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vol.24PRÁCTICAS EPISTÉMICAS EN LOS CURRÍCULOS DE CIENCIAS NATURALES DE PAÍSES DE AMÉRICA LATINA: ESTUDIO ENTRE BRASIL, CHILE Y COLOMBIAARTIGO PARECER: A DIALÉTICA CONSCIENTE/NÃO-CONSCIENTE NA CONCEPÇÃO DE MUNDO: IMPLICAÇÕES TEÓRICAS, METODOLÓGICAS E PRÁTICAS PARA O ENSINO DE CIÊNCIAS DA NATUREZA NA PERSPECTIVA HISTÓRICO-CRÍTICA índice de autoresíndice de assuntospesquisa de artigos
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Ensaio Pesquisa em Educação em Ciências

versão impressa ISSN 1415-2150versão On-line ISSN 1983-2117

Resumo

MEDEIROS, Amanda Marina Andrade  e  GOULART, Daniel Magalhães. THE SUBJECTIVE AND THE OPERATIONAL IN SCIENCE LEARNING: AN ARTICULATION BETWEEN TYPES OF LEARNING AND TYPES OF CONTENT. Ens. Pesqui. Educ. Ciênc. [online]. 2022, vol.24, e39990.  Epub 05-Jul-2022. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172022240115.

This paper had its genesis in the Alves, Parente, Bezerra and Bezerra (2022) paper’s review, which was elaborated by the first author of this work. Its purpose is to promote reflections about the possible articulation between subjective and operational processes in science learning. In this sense, we pursue to delineate an articulation between the types of learning introduced by Mitjáns Martínez and González Rey, based on the Theory of Subjectivity from a cultural-historical approach, and the types of content developed by Pozo and Crespo, based on the inaugural work of Alves, Parente, Bezerra and Bezerra (2022), which presents and relates these approaches. More than a critical comment on this approach made by the authors, this paper focused on discussing some nuances of this approach developed by them, emphasizing the contributions of González Rey’s Theory of Subjectivity.

Palavras-chave : Theory of Subjectivity; Types of learning.

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