, and
without perspectives for the future}, as
well as scientificism {an exaggerated belief in the power of Science, and/or
the attribution to it of only beneficial
results}. Dogmatism, marked by
positivism, is presented as one of the
marks of a non-scientific literacy.scientific literacy, science
as a language, science teaching,
dogmatism |
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| ISSN: | 1413-2478 1809-449X |