Kuhn's epistemology through the documentary “Universe: the cosmology quest”: questions for Science teaching

Abstract

In recent decades, researchers have been pointing to a crisis in science teaching, raising questions about teachers' performance in teaching and the results achieved in the classroom and in a social context. The ahistorical and non-social aspect that science assumes before social groups and that are very present in the teaching systems and teaching models most commonly adopted by teachers today alludes to the strong influences of a neo-impirical thinking. Therefore, this study is presented by the need for subsidies to rethink the teaching of Cosmology, detaching science as a finished product that escapes the representational aspects of a historical reality. Thus, this research aims to analyze the documentary "Universe: The Cosmology Quest" through the Epistemology of Tomas Kuhn thinking about science teaching. To answer the objective, the research has a qualitative nature, with a documentary analysis approach, where the data are analyzed through the Epistemology of Science of Tomas Samuel Kuhn, being, therefore, of a deductive character. Therefore, it can be seen that the teaching that seeks to correct such aspects needs an ontological and especially epistemological re- signification, a field in which the understanding of science as a social construct and as a representation of reality operates. This falls upon an emancipatory education that transforms the students, that provides them with subsidies to understand and modify the status quo. To rethink the teaching process is to rethink and redo education, so that not only learning is affected, but the entire social structure.