History of science and science education in a discoursive perspective

Contributions to a reflexive and citizenship-oriented education

Abstract

The relationship between history of science and science education has been the subject of analysis and discussion of historians and experts in science education for several decades, and the productivity of this relationship is a consensus. This theoretical study aims to build an approach that makes it possible to analyze the social and cultural aspects related to knowledge production and their relationship with science teaching, from the standpoint of cultural history. So, we analyze the contributions from the cultural history of science to science education, considering discourse analysis as an analytical vehicle that allows us to consider the production of meanings in the theoretical approach proposed in this study.