Banca de DEFESA: GREGORY ALVES DIONOR

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : GREGORY ALVES DIONOR
DATE: 24/07/2023
TIME: 09:00
LOCAL: Online
TITLE:

STS/STSE education: an analysis from the contributions of Imre Lakatos and Hugh Lacey.

KEY WORDS:

Science Education; History and Philosophy of Science; Historical-epistemological study; Integrative Literature Review.

PAGES: 135
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Fundamentos da Educação
SPECIALTY: Filosofia da Educação
SUMMARY:

Between the 1960s and 1970s, there was a concern to problematize and think critically about scientific activity, mainly observing its social impacts, given the socio-environmental consequences of events/situations such as the perception of the effects of environmental degradation resulting from industrialization, atomic bombs and the Vietnam War. Thus, the studies that would later be called the CTSA Movement (Science-Technology-Society-Environment) emerged. Among the action fronts of this movement, there is one aimed at structuring an education in the perspective of mobilization of the CTSA spheres – the CTSA Education. From this, we noticed gaps still little explored in the theoretical-epistemological reflections in the studies of CTSA Education within the broader context of the field of research in science education. When we talk about “broader research context”, there are several interpretations, because, depending on the theoretical support on which it is based, its constitution changes. One of the possibilities for understanding the fundamental bases of a field of research is through epistemological analyzes based on constructs from areas such as the History and Philosophy of Science, through authors such as Imre Lakatos and Hugh Lacey. The choice of Lakatos as one of the central authors for the analysis here is due to the potential that we perceive in his work to understand scientific theories and, thus, serve as a guide for our view on research in CTSA Education. However, due to one of the limitations we found in Lakatos – the non-discussion of the relationship between values and science – we resorted to Lacey as the other central author of our analysis, since he stresses precisely this issue in meta-scientific studies. Thus, this thesis aims to: (i) Understand the theoretical-epistemological contributions of two authors in the philosophy of science – Imre Lakatos and Hugh Lacey – and how their constructs can complement each other in building a broader view of understanding science, especially centered on values; (ii) Analyze, through an integrative literature review, if and how publications in the field of research in Science Teaching about CTSA Education present in their foundations epistemological contributions characteristic of the studies of Lakatos and Lacey. This thesis is presented in the form of a collection of articles, and, in each article-chapter, we seek to contemplate each of the objectives listed.

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