Do Século XIX ao Presente: A Evolução da Astronomia nos Currículos Brasileiros

Abstract

To assess the conditions for teaching spherical geometry as a tool for astronomy from a curricular point of view, we analyzed the changes in national curricula and observed that Brazilian secondary schools maintained French influences in their educational culture, guiding the reforms of National Education since the beginning of the 19th century. Following the French curricula, curricular guidelines related to astronomy have been present in all national curricula since Benjamin Constant's reform in 1895. Modern astronomy is deeply intertwined with the mathematical and natural sciences, based on the inter- and transdisciplinarity of mathematics, which eliminates, among other things, the mistaken division of astronomy into astrometry and astrophysics. Revisiting astronomy as a teaching subject in history requires a complex exercise to cover the whole range of education and its history, establishing connections based on elements from different contexts, in line with a dialectic between reality and object. For this study, we considered that the best theoretical basis was Yves Chevallard's Didactic Transposition, due to the complexity of astronomy and its current presence in various teaching disciplines, although not as a specific subject.