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Disseminating quality controlled scientific knowledge

DA TRANSPOSIÇÃO À COMPREENSÃO DIDÁTICA: SENTIDOS DO CONHECIMENTO ESCOLAR NA EDUCAÇÃO EM CIÊNCIAS

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Author(s): Altair Alberto Fávero | Gionara Tauchen | Lavínia Schwantes

Journal: Roteiro
ISSN 0104-4311

Volume: 37;
Issue: 2;
Start page: 325;
Date: 2012;
Original page

Keywords: Epistemology | Teaching | Science education | Hermeneutics.

ABSTRACT
In this text which has a theoretical and hermeneutical nature, we haveproblematized the epistemological references – empiricist, innatist, dialectical– subjacent to didactic processes, where hermeneutics is seeing as a possibilityof organizing a comprehensive teaching approach. We have also discussed theresults of didactization of school knowledge, that is, the relations and processesthat go through scientific knowledge until they become teachable for schools.Therefore, we have guided the discussion to processes of Didactic Transpositionregarding levels of learning, subjects and involved contexts as well as resultingprocesses. We have concluded that the didactics, regulated by a comprehensiveepistemology, is constituted of a space of experience in conversation, dialog,and intersubjectivity.
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