Analysis of the contextualization perspective in chemistry teaching and rupture with the positivist paradigm

Abstract

The focus of this article is to analyze the different possibilities of understanding the perspective on the contextualization of the chemistry teaching, through a theoretical discussion and study of the legislation about the formation of chemistry teachers, valuing that point of view what promotes a rupture with the positivist paradigm from the sociological critique to the same, through authors like Boaventura de Sousa Santos and Edgar Morin. In this way, the objective of this article is to analyze the perspective on the contextualization of the teaching of chemistry as an instrument in promoting of a problematizing science education. After the theoretical reflection, we will analyze fundamental laws for the formation on chemistry´s teacher in Brazil, like the Parâmetros Curriculares Nacionais (1999), the Diretrizes Curriculares Nacionais para os cursos de Química (2001) and the Diretrizes Curriculares Nacionais para a Formação Inicial em Nível Superior e para a Formação Continuada (2015), in order to understand how the perspective about the contextualization of scientific knowledge is promoted in these legislation. The methodology developed in this research is characterized by the qualitative approach, based on the critical and theoretical analysis of the concept of contextualization of teaching chemistry in its theoretical and legislative approach. As a result, we identified that, in the theoretical references and in the analyzed documents, both understand the importance of promoting contextualized chemistry education, founded on contextualization that favors the formation of a critical citizen through the problematization of scientific education, which focus the social, political, economics and cultural aspects to understand the scientific process.