Contribuições filosóficas do conceito de tempo para o ensino de ciências uma análise da representação de tempo em licenciandos de química e biologia

Abstract

Science and philosophy aims to explain on their own way how to understand the time. The first consider the time interconnected to the space while the second removes it from that relationship. While one calculates, the other personifies. Different representations can also be seen in the daily practice of science. The social representation of the concept of time is something in constant transition since just a different interpretation creates a new representation of the same object. In order to investigate which the understanding of this term, and therefore what possible relationships established in science education, this article aims to identify the representations of time of ten (10) graduated: six (6) in Chemistry and four (4 ) in Biology from two universities in northern Paraná. The data gathering was conducted through a structured questionnaire, and for data analysis we applied the hypotheses of content analysis by Bardin (1977). We note that there are numerous representations about the concept of time, however, areas like chemistry and biology are more exposed to the concept as a variable often measuring, controlling, enslaving their lives or their work. Key words: science teaching. time. reflections. teacher education.