THE PROBLEM OF EARTH (I)MOBILITY IN ASTRONOMY TEACHING: A HISTORIOGRAPHIC STUDY AIMING TO SUBSIDIATE TEACHING PROPOSALS AIMED AT INITIAL AND CONTINUING EDUCATION OF TEACHERS
Science Teaching at the Elementary level provides astronomy content that is structural for the Earth and Universe axis. However, according to Langhi & Nardi (2010), astronomy is not part of the specific disciplines of undergraduate courses, being sometimes worked in a superficial way, without the conditions for a more effective training. This fact contributes to the fact that recent graduates, when in the classroom, resorted to textbooks as the main sources of their planning. In this context, Sobreira (2012) points out that, even with the evaluation of Organs competent bodies, it is common to identify conceptual errors that contribute to misinterpretations of various scientific contents. From this perspective, Langhi (2011) points out the low quality of bibliographic materials and the inaccessible language often used as factors that make astronomy teaching difficult. Sensitive to such difficulties, the present dissertation aims to elaborate a teaching proposal aimed at the initial and/or continuing education of teachers involving astronomy contents. In particular, it intends to approach historical aspects related to the theme of (i)mobility of the Earth and, if possible, its consequences for the structuring of what we know today as the Heliocentric model. For this, a historiographical approach will be used, where primary and secondary sources are treated and analyzed according to the precepts of contemporary historiography of science (Kragh, 2003).