The Case of Astronomer Garavito Contributions to Science Teaching from a Sociocultural Perspective

X Encontro Nacional de Pesquisa em Educação em Ciências – X ENPEC Águas de Lindóia, SP – 24 a 27 de Novembro de 2015 Ciência na Colômbia: o caso do astrônomo Garavito contribuições para ensino de ciências a partir de uma perspectiva sócio-cultural Science in Colombia: the case of astronomer Garavito contributions to science teaching from a sociocultural perspective Resumo Dentro do ensino da ciência pouca pesquisa sobre a formação da cultura científica colombiano são, a história da ciência evidência como o processo de ensino e aprendizagem é marcado por práticas científicas ocidentais, como sugerido por Anderson e Buck (1980), o processos de desenvolvimento científico no Terceiro Mundo são desenvolvidos de acordo com as expectativas ocidentais. Isto sugere que o papel dos conteúdos ensinados e seu impacto sobre a apropriação social do conhecimento científico. Neste sentido ciência reconhecer produções que foram gerados na Colômbia torna-se relevante, a história da ciência apresenta o caso de Julio Garavito; Matemático e astrônomo colombiano cujo trabalho científico especialmente em astronomia levou ao desenvolvimento do país durante o século XIX na construção do conhecimento endógeno. Este estudo de caso é entendida a partir da perspectiva sociocultural em que a ciência é vista como uma atividade cultural, com contextos específicos e com um caráter social. Palavras chave: Ensino de ciência, perspectiva sócio-cultural, Julio Garavito, conhecimento endógeno, história da ciência. Abstract Within the teaching of science little research on formation of the Colombian scientific culture are, the history of the evidence science how the process of teaching and learning is marked by Western scientific practices, as suggested by Anderson and Buck (1980), the scientific development processes in the Third World are developed according to Western expectations. This suggests the role of content taught and its impact on the social appropriation of scientific knowledge. In this sense science recognize productions that have been generated in Colombia becomes relevant, the history of science presents the case of Julio Garavito; Colombian mathematician and astronomer whose scientific work especially in astronomy led to the development of the country during the nineteenth century in the construction of endogenous knowledge. This case study is understood from the sociocultural perspective where science is seen as a cultural activity, with particular contexts and with a social character. Key words: Science teaching, socio-cultural perspective, Julio Garavito, endogenous knowledge, history of science. History, Philosophy and Sociology of Science in Science Education 1 X Encontro Nacional de Pesquisa em Educação em Ciências – X ENPEC Águas de Lindóia, SP – 24 a 27 de Novembro de 2015 Introduction This proposal of educational intervention that is part of the teaching practice is part of the interests of the research group: science, education and diversity, from the Institute of education and pedagogy at the University of Valle, Cali Colombia. It was designed to be addressed in the university context, particularly in the course of Science, Culture and Creativity and whose interest is to generate reflection on students toward science as a cultural activity, subject to social dynamics according to each context, visible knowledge Colombian endogenous scientific and recognition of it, at first through the case study of Julio Garavito. In this regard the use of seminars as a tool for discussion and socialization in the classroom makes sense from the sociocultural perspective invites reflection and knowledge dialogue while allowing the relationship between students, teachers and social context, where the subject expresses his knowledge against the other and know that. From this becomes relevant data collection by students of the course and discussion of these results that show some final considerations about the teaching experience. History of science It is very interesting to find that the history of science plays a fundamental role in the teaching of science, but soon this relationship is evident in the process of teaching and learning. According Gagliardi, R. and Giordan, A. (1986) the science history can to show in detail some of the moments of profound transformation of a science and indicate what were the social, economic and political relations that came into play. This analysis can provide the conceptual tools to help students understand the current state of science, its dominant ideology and sectors that control and benefit from the results of scientific activity. Therefore worth noting that the history of science provides important elements in the construction of alternative forms of teaching where science is not presented in ahistorical way or isolated from social facts that contributed to the development of endogenous science productions. According to Roche (1982) a history of our science and our technology is needed to better understand our national identity, to explain why, how and in what social context have performed our scientists, and to demonstrate that our current scientific movement does not arise of nothing or only foreign models. In these trends visualize the relevance of endogenous science and everything around it is presented to get the student to think of science from its social context, their problems and their needs are recognized. From this Garcia E. (1999) proposes a fundamental way how we relate to the history of science, not the contents or theories, but with the same experience that allows us to understand the physical phenomena and construct explanations that are significant from our own concerns and interests. Sociocultural perspective in science teaching For decades science teaching was taken as a transfer of scientific knowledge, leading the student to memorize and then repeat this knowledge, but far less appropriate them and relates them to their context. As Garcia (2009) suggests recognize that science is a cultural activity has allowed researchers to build alternative proposals for science teaching where knowledge History, Philosophy and Sociology of Science in Science Education 2 X Encontro Nacional de Pesquisa em Educação em Ciências – X ENPEC Águas de Lindóia, SP – 24 a 27 de Novembro de 2015 is seen as a social construct that responds to the needs and problems of various kinds: social, political, economic and ideological, and therefore should be taught within these aspects. Thus as Ayala (1988) points out the science rather than a collection of knowledge with a role of absolute truth, it is a cultural activity since it is made by human groups who argue and validate the explanations about the world around them. In this way the sociocultural perspective gives you a sense to transformation to sciences teaching where the student enters to play an important role not as a mere recipient of data and information to understand the student but as an isolated subject without history but as a subject immersed in a socio-cultural context that defines and enables you to live and think the world around him (Ayala & Guerrero, 2004). According to the above makes sense to understand the processes of teaching and learning from the socio-cultural approach that invites reflection at first the teacher as transformative thinking about phenomena and the world around him so after intervening in the classroom and put into play this way to understand and relate science to the social contexts in students. Science teaching The science teaching, it evidences with multiple studies concern about job of the teacher and student learning, this relationship teaching and learning takes on a meaning that goes beyond the tradition of transmitting knowledge when the contents presented are placed in game, this triad of teacher, student and contents presented in the classroom offer a different way of conceive the sciences teaching understood from the sociocultural perspective where what is taught is permeated by a cultural context full of meanings that give a sense. As Geertz suggests quoted by (Austin 2000) the cultural context is a process (or net, mesh or lattice) of meanings in an act of communication, objective and subjective, between mental processes that create the meanings. Complementing the above, Elkana (1983) proposes the science as a cultural system, subject to interactions, experiences and different ways of understanding the world. Endogenous knowledge; in this case the contributions of Julio Garavito to science that are hope to rescue in this document show us an alternative to science education from the endogenous, to rethink science that must appropriate and from the cultural identity formation in terms science for the development of the nation. In this trend Garcia, E. (2009) states that we must begin to understand the processes of formation of the scientific culture of the region to better understand the conditions of our historical insertion into modernity, since it has become the science of the West which generates valid knowledge regardless of the context where it is employed, has become the answer to the social needs of development from people and paradigm of the progress and welfare. Finally becomes a concern the issue of social appropriation of knowledge as if in science teaching is not included in the content aspects of endogenous science and own scientific culture, certainly continue to think the world from decontextualized interpretations, solving problems from different backgrounds and preserving as a Western science itself.

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