Didática e intercurricularidade: filosofia da ciência no ensino de física

Abstract

This study traces a historical trajectory of the concept of Interdisciplinarity (ID), deepening its meaning and proposing an ID Pedagogy based on the teaching of Physics through the Philosophy of Physics (FF). The research, of a theoretical nature, reviewed the literature on the subject, presenting the analytical and continental currents of Philosophy of Science and the works of authors such as Japiassu (1986), among others. ID and Transdisciplinarity emerge as possibilities for Physics, as FF, being intentional, questions the paradigms and linguistic and historical construction of science and Physics teaching, as several authors point out. The study highlights the trivialization and mistaken use of the term Interdisciplinarity. Finally, it investigates the case of Feynman (1918-1988) as an example of applying ID to Physics teaching, proposing it as a methodological resource to develop interdisciplinary skills.