Energia nuclear radioativa: uma análise dos obstáculos epistemológicos

Abstract

Practices involving the memorization of names and formulas prove to be ineffective in order to promote a chemistry education relevant to the life of the student. Therefore, the use of audiovisual resources, including films and comics, are viable alternatives to work the chemical contents in a more attractive and contextualized way. This work presents the validation process, according to the EAR method, of the Didactic Sequence (SD) "Teaching radioactive nuclear energy through films and comics", planned according to the three pedagogical moments of Delizoicov (2001), focusing on teaching of the concepts involved in the topic Nuclear Radioactive Energy (ENR). The field research was carried out with 10 students from the first series of the Integrated Electrotechnology course at the High School of the Federal Institute of Paraná (IFPR), located in the city of Ivaiporã. Authors such as Napolitano (2002), Auler (2007) and Barbosa (2017) formed the theoretical basis of the research, whose general objective was to analyze the potential of the films and HQ in providing a more critical and contextualized Chemistry Teaching, aiming at the formation of a subject capable of understanding how science influences human, political and environmental relations. In its specific objectives, the research sought to validate SD from the EAR method and to identify the epistemological obstacles of Bachelard (1996), considered by the philosopher as factors capable of undermining the construction of scientific knowledge. In the results, the reflections of the professor researcher on the potentialities of the comics and films as tools of contextualization for the teaching of ENR; the aspects considered in the re-elaboration of SD according to the EAR method; the identification of epistemological obstacles and the changes in students' chemical knowledge.