Formação docente e ensino de ciências nos artigos do grupo de trabalho de didática da ANPED de 2005 a 2011

Abstract

In analyzing the articles published between 2005-2011 in GT Didactic ANPEd. The objectives are: a) capture the epistemological foundations that underlie discussions of researchers in the teaching and learning of science, and, b) provoke thought for the possible escape routes of a science education grounded in coping with chaos and difference. Methodologically the analysis was based on the philosophy of difference from the theories of Deleuze and Guattari and proposes a brief exercise in deconstruction / questioning of the foundations of modern thinking applied to education and that appear in these articles. The result demonstrates how the theories that support the items are linked to the thought of representation and that the Curriculum for / in science teaching produces an easing in confusing or precipitate the creation of "methodologies" Teaching from the scientific-theoretical propositions derived from psychology and sociology.