Educação científica no contexto pós-ontológico: por uma concepção plural de conhecimento e educação

The development of this work arises from the research of sociological and philosophical characters contemplating also other approaches which aims to answer the followingquestions: what is the responsibility of science teaching for the image one has about science? ; which scientific education should be designed for nowadays? . After considering the assumptions brought along by rationalism and the criticisms to the illuminist model proposed by sociology and philosophy of science, as well by the biology of the knowing process, going through discussions concerning post-modernity issues, one is given to understand that the image of science has become the central point of discussion in the last hundred years, including what concerns the area of science teaching, and that practically none of those discussions really reached natural science classes indeed. We adopt the term postontological to characterize the recent proposals on philosophy and sociology, because we evaluate that this term allows a better identification of the scientific realism crisis, which supports the existence of an ontological domain which science, and only science, is able to understand. One notices that the general public is not aware of those discussions, mainly if they are science teachers and students. So we believe that discussing the logic in which science is structured, the new understandings concerning the scientific undertaking, especially those of an externalist character, and the relationship between science and society, all of this contributes to build up a science teaching which contemplates a reflective contribution, besides allowing the inclusion of the study of other epistemologies in the educational practice. We argue that a revisionist posture seems to be the most appropriate for the contemporary scientific education, contemplating, besides the teaching of the usual science contents, discussions on the issues involving that knowledge, as well as respecting epistemologies alternative to the modern Western scientific one, in order one can work on the perception of local knowledge generated from other epistemological bases. We describe here practical activities we did involving teachers (short-term courses) and high-school students in an inland school in the Rio Grande do Norte state, in Brazil, as a way to demonstrate the possibility of interventions which can take those conceptions, discussions and changes to the classroom

A formação graduada em psicologia no Brasil: reflexão sobre os principais dilemas em um contexto pos-DCN

Criticism done to the undergraduate training process of the psychologist in Brazil raised debates known as "dilemmas of training". In recent years the classic training model, based on the Minimum Curriculum has undergone a series of changes after the National Curriculum Guidelines (DCN), modifying the context of courses. Thus, this paper aimed to investigate, in a post- DCN context how undergraduate courses in Psychology in Brazil have been dealing with the dilemmas of training. So, we decided to analyze the Course Pedagogical Projects (CPPs) of Psychology in the country. Forty CPPs, selected by region, academic organization and legal status were collected. The data was grouped into three blocks of discussions: theoretical, philosophical and pedagogical foundations; curriculum emphases and disciplines; and professional practices. The results were grouped into four sets of dilemmas: a) ethical and political; b) theoreticalepistemological; c) professional practice of the psychologist and d) academic-scientific. Courses claim a socially committed, generalist, pluralistic training, focusing on research, non-dissociation of teaching-research-extension, interdisciplinary training and defending a vision of man and of critical and reflective and non-individualistic psychology. The curriculum keeps the almost exclusive teaching of the classical areas of traditional fields of applied Psychology. Training is content based. The clinic is hegemonic, both in theory and in application fields. The historical debate is scarce and themes linked to the Brazilian reality are missing, despite having social policies present in the curricula. Currently, DCNs have a much greater impact on courses due to the influence of the control agencies, fruit of current educational policy, and the result is felt in the homogenization of curriculum discourses