Resumo

FAVERO, Altair Alberto; TAUCHEN, Gionara  e  SCHWANTES, Lavínia. Da transposição à compreensão didática: sentidos do conhecimento escolar na educação em ciências. Roteiro. UNOESC [online]. 2012, vol.37, n.02, pp.325-341. ISSN 2177-6059.

In this text which has a theoretical and hermeneutical nature, we have problematized the epistemological references - empiricist, innatist, dialectical - subjacent to didactic processes, where hermeneutics is seeing as a possibility of organizing a comprehensive teaching approach. We have also discussed the results of didactization of school knowledge, that is, the relations and processes that go through scientific knowledge until they become teachable for schools. Therefore, we have guided the discussion to processes of Didactic Transposition regarding levels of learning, subjects and involved contexts as well as resulting processes. We have concluded that the didactics, regulated by a comprehensive epistemology, is constituted of a space of experience in conversation, dialog, and intersubjectivity.

Palavras-chave : Epistemology; Teaching; Science Education; Hermeneutics.

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