Os diálogos interdisciplinares na constituição da química como ciência: um estudo historiográfico como contribuição para o ensino de química

Abstract

Understand the chemistry as a science arising from centuries of speculation, theories and ideological beliefs, instigates a survey of major historical events and consequently, the characters who have contributed and appropriated closely the construction process of this science. Eminent speeches of the various knowledge areas seized by the great theoreticians, philosophers and scientists in the period that includes the pre and post the Scientific Revolution, were crucial to understanding the transitions of chemistry and highlight aspects of didactic transposition of the general context of this science to school discipline of chemistry addressed in schools. Show how the HFC (History and Philosophy of Science) can act as a bridge connecting the historical contents of the scientific causes the same to become a rich research tool beyond a good teaching strategy to teach chemistry from its origins. Therefore, HFC would be another aspect of teaching or other content that the teacher should take into account in their planning, but be the axis that integrates scientific knowledge taking into consideration interdisciplinary approaches to building more broadly of knowledge and concrete. Thinking about the process of transition from a philosophy purely mystical and sacred practices to an organized systematic science based mechanisms and methods, this paper seeks to build answers to the question: "what are the possible existing interdisciplinary dialogues in the historical process of building chemistry as science from its earliest manifestations to the development of the scientific revolution of the sixteenth and seventeenth centuries "? The method used to develop this study was to historiographical analysis and this proves to be true when it intends to study facts of the past in order to understand behavior, organization of thoughts, among other things, that help us understand how was the development and the construction of knowledge that guide our present experience. Highlighting the main features about the history of science, it was possible to extract the historiographical cuttings of selected secondary sources and build an analysis of interdisciplinary moments that weave this historical trajectory intending to use it as a resource for didactic transposition in the classroom or teacher training processes.