Abstract

SOUSA, THIAGO WESLEI DE ALMEIDA; QUEIROS, WELLINGTON PEREIRA DE  and  PIRES, DARIO XAVIER. ANALYSES AND REFLECTIONS ON THE PRESENCE OF THE PRIGOGINIAN EPISTEMOLOGICAL FRAMEWORK IN THESES AND DISSERTATIONS IN THE AREA OF SCIENCE EDUCATION. Ens. Pesqui. Educ. Ciênc. [online]. 2022, vol.24, e32203.  Epub Oct 05, 2022. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172022240123.

In this investigation - a constituent part of a doctoral research - we aimed to locate and analyze the use of the Prigoginian framework in Science Education works. We analyzed stricto sensu course completion works (theses and dissertations), which had Prigogine-thought as an object of study or as a theoretical reference in the field of Science Teaching. To this end, the documental source chosen was the Capes Theses and Dissertations Catalogue. The research consisted of the application of Discursive Textual Analysis (DTA) in the corpus of our investigation, where we were guided by the phenomenological question “what is this that is shown in the use of the Prigoginian framework in research in Science Education?” As a result we had four categories, which are presented and discussed through metatexts. We observed that two of these categories carry a more philosophical discussion perspective in their composition, while the other two categories focus on the discussion of the location of the Prigoginian reference in the research structures that make up the corpus of this investigation. We confirm that, despite its relevance, the Prigoginian reference is little or almost nothing used in the field of Science Education. In contrast, we argue how innovative, necessary, and challenging will be the construction of works in the educational field that have Prigogine as a theoretical reference.

Keywords : Ilya Prigogine; Epistemology; Complexity.

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