Traces of philosophical hermeneutics in science education: possibilities to chemistry education

Authors

DOI:

https://doi.org/10.5007/1982-5153.2017v10n2p279

Abstract

The present paper brings some approximations of Philosophical Hermeneutics to Chemistry Education. We bring elements which take us to search for contributions of Philosophical Hermeneutics to Chemistry Education in Comunidades Aprendentes em Educação Ambiental Ciências e Matemática (CEAMECIM) research group, followed by some theoretic contributions of this approximation. We finalized bringing some scholars concerned with a hermeneutic approach related to Chemistry in two Philosophy of Chemistry journals: Foundations of Chemistry and Hyle – International Journal for the Philosophy of Chemistry. This meeting between Hermeneutics and Chemistry Education may contribute to understand what Chemistry Education is shown in our teaching practice from a philosophical perspective open to hermeneutics possibilities of dialogue, of linguistic historical tradition beyond its instrumental character and of aesthetics in Chemistry Education.

Author Biographies

Robson Simplicio de Sousa, Universidade Federal do Triângulo Mineiro= Campus Iturama

Doutor em Educação em Ciências pela Universidade Federal do Rio Grande (FURG) e mestre em Química Tecnológica e Ambiental pela mesma universidade. Tem formação em Licenciatura em Química pela Universidade Federal de Pelotas. Atualmente, é professor adjunto da Universidade Federal do Triângulo Mineiro, atuando no curso de Licenciatura em Química.

Maria do Carmo Galiazzi, Universidade Federal do Rio Grande

Doutora em Educação pela Pontifícia Universidade Católica do Rio Grande do Sul, Licenciatura em Ciências - Habilitação Química pela FURG, Bacharelado em Química pela Universidade Federal do Rio Grande do Sul. Atualmente, é professora titular da FURG, atuando como professora do curso de Química - Licenciatura e no Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde.

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Published

2017-11-24

Issue

Vol. 10 No. 2 (2017)

Section

Articles

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