Aiming at Venus: the photographic revolver and a Brazilian astronomer in Japan
Francisco Antônio de Almeida Júnior; Cultural History of Science; transit of Venus; photographic revolver
In 1872, the Brazilian astronomer Francisco Antônio de Almeida Júnior was sent by the director of the Imperial Observatory of Rio de Janeiro to study astronomy in France. Later, he participated in the French mission to observe the transit of Venus on December 9, 1874, in Nagasaki, Japan. During the transit, d’Almeida was responsible for handling the “photographic revolver” designed by the astronomer Jules Janssen. D’Almeida returned to Brazil in 1876 and published two works directly associated with the experiences he had during the expedition: a scientific report (The Parallax of the Sun and the Passages of Venus - 1878) and a travel account (From France to Japan: Travel Narration and Historical Description, Uses and Customs of the Inhabitants of China, Japan and Other Countries of Asia - 1879). In this context, this study aims to analyze the contributions of this Brazilian astronomer based on his scientific practice, with the goal of providing insights for astronomy education. The theoretical framework used is the historiographical approach known as the Cultural History of Science, which describes scientific practices as cultural practices situated in specific times and spaces. The contribution of the Cultural History of Science (CHS) understands that sciences should not be studied in culture but as culture. Methodologically, this is a documentary research, of a theoretical nature, carried out from primary and secondary sources. The main primary source analyzed in the Thesis was d’Almeida’s scientific report, due to our interest in the detailed description of the observation of the phenomenon of the transit of Venus in 1874. Finally, we sought to present relevant aspects of the Nature of Science (NoS), through the approach of “themes” and “questions”, identified from the historical and sociocultural context presented, with the goal of fostering historical-epistemological discussions in astronomy education.