Blaise Pascal (1623-1662), um humano: (re)interpretações com vistas à formação inicial de professores de física

Abstract

Since the last decades of the twentieth century, it has been given importance to the insertion of the History of Science into scientific education. In parallel, misunderstandings about what is History of Science and how it should be written, particularly for educational purposes, are considered limiting factors for such insertion. Hagiographic histories, anachronistic, Whig, Pedigree and others else are still present in scientific education. Contrasting, we built a very brief biographical fragment of Blaise Pascal for a counterhegemonic initial teaching formation. Being contrary to a cumulative and linear description of the beginning, middle, chronological end and teleological purpose that characterized the biographical genre, both in the History as in the History of Science, we (re)interpreted a past with articulations between the life of the biography subject and his contexts – individual and society in dialectics –, facing the unsolvable tension between a representative being and a unique being. This fragment, that is our educational product, introduce Physics Teaching’ undergraduated students in a teaching-learning process about historiography of science, while allowing “to humanize” Pascal under the École des Annales’ aegis and its perspective of history as problem, giving rise to discussions of philosophical content.