HISTORICAL APPROACHES IN CHEMISTRY COLLEGE MANUALS: NOMENCLATURE AND ALCHEMY
For undergraduates in Chemistry, it is important to have a historical perspective of the formation of this science in order to understand the processes of breaking paradigms that led to the establishment of this knowledge and the abandonment of alchemical theories. This research analyzed the presenc...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Mato Grosso (UFMT) |
| Repositorio: | Revista Reamec |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicoscientificos.ufmt.br:article/16486 |
| Acceso en línea: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/16486 |
| Access Level: | acceso abierto |
| Palabra clave: | História da Química Manuais para o Ensino Superior Alquimia Historia de la Química Manuales para la Educación Superior History of Chemistry College manuals Alchemy |
| Sumario: | For undergraduates in Chemistry, it is important to have a historical perspective of the formation of this science in order to understand the processes of breaking paradigms that led to the establishment of this knowledge and the abandonment of alchemical theories. This research analyzed the presence of historical discussions about the rupture with Alchemy and the construction of chemical nomenclature was possible, present in the main Chemistry manuals (books) used in Brazil for college education. The manuals were chosen observing the course program of three public universities for disciplines of General Chemistry, Physical Chemistry, Analytical Chemistry and Organic Chemistry. The texts and visual resources that were related to the theme, or that mentioned the construction of knowledge as a complex process, were analyzed using Discursive Textual Analysis. It was found that, due to their expository character, the manuals practically do not present such discussions, presenting the nomenclature in an ahistorical and timeless way, which does not allow recognizing the scientific revolution that gave rise to Chemistry. Thus, it is up to teachers and specific disciplines, when they exist in the curriculum, to promote a critical and reflective education of scientists. |
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