A EDUCAÇÃO FILOSÓFICA DE PROFESSORES DE QUÍMICA NO ESTADO DO PARANÁ / CHEMISTRY TEACHERS’S PHILOSOPHICAL EDUCATION IN THE STATE OF PARANÁ

Abstract

In this work, we seek to understand curricularly how philosophical education has been structured in undergraduate courses in Chemistry in the State of Paraná. Based on the Philosophy of Science Education integration of Philosophy, Philosophy of Education and Philosophy of Science and how they influence Science Education we investigate official curriculum documents from Universities and Federal Institutes and State Universities. The methodology starts from the mapping of the curricular components linked to the axes of the Philosophy of Science Education. We used phenomenology and hermeneutics as a methodological orientation that would enable us to understand this philosophical education. We identified twenty-seven undergraduate courses in which twenty-five have some curricular components of interest to us. In the analysis, we noticed that most courses have some curricular component with philosophy. They are more linked to the Philosophy of Science, considered a Trojan horse of philosophies, to the detriment of Philosophy and Philosophy of Education. The latter is presented as support for educators to deal with educational crises and the Philosophy more linked to Epistemology, Ethics and Aesthetics. This study seeks to contribute to promote a philosophical education that contributes to a professional identification to Science / Chemistry educators.