Programa de Pós-Graduação em Ensino de Ciências e Matemática
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Doctoral Thesis A teoria da objetivação na educação infantil: contribuições para a educação científica(Universidade Federal do Rio Grande do Norte, 2025-12-19) Santos, Rosana de Oliveira Gomes; Silva, Ana Paula Bispo da; https://orcid.org/0000-0001-8465-0614; http://lattes.cnpq.br/0263132634838418; https://orcid.org/0000-0003-1220-5380; http://lattes.cnpq.br/9370632627616129; Brandão, Alessandra Gomes; http://lattes.cnpq.br/6109245076520393; Rabelo, Neliane Mota; https://orcid.org/0000-0002-1973-5432; http://lattes.cnpq.br/6784934562813679; Plaça, Jaqueline Vargas; http://lattes.cnpq.br/4992205835716182; Gobara, Shirley Takeco; https://orcid.org/0000-0002-0336-8199; http://lattes.cnpq.br/8915979671559379The general objective of this research was to investigate the contributions of the Theory of Objectification (TO) to the teaching-learning process regarding water filtration in Early Childhood Education. TO emerged in the 2000s with roots in mathematics education and has established itself as a comprehensive theoretical framework applicable to other fields, such as Science Education. For TO, learning is an encounter with historically constituted ways of thinking and acting upon the world, structured by a collective perspective and a dialectical intertwining between subjects and their historical-cultural contexts. This unique process simultaneously involves both processes of objectification (the encounter with knowledge) and processes of subjectification (the transformation into critical and ethical subjects). The object of this investigation focused on the water filtration process using a clay filter, conducted with a preschool class of five-year-old children at a municipal daycare center in the city of Araruna, Paraíba. This choice was integrated into the researcher-teacher’s didactic project due to the children's sociocultural context, as they use clay filters in both their homes and at the daycare, reinforcing the national and local importance of the filter for public health and access to potable water. Of a qualitative nature and grounded in TO, the methodology involved the design and implementation of a Teaching and Learning Activity (TLA) on water filtration through collaborative work between the researcher-teacher, monitors, and children. Data were collected via video and audio recordings and subjected to multimodal analysis (verbal, gestural, and visual), utilizing specific TO analytical tools.The results initially highlighted the children's difficulty in working in groups, marked by an ethics of obedience and individualistic, egocentric practices, as well as the researcher-teacher's transition from a centralized stance to a collaborative approach. During the TLA, the children and the researcher-teacher developed collaborative work toward a common goal. Gradually, the children encountered historical-cultural knowledge about the water filtration process, establishing reflections and connections with their sociocultural context. From this encounter, the children made their first approximations toward culturally constituted ways of scientific thinking, transforming their ways of thinking, acting, and speaking about water—especially in the initial process of becoming aware of the clay filter’s ceramic candle in relation to water filtration and recognizing the need for treatment against invisible microorganisms—as well as their actions within the classroom dynamics. The results presented in this thesis suggest evidence of initial changes in the interaction dynamics and relationships between children, the researcher-teacher, and monitors. Furthermore, they point to the viability of TO as an alternative to promote the development of scientific knowledge and ethical, critical subjectivities in Early Childhood Education through a teaching-learning process that overcomes the teacher/student dichotomy and individualistic conceptions of learning, promoting values such as solidarity, responsibility, and care for others.Doctoral Thesis Problemas de herança envolvendo alforria de escravos no tratado algébrico de Al-Khwarizmi: um estudo orientado pela Teoria da Objetivação (TO)(Universidade Federal do Rio Grande do Norte, 2026-02-04) Muniz, Jéssica Targino; Morey, Bernadete Barbosa; Sousa, Giselle Costa de; https://orcid.org/0000-0003-0213-4179; http://lattes.cnpq.br/1300121866958282; https://orcid.org/0000-0003-3253-0383; http://lattes.cnpq.br/7554818862651491; http://lattes.cnpq.br/3966334235650197; Lopes, Gabriela Lucheze de Oliveira; http://lattes.cnpq.br/2246246461693229; Sad, Lígia Arantes; https://orcid.org/0000-0002-2758-8380; http://lattes.cnpq.br/1714140036102231; Gomes, Severino Carlos; https://orcid.org/0000-0002-8033-2675; http://lattes.cnpq.br/3456901728902392; Nascimento, Valdenize Lopes do; https://orcid.org/0000-0003-0984-0519; http://lattes.cnpq.br/3101795420928094The present research is the result of an investigation whose object of study comprised This research is the result of an investigation that focused on the relationship between al-Khwarizmi's book Kitab al-jabr wa'lmuqabala (Book of