PATHS FOR DEVELOPING AUTONOMY IN SCIENCE TEACHING IN THE LIGHT OF CORNELIUS CASTORIADIS
Autonomy; Preservice Teacher; Scientific argumentation; History, Philosophy and Sociology of Science; Castoriadis
The work presented here is within the scope of teacher education related to the theme of Scientific Argumentation (AC) and History, Philosophy and Sociology of Science (HFSC). Having as main objective to analyze if / how the intervention research in the area of Science Teaching, whose approach is in CA and HFSC in teacher education, has enabled the development of autonomy, the work proposes to: I) Identify, within the Cornelius Castoriadis's theoretical perspective, elements that characterize a formation for autonomy; II) To analyze the research works of the Science Teaching area in which there is intervention whose approach is in CA and HFSC in the formation of physics teachers in the light of the elements about autonomy present in Castoriadis's work; III) To propose subsidies for the elaboration of teaching proposals aiming at autonomy. The trajectory to achieve these goals is related to the dialogue between Castoriadis's philosophical thinking and the corpus guided by Discursive Textual Analysis (ATD). The corpus consists of theses and dissertations whose theme focuses on the approaches of CA and HFSC with intervention in Physics Teaching. For the qualification text, we bring the theoretical-methodological framework that supports this research, as well as the search performed in the Sucupira Platform database, from which we cataloged a set of works that make up the corpus presented, leaving the analysis of this. as the last stage of the thesis after considerations and notes.