Resumen

FARIAS, Carmen Roselaine de Oliveira  y  BAROLLI, Elisabeth. Casos controversos sob o enfoque de um paradigma indiciário: o ensino de ciências no horizonte formativo da cidadania ambiental. Perspectiva [online]. 2013, vol.31, n.03, pp.1131-1156. ISSN 0102-5473.

In this work, a critical to the epistemological and pedagogical dominant models in the area of science teaching and they present an educational perspective of the use of controversial cases in science teaching, will be presented, taking into account the formative requirements of environmental citizenship. The central argument is that these cases may contribute to the understanding of environmental questions in the school from an investigative attitude which has its roots in an epistemological model of the human science, that might be designated by “an evidential paradigm”. For this reason, this study seeks to problematize our ways to produce school knowledge in the science area and it also aims to offer a theoretical and methodological basis to be used in the controversial cases in the school education, highlighting its contributions to the environmental education. It is concluded sustaining that, in addition to knowing the technical-scientific arguments about environmental controversies, a teaching methodology based in disagreement cases would contribute to reveal what is not absolutely explicit on those arguments: the social and political character of science and technology and also our involvement in History and in environment as moral subjects.

Palabras clave : Science Teaching; Enviromental Education; Controversial Cases.

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