Restoration and Balancing) and the social, historical, and cultural context of 9th-century Islamic civilization, with an emphasis on analyzing specific inheritance issues involving the manumission of slaves present in this work. This book was written by the aforementioned Islamic scholar at the beginning of the 9th century, a period marked by the flourishing of science in the Islamic empire. Noting, through bibliographic research, that the inheritance problems presented by the author are little explored in academic research, we decided to concentrate our study on them. This is because, according to Wieleitner (1922), alKhwarizmi works with quite complicated rules foreseen in Islamic testamentary law, which makes the problems difficult to understand. The textbook used for this thesis was “El Libro del Álgebra: Mohammed ibn-Musa al-Jwarizmi”, written in 2009 by Ricardo Moreno Castillo. Castillo's book (2009) is a Spanish translation of alKhwarizmi's treatise in Arabic, based on the manuscript held at Oxford University. Documentary research was conducted on the book, drawing from three spheres of contemporary historiography: historiographical, epistemological, and contextual. The investigation was guided by the following question: how does the relationship between al-Khwarizmi's Algebra and the social, historical, and cultural context of 9th-century Islamic civilization manifest itself? By adopting the Theory of Objectification as a theoretical and conceptual framework, the aim was to deepen the understanding of the historical, social, and cultural processes of the constitution of mathematical knowledge, through the analysis of the relationship between the inheritance problems presented by al-Khwarizmi and the context in which his work was produced. The study we conducted allowed us to defend the thesis that al-Khwarizmi's Algebra is an artifact that incorporates, refracts, and affirms the context of 9th-century Islamic civilization.Doctoral Thesis Uma base orientadora para leitura crítica de notícias com desordem informacional científica no contexto do ensino de ciências(Universidade Federal do Rio Grande do Norte, 2025-09-02) Costa, Amanda Glycia Silva Moreira da; Silva, Márcia Gorette Lima da; https://orcid.org/0000-0002-8114-0704; http://lattes.cnpq.br/6965522706601294; http://lattes.cnpq.br/7517000059257404; Dantas, Josivânia Marisa; https://orcid.org/0000-0002-9636-4698; http://lattes.cnpq.br/6685565063970044; Chion, Andrea Fernanda Revel; Ferreira, Dayana do Nascimento; http://lattes.cnpq.br/0830870182909216; Amaral, Edenia Maria Ribeiro do; https://orcid.org/0000-0002-7945-6435; http://lattes.cnpq.br/5241130686153506; Pérgola, Martin Sebastián; http://lattes.cnpq.br/4572382594952928In a connected world, where a high volume of information is received daily, it is necessary to discern between truthful and false content. When it comes to science education, it is no different: we often face the phenomenon of the spread of false information, making it necessary to develop strategies that enable critical reading, thus forming critical and reflective citizens capable of acting in society. With this in mind, we developed a guiding didactic system for the critical reading of news containing scientific information disorder, aiming to analyze the process of developing operations considered necessary for the critical reading of texts with information disorder by high school students. This methodological proposal was developed through five stages based on the Theory of the Formation of Mental Actions by P. Ya. Galperin and the Galperin-Talizina System, and lasted approximately four sessions, totaling 10 class hours of forty-five minutes each (CAAE 67960422.3.0000.5537). The participants were students enrolled in the second year of the technical high school course in Food at the IFRN Currais Novos campus, located in the interior of Rio Grande do Norte. Data collection was carried out through audio recordings and written records produced by the students during the development of the activities, and their analysis was conducted using the analytical tool proposed by Veneu, Ferraz, and Rezende (2015), based on dialogical discourse analysis grounded in Bakhtin's studies on language. As for the results, we consider that a guiding framework supported by elements of information disorder fosters the development of skills for critical reading, based on the progress demonstrated by the students throughout the applied stages especially during the mental stage, when they were challenged to apply the acquired knowledge in new problem situations, which they did appropriately, demonstrating control and self-regulation in concluding the formative process of the proposed skill.Master Thesis Lesson study nos trabalhos de conclusão de curso em ensino da Matemática no Nordeste brasileiro(Universidade Federal do Rio Grande do Norte, 2025-10-31) Costa, Péricles Dennys Santana; Gutierre, Liliane dos Santos; https://orcid.org/0000-0001-6124-7769; http://lattes.cnpq.br/8693761992237347; http://lattes.cnpq.br/0025023784486364; Balvin, Fabian Arley Posada; https://orcid.org/0000-0003-4413-7298; http://lattes.cnpq.br/5612306074421036; Anjos, Marta Figueredo