摘要：The History and Epistemology of Science has influenced several discussions in the last decades in contexts of Chemistry Teaching, considering its potential contribution to the understanding of its concepts/principles. This article brings new elements that corroborate this reflection, when presenting and applying, with a 2nd year High School class of a public school in the municipality of Lavras do Sul/RS, in the 2019 academic period, a didactic-pedagogical proposal substantiated by texts available in current textbooks that contemplate aspects related to the dynamic and socially constructed nature of Science. For that, we used the pedagogical strategy of Conceptual Maps, supported by the Theory of Meaningful Learning. As resources for data analysis, Qualitative Research and Textual Discursive Analysis were used. There was ample qualifying potential for this theoretical approach to the planning and development of teaching actions, considering a change in conception in Sciences of the target audience, thus breaking with the perspective of a Chemistry Teaching whose conception is guided by the accumulation/transmission of information.
其他摘要：The History and Epistemology of Science has influenced several discussions in the last decades in contexts of Chemistry Teaching, considering its potential contribution to the understanding of its concepts/principles. This article brings new elements that corroborate this reflection, when presenting and applying, with a 2nd year High School class of a public school in the municipality of Lavras do Sul/RS, in the 2019 academic period, a didactic-pedagogical proposal substantiated by texts available in current textbooks that contemplate aspects related to the dynamic and socially constructed nature of Science. For that, we used the pedagogical strategy of Conceptual Maps, supported by the Theory of Meaningful Learning. As resources for data analysis, Qualitative Research and Textual Discursive Analysis were used. There was ample qualifying potential for this theoretical approach to the planning and development of teaching actions, considering a change in conception in Sciences of the target audience, thus breaking with the perspective of a Chemistry Teaching whose conception is guided by the accumulation/transmission of information.
关键词：História e Epistemologia da Ciência;Mapas Conceituais;Ensino de Química;Aprendizagem Significativa
