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Seu Valor Científico- MONTEIRO Histórico E Didáctico

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Seu Valor Científico- MONTEIRO Histórico E Didáctico Universidade de Aveiro Departamento de Didáctica e Tecnologia Educativa 2007 GRAÇA MARIA VIANA Controvérsias Geológicas: seu valor científico- MONTEIRO histórico e didáctico Tese apresentada à Universidade de Aveiro para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Didáctica, realizada sob a orientação científica do Dr. João José Félix Marnoto Praia, Professor associado com agregação (aposentado pela Faculdade de Ciências da Universidade do Porto) do Departamento de Didáctica e Tecnologia Educativa e Dr. António Soares de Andrade, Professor associado aposentado pela Universidade de Aveiro do Departamento de Geociências da Universidade de Aveiro. o júri presidente Prof. Doutor Henrique Manuel Morais Diz Professor Catedrático da Universidade de Aveiro Prof. Doutor Vítor Manuel de Sousa Trindade Professor Catedrático da Universidade de Évora Prof. Doutor João José Félix Marnoto Praia Professor Associado com Agregação Aposentado pela Faculdade de Ciências da Universidade do Porto (Orientador) Prof. Doutor Luís Manuel Ferreira Marques Professor Associado com Agregação da Universidade de Aveiro Prof. Doutor Luís Carlos Gama Pereira Professor Associado da Faculdade de Ciências e Tecnologia da Universidade de Coimbra Prof. Doutor Alfredo de Oliveira Dinis Professor Associado da Faculdade de Filosofia de Braga da Universidade Católica Portuguesa Prof. Doutor António Augusto Soares de Andrade Professor Associado Aposentado da Universidade de Aveiro (Co-Orientador) agradecimentos Este trabalho teve início em Setembro de 2003 e, ao longo de quatro anos, houve um caminho percorrido que permitiu a sua concretização. Torna-se grato recuar no tempo e verificar que as primeiras palavras de gratidão vão para os Sr. Professor Doutor João Félix Marnoto Praia e Sr. Professor Doutor António Soares de Andrade cuja orientação, persistência e disponibilidade tornaram possível o alcance dos objectivos que eu pretendia atingir. Ao longo destes anos de trabalho não posso esquecer os meses de estadia em Cambridge sob orientação de Elaine Wilson PhD, docente e investigadora da Faculty of Education, cuja disponibilidade e oportunidades me foram fundamentais. Quero ainda agradecer aos alunos Sara, Davide, Diana Marlene, Diana, Raquel e Sofia que, com amizade concretizaram a tarefa de alunos colaboradores no que respeita ao desenvolvimento dos materiais didácticos. Finalmente, não quero deixar de mostrar a minha gratidão a todos os colegas, amigos e familiares que, embora não mencionados especificamente, hajam contribuído para que eu pudesse levar a bom termo a tarefa que me propus encetar. palavras-chave Controvérsias Geológicas, Educação em Ciência, História e Filosofia da Ciência. resumo Uma das vertentes da função docente é, seguramente, a da constante investigação, não (apenas) por uma questão de enriquecimento pessoal e profissional, mas pelo que aos estudantes diz respeito, sempre ávidos de respostas (não definitivas) sobre a vida e obra dos investigadores que descobriram determinado conceito/teoria. A necessidade de conhecer os meandros do meio científico e as controvérsias geradas ao longo da emergência de um novo paradigma científico na Geologia do séc.XX, levou- nos a uma criteriosa selecção das mesmas. Com efeito, temas como i) o Tempo Geológico; ii) a Deriva Continental e a Tectónica de Placas e; iii) as Extinções em Massa, constituem o nosso objectivo de estudo. Definamo-los: a) Analisar as controvérsias na sua vertente histórico-epistemológica, numa perspectiva da construção do conhecimento científico; b) Articular a História da Geologia, nomeadamente as controvérsias geológicas, com a Educação em Geologia; c) Avaliar a importância das controvérsias na construção do conhecimento científico, através de materiais didácticos cuidadosamente elaborados para este fim e desenvolvidos em práticas lectivas. Assumimos o contributo da controvérsia científica como um importante marco na História da Ciência que intentamos perseguir e compreender. O nascer da Geologia enquanto ciência autónoma, reveste-se de duras polémicas, conducentes a conquistas científicas, algumas das quais ainda se prolongam até aos dias de hoje. As controvérsias científicas foram encaradas, no nosso estudo, como processos cujos caminhos são alimentados por conteúdos científicos que se repensam. E se as controvérsias são fulcrais na Ciência, não há razão para separarmos a perspectiva científica da perspectiva histórico-epistemológica rica em dificuldades, confrontos e obstáculos. Pensamos ainda que a inclusão de aspectos relativos à natureza humana, rica em conflitos e situações dilemáticas, de valores e de âmbito ético, torna as controvérsias científicas enquadradas e