dos; http://lattes.cnpq.br/1802642900191449; Richit, Adriana; https://orcid.org/0000-0003-0778-8198; http://lattes.cnpq.br/2107707592550055The professional development training process of Lesson Study has been widely used in mathematics teaching in Brazil, which motivated this research on its academic production in the Northeast region, since our academic and professional training took place in that region. Given this, this study sought to answer the research question: How do the contributions of Lesson Study manifest themselves in initial and continuing teacher training, based on undergraduate course completion papers, dissertations, and theses produced in the Northeast region of Brazil? The objective is, therefore, to analyze the contributions of Lesson Study to the initial and continuing training of mathematics teachers, identified in undergraduate theses, dissertations, and theses produced in the Northeast region of Brazil. To this end, searches were conducted in the Brazilian Digital Library of Theses and Dissertations, the Thesis and Dissertation Catalog of the Coordination for the Improvement of Higher Education Personnel, and Google Scholar, identifying 52 works, of which, after applying inclusion and exclusion criteria, 11 were selected for analysis. The analysis was conducted from the perspective of Bardin's Content Analysis (2016), using the categorization technique. The results of this research show that Lesson Study has contributed to teacher training, both initial and continuing, in the Northeast region of Brazil. The difficulties initially encountered in collaborative planning and reflection on the lessons taught were overcome with the use of Google Meet, which enabled virtual meetings and greater integration among participants. However, in two of the eleven studies analyzed, there are statements of activities that do not constitute challenging problems, since the students approached them superficially, without fully understanding the context, which compromises the training process of Lesson Study, although an effort is observed on the part of future teachers and practicing teachers to take ownership, keeping the student as the central element of the class. This commitment demonstrates personal motivation, guided by the desire to contribute to the construction of quality education. It was also found that participants see collaborative mathematics teaching as a concrete opportunity for social transformation. Their engagement reveals the hope that it is possible to promote the development of a classroom in Northeast Brazil with better living conditions for its population, based on critical students using the mathematics they learn beyond the school walls. Lesson Study in undergraduate final projects, dissertations, and theses produced in the Northeast region of Brazil has thus been configured a formative process of professional development that led future teachers and practicing teachers to reflect on attitudes, practices, and skills, serving as an instrument for mobilizing and strengthening teacher identity in the struggle for a more inclusive public school system with quality mathematics teaching and learning.Doctoral Thesis Alfabetização científica e tecnológica e a incompletude de aspectos tecnológicos na formação inicial de professores de ciências(Universidade Federal do Rio Grande do Norte, 2025-09-09) Lima, Dioginys Cesar Felix de; Dantas, Josivânia Marisa; https://orcid.org/0000-0002-9636-4698; http://lattes.cnpq.br/6685565063970044; https://orcid.org/0000-0002-7870-7925; http://lattes.cnpq.br/0711629960261680; Nunes, Albino Oliveira; https://orcid.org/0000-0002-3585-2137; http://lattes.cnpq.br/7808069169974235; Lorenzetti, Leonir; https://orcid.org/0000-0002-0208-2965; http://lattes.cnpq.br/3543012935264915; Firme, Ruth do Nascimento; https://orcid.org/0000-0003-2737-5112; http://lattes.cnpq.br/7234636790850019; Milaré, Tathiane; https://orcid.org/0000-0001-6557-1769; http://lattes.cnpq.br/4030661520659155Scientific and Technological Literacy (STL) is a formative approach to science education that aims to empower individuals not only with scientific and technological knowledge but also with the ability to use this knowledge critically and ethically, as one of the pathways to social transformation. Although this approach seeks to promote greater engagement between students and scientific and technological culture, it is crucial to recognize that the epistemic approach to technology within STL is incomplete. From this perspective, this study sought to broadly analyze STL dimensions, seeking to recognize their impact on the Initial Training (IF) of Natural Science teachers. The study is characterized as a qualitative, state-of-the-art approach and interventional research, demarcated in the applied modality. The first stage of the research focused on conducting a state-of-the-art analysis of national and international databases and journals from 1992 to 2022. IRaMuTeQ software was used to analytically support the selected corpus. In the second stage, we sought to collect empirical data through a training course held at the Federal University of Rio Grande do Norte (UFRN), which included 12 