Chemistry language in chemistry education
between epistemological and hermeneutical paths
DOI:
https://doi.org/10.48075/rt.v17i1.30201Keywords:
Chemistry Language, Chemistry Education, Epistemology, HermeneuticsAbstract
In this essay, we intend to approach the language of Chemistry from two perspectives: epistemological and hermeneutic. We assume that language constitutes human beings and that, based on it, communication and interaction become possible, that is, human beings are constituted by and in language and are dependent on it. Its importance is reflected in the educational field, because when we consider that the school is a place to learn to live in society, interpretation, understanding and dialogue about knowledge take place in language. In Science Education, it is possible to highlight the presence of two language perspectives. Therefore, this work deals with the language of Chemistry from these two perspectives: i. the language based on epistemology and; ii. the language founded by hermeneutics. Due to the importance of the two perspectives in understanding historically produced knowledge and the school's commitment to transmitting it to younger generations, this essay proposes a study of the language of Chemistry based on these two perspectives, understanding them in a complementary way. Through the idea of complementarity, epistemology would deal with technical rationality, with its logical and instrumental directions, and hermeneutics would deal with the rationality of understanding through historicity and tradition.
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