justificadas num contexto Educação em Geologia. Aponta-se, então, a intenção de esclarecer a problemática central deste estudo: Qual a importância das controvérsias geológicas para a Educação em Geologia? Em Didáctica da Geologia, numa perspectiva não instrumental, uma revalorização do papel das controvérsias científicas passa não só pela sua utilização de forma criativa, mas também por lhes atribuirmos uma maior diversidade de funções. Não se pode pois, afirmar que as controvérsias em Geologia sejam algo “naife” e neutras, uma vez que são portadoras de sentido dentro de um contexto social, político e mesmo religioso. Ao utilizarmos a controvérsia, note-se, não apenas como recurso didáctico, permitir-nos-á o desenvolvimento de capacidades, entre outras, de comunicação intra e interpares, desenvolver a criatividade e o poder argumentativo dos alunos, bem como revelar valores inerentes à ciência contemporânea. O analisar das controvérsias científico-históricas a partir de uma vertente qualitativa foi, como que o abrir de um processo de compreensão da realidade que queremos menos subjectiva, exigindo da Didáctica das Ciências um rigor disciplinar- metodológico que sempre procurámos ter em atenção. Neste sentido, referimos a pertinência da vertente de estudo historiográfica que se enquadrou e entrelaçou com a Investigação-Acção, no sentido de uma pesquisa activa e com maior significado para a educação científica. Este pressuposto requer inteligibilidade como um ponto de partida para uma nova abordagem no Ensino da Geologia. Assim, uma das suas possíveis linhas estruturantes passa pela História da Ciência e mais concretamente pela controvérsia científica, dotada de uma epistemologia própria. Acreditamos que ao utilizar a controvérsia científica enquanto exercício de aprendizagem, os alunos são convidados e ajudados a compreender melhor como se constrói a Ciência, acentuando o facto de a actividade científica ser eminentemente cultural e humana. Acrescentaremos que no presente estudo foram emergentes as conclusões de que a controvérsia científico-histórica tem um papel decisivo para uma mais adequada compreensão das dificuldades na construção do conhecimento científico, visto perseguir o objectivo da melhoria das percepções dos alunos do Ensino Secundário sobre a natureza da Ciência, bem como sobre a aprendizagem das controvérsias geológicas e alguns dos seus aspectos mais centrais. keywords Geological controversy, Science Education, History and Philosophy of Science. abstract A teaching goal is, surely, permanent research, not only for personal and professional enrichment, but also for students, always looking for answers (not definite) about the life and the work of those scientists that discovered some concept/theory. The need to be familiar with the scientific community and the controversy generated by the emergence of a new scientific paradigm in the XXIst century Geology led us to a careful selection. In fact: i) Geological Time; ii) Continental Drift and Tectonic Plates and; iii) Mass Extinction, build up our study goal. We will define them: a) To analyse the scientific controversy in its scientific-epistemological sides, in a scientific knowledge acquisition perspective; b) To articulate Geological History, namely the geological controversy, with Geology Education; c) To evaluate the importance of controversy in scientific knowledge acquisition through didactic material, carefully planned and applied in teaching practice. We assume that the scientific controversy has contributed as an important landmark in the History of Science, which we intend to follow and understand. The Geology birth as an autonomous science is covered with hard controversy, leading to important scientific achievements, which still exist today. Scientific controversy has been faced, in our study, as different paths in a process, which are feed by the rethinking of scientific contends. And if controversy is essential, there is no reason to separate the scientific perspective from the historical- epistemological perspective, which is full of difficulties, confrontations and obstacles. We think that the inclusion of human nature aspects, rich in conflicts, dilemma values and ethic, makes scientific controversy fit and justified in a Geology Education context. We intent to clarify the main problem of this study: What is the importance of the geological controversy in Geology Education? Geology in Didactic in a non-instrumental perspective, revaluing scientific controversies means not only using it in a creative way, but also giving it wider and diverse functions. We cannot state that controversy in Geology is “naive” and neutral, as it is meaningful in a social, political and religious context. Using controversy, not only as a didactic resource, will allow us to develop several skills as pair communication, creativity
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