Fontes Primárias no ensino de Ciências: a reconstrução racional das cartas de Poincaré como recurso didático

Abstract

This study presents a rational reconstruction of the three letters sent by Henri Poincaré to Hendrik Lorentz in 1905, linking them to the main theoretical models of the electron discussed in the early 20th century. The analysis is based on a careful translation of the original correspondence and on Cunningham’s postulates, aiming to reconstitute the mathematical reasoning present in the letters. Poincaré’s reflections are examined in light of the proposals by Voigt, Abraham, Bucherer, and Langevin, highlighting the criteria used to accept or reject models based on their conformity with the Principle of Relativity and the invariance of physical laws. Although the letters do not contain explicit epistemological formulations, they reveal Poincaré’s effort to select theoretical models consistent with the results of the Michelson-Morley experiment. Even in the face of empirical equivalence between models, Poincaré values mathematical consistency and theoretical symmetry, anticipating concerns that would become central to modern physics. By combining primary sources with the methodology of rational reconstruction, the study contributes both to the historiography of science and to science education. It is argued that this approach enables students to understand not only scientific content but also theory evaluation criteria, justification strategies, and the role of controversy in the production of knowledge. Thus, the didactic use of historical sources is advocated as a valuable resource for developing metascientific competencies—especially in the context of higher education aimed at the academic training of students in science and teacher education programs.