REPRESENTAÇÕES SOCIAIS DOS MODELOS PLANETÁRIOS: UM ESTUDO A PARTIR DE LIVROS DIDÁTICOS.

Abstract

This research investigates the Theory of Social Representations, as proposed by Serge Moscovici, applied to the educational field to analyze the historical and epistemological evolution of planetary models presented in textbooks. The proposal is to understand how different theoretical models, constructed in different eras and resulting from the contribution of numerous scholars, are reflected in the approach to the concepts of the Solar System and planetary models in textbooks. To achieve this objective, a review of the state of the art was carried out, which involved the identification and quantification of studies on RS in textbooks through articles, theses and scientific events to justify and validate the study technique. Databases such as Google Scholar, the Capes Catalog of Theses and Dissertations, and Qualis A1 and A2 scientific journals in the area of education were used. The research was limited to the period from 2016 to 2020 and to the Portuguese language, using the terms: social representations, authors, textbooks and theories planetary models. Additionally, the science teaching materials used in the basic education network of the city of Ji-Paraná were identified through the portals of the Ministry of Education and the Government of the State of Rondônia, focusing on the books of the PNLD 2019 and 2020. To analyze the review data, textual, lexicographic, and content analysis techniques were used. The results indicate that the books can be used as a source of data for the study of SR, although this approach is still little explored. In addition, the research demonstrates that the study based on the theory of SR enables the empirical analysis of highly relevant social phenomena, identifying the dissemination of language, the construction of social reality, the perpetuation of stereotypes and ideologies, and their influence on the formation of individuals' identities. Regarding the science textbooks used by the Ji-Paraná (RO) education network, the investigation allowed the identification of a predominantly reified SR of planetary models, based on structured and objective scientific models, with little integration of consensual elements, such as historical contextualizations, mythologies and cultural perceptions, which enrich the understanding of the phenomena. The analysis shows that the historiography of science around planetary models is predominantly internalist, accompanied by errors of anachronism, historical inaccuracy and inappropriate use of terms to refer to the native peoples and that refer to a genialist scientific construction. Furthermore, the research highlights that the evolution of planetary models, exemplified by the transition from the geocentric to the heliocentric model, shows how SR influences the acceptance and dissemination of new scientific paradigms. This analysis highlights the importance of integrating consensual social representations in teaching, contributing to more accessible learning, connected to the experiences of students and that promotes a more holistic and critical scientific education.