professors of FI in Biological Sciences and Chemistry. The instruments used were diagnostic assessment, participant observation, a logbook, a voice recorder, and a questionnaire. Discursive Textual Analysis (DTA) was used to analyze the corpus collected during the course. The results suggest that the search for technological aspects of STL in national and international academic productions revealed evidence that could support the argument that STL is incomplete. Therefore, we propose six dimensions of STL that incorporate technological aspects. As a theoretical development, we present a proposition called the STL spiral circuit, which can guide science teachers in planning lessons, teaching sequences, and other pedagogical contexts. Regarding the training course, it can be inferred that its contribution was not limited to expanding concepts about technology, but extended to promoting reflections on the role of science and technology in both society and teacher education.Doctoral Thesis Critérios de confiabilidade de textos de divulgação científica: uma ferramenta para fomentar o pensamento crítico(Universidade Federal do Rio Grande do Norte, 2024-12-10) Silva, Marcela Gomes da; Silva, Márcia Gorette Lima da; Chion, Andrea Fernanda Revel; https://orcid.org/0000-0002-8114-0704; http://lattes.cnpq.br/6965522706601294; https://orcid.org/0000-0002-7143-8849; http://lattes.cnpq.br/8661592965534351; Medeiros, Julianne Gabrielle Tavares de; http://lattes.cnpq.br/5011725175431176; Rodrigues, Kátia Calligaris; https://orcid.org/0000-0003-2778-0441; http://lattes.cnpq.br/1602311954880488; Monteiro, Midiã Medeiros; https://orcid.org/0000-0002-7408-3035; http://lattes.cnpq.br/9636755132353839; Rodrigues, Sylvia Regina de Chiaro Ribeiro; https://orcid.org/0000-0002-6533-4963; http://lattes.cnpq.br/6679679566313969In an educational context marked by the circulation of disinformation and the complexity of socio-scientific issues, this doctoral thesis investigates the role of reliability as a constitutive element of Critical Thinking in Science Education. The general objective was to analyse how the teaching and application of reliability criteria in popular science texts can promote the development of Critical Thinking in Science Education, articulating pedagogical and analytical dimensions that structure the investigation. The research was organized in the format of multiple articles. The first presents a mapping of academic studies on Critical Thinking in Science Education, highlighting the predominance of international references and the absence of proposals that explicitly address reliability as a criterion of analysis. The second article describes the design and implementation of a teaching sequence based on the framework of Jiménez-Aleixandre and Puig (2022), structured in four stages that guide students from the introduction to argumentation to the transposition of reliability criteria to new contexts. The third article analyses how undergraduate students mobilized these criteria when evaluating popular science texts, pointing to qualitative progress in the formulation of more consistent justifications, albeit in a heterogeneous way and dependent on teacher mediation. Methodologically, this is a qualitative intervention study, with data collected from students’ written productions and the researcher-teacher’s records. The results indicate advances in the appropriation of reliability criteria and in the construction of a critical stance towards scientific and pseudoscientific texts. The main contribution of this thesis consists in situating reliability as a structuring link between the conceptual definition of Critical Thinking and its mobilization by students in the classroom, articulating theory, pedagogical practice, and critical action. This movement broadens the understanding of how to operationalize Critical Thinking in Science Education, offering theoretical, methodological, and pedagogical contributions for future practices and research.Master Thesis Compreensões de licenciandos em química sobre aspectos em torno das mudanças climáticas globais: desafios e perspectivas para o ensino(Universidade Federal do Rio Grande do Norte, 2025-05-30) Dias, Elizete Faustino; Freire, Melquesedeque da Silva; https://orcid.org/0000-0003-2693-877X; http://lattes.cnpq.br/0358064729580858; Silva, Márcia Gorette Lima da; https://orcid.org/0000-0002-8114-0704; http://lattes.cnpq.br/6965522706601294; Silva, Leticia Caetano da; http://lattes.cnpq.br/3977890578794609The scientific consensus on the anthropogenic origin of climate change is supported by decades of research and evidence, recognized by several institutions and countless studies around the world. However, distorted information on the subject, such as that the current global warming is a natural phenomenon experienced by the planet, has been widely disseminated in society. This scenario demonstrates the importance and urgency of science education, especially with regard to the role of teachers as opinion makers, in informing and elucidating the understanding of the general population, and of students in the classroom, about socially relevant topics such as this. This research aimed to