Metáforas-andaime: as analogias como recurso argumentativo no ensino de química

Abstract

With the eyes full up by the theories of enunciation and language proposed by Bakhtin and full up with Paulo Freire’s diagolicity and specially full up by the Theory of Argumentation by Clain Perelman d Olbrechts-Tyteca. This research explored concepts like sense, the understanding, the use of a language that brings to the students the capacity to argument among other ideas, all of this was researched with the proposal of understand how the Argumentation Theory can contribute to make the pedagogic practice of the dialogic in the Chemistry teaching. The main object of this investigation was done by the use of analogies to argument about the process in the teaching and learning of Chemistry in the classrooms in the High School. Several aspects permeated the argumentation . Among of them , I emphasized these subjects: the importance of the language in the classroom; the importance in the students’ condition for a previous knowledge; the value of to built a scientific knowledge; the importance of the audience in the building of the discourse; the signification and importance of the cultural and social surrounding in the development of the scientific knowledge and in the students formation. How a central focus, the power of the use of analogies like a tool (point) to study Chemistry. With the analysis of some didactic Chemistry books collection, I got see the frequency, the nature, the power and the limitations in the analogies used by the authors of these analyzed didactic books. Another point was the conversation with some teachers who exposed their knowledge degree about these argumentative recourses.