CARACTERIZAÇÃO EPISTEMOLÓGICA DA PRODUÇÃO ACADÊMICA BRASILEIRA SOBRE TEXTOS DE DIVULGAÇÃO CIENTÍFICA NO CONTEXTO DO ENSINO DE CIÊNCIAS

Abstract

Scientific Communication (SC) plays a fundamental role in contemporary society by enabling the translation of the complex language of scientific research to the general public. Among the instruments for disseminating knowledge to the general public and with potential for teaching-learning processes, we can mention Scientific Communication Texts (SCT). The objective of this research was to characterize, in the light of Fleckian epistemology, the Brazilian academic production on SCT in the context of Science Education published in the period from 2015 to 2023. This work is anchored in the qualitative approach, being a descriptive study and was developed through the Systematic Literature Review (SLR) and the application of the Descending Hierarchical Classification (DHC). Thus, scientific articles published in journals were analyzed, which identified categories that address the use of SCT in different contexts, such as classroom experiences, theoretical reviews and teacher training. The results were attributed from 5 stages, which are: 1) General Characterization, characterized the academic production from the identification of the journals and the geographic regions; 2) Contexts of Application of the TDC, the contexts were analyzed through the six categories already pointed out by Nobre-Silva and Silva (2020); 3) Stylistic principles on DC, analyzed the corpus submitted to the CHD regarding the question “What views on Scientific Disclosure are expressed by the articles?”; 4) Stylistic principles on TDC, analyzed the corpus submitted to the CHD regarding the question “What understanding(s) about TDC is/are manifested?”; 5) Theoretical-methodological references in the Scientific Disclosure Texts, this stage can highlight that the TDC transcend the role of mere transmission of information. Finally, based on Fleckian epistemology, we conclude that TDCs are understood as elements that participate in the intercollective circulation of knowledge, promoting interactions between the esoteric circle of science and the public in training. In Science Education, this circulation occurs not only for the dissemination of information, but also to foster debates and stimulate reflection on the role of science in society. Thus, Brazilian academic production shows that TDCs have been characterized as teaching resources that transcend the mere dissemination of scientific content, assuming an active role in the problematization and contextualization of science in education.