Michael Faraday e seus estudos entre 1820 a 1832: uma sequência didática sobre corrente de indução sob o olhar da história e filosofia da ciência

Abstract

The History and Philosophy of Science addresses several issues that are not addressed during the teaching of Physics in High School, such as the issues of non-cumulative and non-linear growth of science, non-individual contributions and non-neutrality in the act of doing science. Michael Faraday’s episode between the years 1820 and 1832, until the discovery of the induction current, is an example of how to approach the important elements of modern historiography in the classroom, addressing the sociocultural context in which he was involved and respecting the aspects of the Nature of Science. The objective of this work is to carry out a didactic sequence and, through a bibliographical review, analyze quantitatively and qualitatively the articles on electricity and magnetism, published in pre-selected journals, in order to understand whether these materials are coherent with the proposed use of the History and Philosophy of Science focused on teaching Physics.