characterize the understanding of undergraduate chemistry students on the topic of global climate change, and the respective challenges in initial training for planning educational activities. Data collection was carried out in the context of a training course with undergraduate chemistry students from the Federal University of Rio Grande do Norte (UFRN), held in 4 consecutive meetings totaling 10 hours. The instruments used were questionnaires, interviews and the development of an activity plan to be developed in the classroom on the topic of climate change. All meetings were recorded and the oral and written records produced in the discursive interactions were transcribed, organized and analyzed through Discursive Textual Analysis (DTA). The results indicated that the undergraduate students recognized the importance of addressing the topic of climate change in the classroom, but signaled the perception of a lack of pedagogical preparation to deal with the topic comprehensively in the context of the chemistry discipline, which reinforces the importance of promoting formative experiences of this nature in the context of initial teacher training.Doctoral Thesis História da ciência brasileira na construção de perspectivas sociopolíticas na educação em ciências no Brasil: o caso histórico do Centro de Lançamento da Barreira do Inferno (CLBI)(Universidade Federal do Rio Grande do Norte, 2025-06-13) Cardinot, Douglas da Costa; Martins, André Ferrer Pinto; https://orcid.org/0000-0001-7719-5043; http://lattes.cnpq.br/2557880242678680; https://orcid.org/0000-0001-6499-6511; http://lattes.cnpq.br/6730991697140062; Henrique, Alexandre Bagdonas; http://lattes.cnpq.br/5909226757389275; Moraes, Andréia Guerra de; https://orcid.org/0000-0002-6397-3817; http://lattes.cnpq.br/4240715075311404; Moura, Cristiano Barbosa de; http://lattes.cnpq.br/5431200234854429; Monteiro, Midiã Medeiros; https://orcid.org/0000-0002-7408-3035; http://lattes.cnpq.br/9636755132353839Assuming the need to reconnect with questions of purpose and a commitment to a more politicized and politicizing science education, this theoretical thesis begins with the following research question: How can the history of Brazilian science contribute to the development of sociopolitical perspectives in science education in Brazil? These perspectives, which recognize the inseparability of knowledge, identity, and power, refer to approaches that bring political dimensions to the core of education — a shift already underway in the literature on science teaching. This research, therefore, aims to assess the role of the history of Brazilian science in building sociopolitical perspectives in science education in Brazil, focusing on a specific historical case: the Centro de Lançamento da Barreira do Inferno, analyzed through the lens of the Cultural History of Science. The central thesis is that the history of Brazilian science—as exemplified by the case of the Centro de Lançamento da Barreira do Inferno, viewed through the Cultural History of Science — offers key elements for the construction of sociopolitical perspectives in science education in Brazil. The choices of historiographical lens and historical episode are informed by a declared educational commitment. For the historical investigation, both primary and secondary sources were used. Primary sources include documents from U.S. diplomacy in Brazil, newspaper articles from the period, and documents from the government and the institution itself, including previously confidential or restricted archives. Secondary sources include scholarly works on the history of aerospace research in Brazil, Brazil–U.S. relations during the relevant period, and the political history of Rio Grande do Norte and the Northeast. The outcomes include: the theoretical articulation of frameworks from the history of science in science education, education for social justice, and sociopolitical perspectives in science education; the development of theoretical arguments supporting the potential of national historical episodes to foster sociopolitical perspectives in science education in Brazil; and the construction and analysis of a national historical episode in light of the theoretical framework used in this thesis.Master Thesis Nollet, Franklin e a garrafa de Leiden: estratégias para construção de repertório docente(Universidade Federal do Rio Grande do Norte, 2025-07-25) Morais, Thiago Barbosa; Silva, Ana Paula Bispo da; https://orcid.org/0000-0001-8465-0614; http://lattes.cnpq.br/0263132634838418; https://orcid.org/0009-0003-8846-2356; http://lattes.cnpq.br/0799672033737313; Silva, Cibelle Celestino; https://orcid.org/0000-0003-3021-3915; http://lattes.cnpq.br/8975592323807707; Pinto, José Antonio Ferreira; https://orcid.org/0000-0001-9169-9950; http://lattes.cnpq.br/0868817484001159; Silva, Márcia Gorette Lima da; Silva Filho, Wanderley Vitorino daThis dissertation investigates the didactic potential of the historical episode of the Leyden jar for science teacher education, through the lens of the HistoricalInvestigative Approach (HIA). Considering the benefits and challenges of using the history of science (HS) in education, a literature