Ensinando ci?ncia e sobre ci?ncia com a utiliza??o de fontes prim?rias da hist?ria do v?cuo e da press?o atmosf?rica

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O presente trabalho tenciona trazer contribui??es para o aprendizado do conceito de press?o atmosf?rica e a inser??o de discuss?es sobre a natureza do conhecimento cient?fico na educa??o b?sica. Procura-se contemplar a compreens?o de aspectos da constru??o hist?rica do conceito cient?fico em atividades que despertam o pensamento cr?tico e desenvolvem a imagina??o dos alunos, particularmente, por meio da interpreta??o de trechos de textos hist?ricos originais. O produto educacional proposto ? uma sequ?ncia did?tica, de perspectiva hist?rico-filos?fica. Prop?e-se que os alunos se engajem em processo ?investigativo? que lhes permita: estabelecer suas explica??es iniciais para fen?meno f?sico cotidiano (evidenciando eventuais concep??es alternativas); perceber eventuais semelhan?as (e diferen?as) entre suas pr?prias explica??es iniciais e concep??es expressadas por pensadores do passado em documentos hist?ricos; compreender elementos do processo hist?rico de constru??o do conceito de press?o atmosf?rica; perceber a eventual inexist?ncia ou fragilidade do fator press?o atmosf?rica em suas explica??es iniciais (como pressuposto te?rico) e a possibilidade de reconsider?-las ? luz desse fator. Sugere-se sequ?ncia did?tica mediada, de car?ter dial?gico, organizada em momentos de discuss?o a respeito de conte?dos de ci?ncia e sobre a ci?ncia. Uma pesquisa emp?rica foi realizada durante a aplica??o da sequ?ncia did?tica em minicurso para estudantes do Ensino M?dio. Uma contribui??o relevante se delineou na medida em que o referido conceito foi coletivamente utilizado de forma satisfat?ria em reinterpreta??o do fen?meno f?sico inicialmente submetido ? problematiza??o. Estabeleceu-se, assim, a constru??o coletiva do conhecimento, em processo no qual professor e alunos se inseriram como protagonistas. Particularmente, o texto a seguir discute resultados provenientes de instrumentos de pesquisa aplicados antes e ap?s a interven??o, os quais contemplam questionamentos abertos acerca de fen?menos f?sicos relacionados ? press?o atmosf?rica, bem como questionamentos abertos acerca de vis?es de Natureza da Ci?ncia sustentadas pelos estudantes.
This work aims to contribute to the learning of the concept of air pressure and the insertion of discussions on nature of scientific knowledge in basic education. It takes into account the historical construction of this concept in activities that arouse critical thinking and develop the imagination of students, particularly through the interpretation of primary sources. The educational tool suggested is a didactic sequence based on historical and philosophical approach. It proposes that students act in an "investigative" process that allows establishing their initial explanations for a daily physical phenomenon (including any misconceptions), as well as noticing any similarities (and differences) between its own initial explanations and views expressed by thinkers of the past in historical documents. Students are given the opportunity to understand elements of the historical development of the concept of air pressure. They can realize the possible absence or weakness of this factor (as a theoretical assumption) in their initial explanations and have the possibility to reconsider them in light of that element. It is suggested special use of primary sources in mediated intervention of dialogical character, organized in discussions on scientific contents and on nature of science. An empirical research concerning the use of the didactic sequence was carried out in a short-term course for high school students. A major contribution was outlined to the extent that the physical concept was used satisfactorily in a reinterpretation of the phenomenon initially subjected to questioning. It was established thus the collective construction of knowledge by a process in which teacher and students acted as protagonists. Particularly, this work discusses results emerging from research tools applied before and after the intervention, more specifically open questions about physical phenomena related to air pressure as well as open questions about the NOS views held by students.