A dialética passado-presente da Química no seu ensino: uma jornada hermenêutica
DOI:
https://doi.org/10.23925/2178-2911.2025v32p193-221Keywords:
Educação Química, Hermenêutica Filosófica, HistóriaAbstract
The theoretical study explores the relationship between the history of chemistry and its teaching, highlighting the importance of a hermeneutic approach to understanding this relationship. It argues that the triumphalist view of chemistry, which considers its past as dogmatic and marked by historical discontinuities, persists in the teaching of chemistry. This view is exemplified by the cult of Lavoisier as the founder of modern chemistry. Gadamer's Philosophical Hermeneutics is presented as an approach that allows for a more connected understanding of history with the present, highlighting historical continuity and the influence of the past on the present. It explores different understandings of the past of chemistry, using the examples of Gabriel Francois Venel and Antoine-Laurent Lavoisier. Venel saw the past as a source of knowledge to be reinterpreted, while Lavoisier advocated a break with the past to establish a new chemistry. It addresses the reverberations of this vision of rupture in the teaching of chemistry, highlighting how the idea of progress and the future influenced the way chemistry is taught, often ignoring the past and projecting itself into the future. It argues that the hermeneutic understanding of the history of chemistry can help overcome the dogmatic and triumphalist view that persists in the teaching of this science. Its interpretative structure, composed of concepts such as "hermeneutic circle," "fusion of horizons," and "effective history," enables an understanding of history in a way that is more connected with the present. Finally, the text highlights how the vision of rupture with the past influenced the teaching of chemistry, leading to a triumphalist and future-oriented stance. This view persists in the teaching of chemistry, often disconnected from history and tradition.
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