Nollet, Franklin e a garrafa de Leiden: estratégias para construção de repertório docente

Abstract

This 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.