Abstract:

The present work deals with the problematic of the supposed non relation between scientific contents and student's daily life themes. On the one hand, there is a great lack of professionals in the technological area, and if it is true that there is no relationship between scientific content and the daily life of students, it would seem easy to meet this demand by adjusting such scientific content to the needs of the labor market. It would suffice to know exactly what those needs are. For this reason, it is prudent to be concerned about how teachers will understand the links between the scientific knowledge addressed by themselves and the use of technologies. Would teachers agree to this? If they are in charge of bringing the technologies of students' daily together to the scientific content, teachers will take what as epistemological basis? There wouldn't be a risk that, in attempting to establish such relationships, the students construct pragmatists understandings, since, for example, creations of electronic prototypes, artificial intelligence, nanobiotics, biotechnology, etc., could be understood by them as practical examples of the reasons of the scientific knowledge? We present in the present work investigations and understandings about how science operates in an epistemological sense, in an attempt to elucidate and propose pedagogical approaches in technological education aimed at the construction of instruments for learning. In this work, we discuss the need to improve in school curricula, subjects such as abstract knowledge, mathematization, instrumentalization of processes and rationalization of scientific phenomena, aiming at preparing students so that they can assume positions of protagonism towards a technologic future eminently mathematical and hybrid, supported in the collaborative work between humans and machines and computational thinking.

Keywords:

Education in sciences, computational thinking, artificial intelligence, epistemology.