review revealed that existing teaching materials often present an anachronistic view of science, simplify the processes of scientific knowledge production, and make strictly technical use of the Leyden jar in teaching—failing to explore the historical-investigative character of the episode. To address this issue, the general objective of this work is to develop a didactic proposal, grounded in the HIA, that explores both conceptual and contextual aspects related to the Leyden jar, considering the understanding of electricity in the 18th century. The specific objectives are: (i) to construct a historical narrative that highlights the different interpretations of the phenomenon of charging and discharging the Leyden jar; (ii) to emphasize the controversies present in the context of the device's development; and (iii) to elaborate a lesson plan aimed at teacher education, based on the theoretical and methodological assumptions of the Historical-Investigative Approach. Methodologically, a historical narrative was developed based on the analysis of primary and secondary sources involving the actors Jean-Antoine Nollet (1700–1770) and Benjamin Franklin (1706–1790), following aspects of modern historiography of science. By studying documents from the historical period related to the Leyden jar episode, different interpretations of the phenomenon of electrification were identified, as well as questions concerning its operating mechanism and the role of the materials used in the construction of the device. The research highlights how differing conceptions resulted in varied experimental arrangements, revealing the challenges faced by scholars and portraying science as a dynamic process, thereby reflecting on the provisional nature of scientific knowledge. The didactic proposal was constructed by integrating references from the historiography of science, the nature of science (NoS), studies on the historical-investigative approach, and the development of historicalinvestigative teaching repertoires (CREDHI). It is expected that this work contributes to the promotion of understanding of historical and epistemological aspects of scientific practice, to the discussion of issues relevant to the development of more reflective pedagogical practices, and to the provision of theoretical and methodological support for a critical and contextualized teacher education.Master Thesis A imagem pública da Química: estudo sobre as visões de graduandos e suas implicações para o ensino e a divulgação científica(Universidade Federal do Rio Grande do Norte, 2025-03-31) Silva, Márcio Gildeon Soares da; Freire, Melquesedeque da Silva; https://orcid.org/0000-0003-2693-877X; http://lattes.cnpq.br/0358064729580858; Dantas, Josivânia Marisa; https://orcid.org/0000-0002-9636-4698; http://lattes.cnpq.br/6685565063970044; Santos, Bruno Ferreira dos; http://lattes.cnpq.br/1331230222415236Philosophical reflections on chemistry, its distinctive character in relation to other sciences, and its social impacts throughout history are important for promoting a richer and more authentic view of chemistry for teachers and students. Addressing epistemological issues can favour reflections on the Public Image of Chemistry, dispelling reductionist conceptions that associate it with stereotypes, environmental disasters, and other negative connotations disseminated in society and the scientific community. This study aimed to understand undergraduates' views on chemistry and its nature when they reflect on the public image of chemistry and its implications for teaching and science communication. The research adopted the assumptions of a qualitative approach and pedagogical intervention research, from the planning to the implementation of the empirical data collection stages, which was conducted in the context of a training course with chemistry undergraduates at the Chemistry Institute (IQ) of the Federal University of Rio Grande do Norte (UFRN). The data collection instruments included a questionnaire, written productions in the context of didactic-pedagogical activities and recordings of discursive interactions with the students over four consecutive days of the course, which totalled ten hours. The data was organized and examined in the light of Discursive Textual Analysis, further supported by a heuristic tool for analysing conceptions of chemistry. In the context of chemistry teaching, the results showed that, in addition to identifying views on chemistry, the conceptual profile of chemistry proved useful for analysing the Public Image of Chemistry in epistemological and socio-cultural terms, extending this characterisation beyond the positivenegative dichotomy. In addition, the experience suggested that relating the Public Image of Chemistry to aspects of the Nature of Chemistry can contribute to the epistemological foundation of teacher training. With regard to science communication, the didactic activity resulted in cultural communication texts, with the presence of elements characteristic of science communication discourse. Therefore, we point to the Philosophy of Chemistry as an epistemological foundation for training chemistry teachers and science communicators.