Adaptação na epistemologia genética : reflexões sobre o aspecto social do conhecimento e implicações para a educação científica

Abstract

"Adaptation genetic epistemology : reflections on the social aspect of knowledge and implications for science education" is a theoretical research aims to study the concept and mechanism of adaptation in Genetic Epistemology of Piaget, seeking to understand social aspects of knowledge and implications for science education. The hypothesis is that the adaptation, as balance in the subject of knowledge relation - medium can contribute to highlighting the multiconstitucionalidade of knowledge, including its social aspect. Outlined a historical - theoretical axis in the work of Piaget for selection and analysis of the works that deal with the concept of adaptation. We showed that theoretical production Piaget follows a spiraling motion, characteristic of own knowledge construction process in their genetic epistemology. We seek to undertake such a move in the method of analysis and writing of our research ; namely : to present the statements (characteristics, descriptions and definitions) peculiar to each historical period and following the denials (reservations, observations and contradictions) that at the time or later , were made by Piaget reshaping, complementing and expanding the concept of adaptation. He kept the design of adaptation as intelligence or knowledge, not as a copy or accumulation of information, but as understanding. Through language, adaptation showed a realistic epistemic subject without being objective, inserted into the physical and social environment without differentiate it. With the action takes place the first form of adaptation and subject decentration - means, the bases are presented as logical and future representative behaviors, including language. Inserted in a biological model and logical explanation of knowledge, adaptation is one of the functional invariant keeping the balancing of the basic mechanisms: assimilation, implicative conduct, action and attribute meaning to the environment; accommodation, explanatory conduct, adjustment of assimilation mechanisms due to the medium pressures. The suit material is spatialized in mobile reversible mental and expanding in the actual virtual becomes one of the possible. The adjustment achieves balancing more complex and stringent levels; is the upper bound balancing. The formal - logic operates in adaptations with strict balance, smooth and stable. However, adaptation is broader than that of logic, common states of consciousness and less controlled the significance relationships areestablished by significant implications. Knowledge is to overcome mismatches consists of cognition and affection, is individual and social, involves conscious and unconscious meanings. In science education : the plasticity of the body and knowledge enables criticize the naturalization deficit and learning gap , especially in mathematics, and advocate inclusive education; the action as the genesis of logic allows criticize the verbiage in teaching and educational practices and highlight living experienced by children; sustained by structural organization and affective aspects emphasizes the importance of integrating prior knowledge and school scientific knowledge to a significant education; contextualize the know with the child context of experiences, recreational, artistic, expand the universe of meanings and outlines an approach and operative and logical practice for the sciences, but with solidarity and social commitment and criticality.