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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Main Author: Attico Chassot
Format: Article
Language:Portuguese
Published: Associacao Nacional de Pós-Graduação e Pesquisa em Educação 2003-01-01
Series:Revista Brasileira de Educação
Online Access:http://www.redalyc.org/articulo.oa?id=27502209
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spelling doaj-56cb71335fe54a5792d0e5daa7457b522020-11-25T01:56:00ZporAssociacao Nacional de Pós-Graduação e Pesquisa em EducaçãoRevista Brasileira de Educação1413-24781809-449X2003-01-012289100Alfabetização científica: uma possibilidade para a inclusão socialAttico ChassotBeginning 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, dogmatismhttp://www.redalyc.org/articulo.oa?id=27502209
collection DOAJ
language Portuguese
format Article
sources DOAJ
author Attico Chassot
spellingShingle Attico Chassot
Alfabetização científica: uma possibilidade para a inclusão social
Revista Brasileira de Educação
author_facet Attico Chassot
author_sort Attico Chassot
title Alfabetização científica: uma possibilidade para a inclusão social
title_short Alfabetização científica: uma possibilidade para a inclusão social
title_full Alfabetização científica: uma possibilidade para a inclusão social
title_fullStr Alfabetização científica: uma possibilidade para a inclusão social
title_full_unstemmed Alfabetização científica: uma possibilidade para a inclusão social
title_sort alfabetização científica: uma possibilidade para a inclusão social
publisher Associacao Nacional de Pós-Graduação e Pesquisa em Educação
series Revista Brasileira de Educação
issn 1413-2478
1809-449X
publishDate 2003-01-01
description 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
url http://www.redalyc.org/articulo.oa?id=27502209
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