Popular Education and Public Science: discussing alternatives to the dialogue of knowledge

Detalhes bibliográficos
Autor(a) principal: Avila Colla, Rodrigo
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/12224
Resumo: This theoretical essay defends a dialogue between scientific knowledge and popular knowledge. The meaning of science is broadened in order to bring it closer to the social sphere and it introduces the foundations of Modern Science as well as paradigm concept. It warns to the provisional character of scientific truths and about the necessary opening of science to a multiplicity of knowledge which it rejects. In order to account for the proposed thematic overlap, the text uses a very diversified theoretical reference that links authors who are dedicated to epistemology, philosophy of science, sociology of science and Education, more specifically Popular Education. It suggests the dialogue as the founding element of an open, public, inclusive science that seeks, permanently, to establish a connection between the knowledge it produces and society.   Keywords: Education and Science. Popular Education. Science Epistemology.
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spelling Popular Education and Public Science: discussing alternatives to the dialogue of knowledgeEducación Popular y Ciencia Pública: discutiendo alternativas para el diálogo de saberesEducação Popular e Ciência Pública: discutindo alternativas para o diálogo de saberesThis theoretical essay defends a dialogue between scientific knowledge and popular knowledge. The meaning of science is broadened in order to bring it closer to the social sphere and it introduces the foundations of Modern Science as well as paradigm concept. It warns to the provisional character of scientific truths and about the necessary opening of science to a multiplicity of knowledge which it rejects. In order to account for the proposed thematic overlap, the text uses a very diversified theoretical reference that links authors who are dedicated to epistemology, philosophy of science, sociology of science and Education, more specifically Popular Education. It suggests the dialogue as the founding element of an open, public, inclusive science that seeks, permanently, to establish a connection between the knowledge it produces and society.   Keywords: Education and Science. Popular Education. Science Epistemology.El presente ensayo teórico defiende un diálogo entre conocimientos científicos y saberes populares. La acepción de ciencia es extendida para acercarla al ámbito social e introduce las bases de la Ciencia Moderna, así como el concepto de paradigma. Advierte para el carácter provisional de las verdades científicas y para la necesaria apertura de la ciencia a una multiplicidad de saberes rechazados por ella. A fin de dar cuenta de la imbricación temática propuesta, el texto recurre a referencial teórico bastante diversificado que une autores que se dedican a la epistemología, a la filosofía de la ciencia, a la sociología de la ciencia y a la Educación, más específicamente a la Educación Popular. Sugiere el diálogo como elemento fundante de una ciencia abierta, pública, inclusiva y que busque, permanentemente, establecer conexión entre los conocimientos que produce y la sociedad.   Palabras clave: Educación y Ciencia. Educación Popular. Epistemología de la Ciencia.O presente ensaio teórico defende um diálogo entre conhecimentos científicos e saberes populares. A acepção de ciência é alargada a fim de aproximá-la do âmbito social e introduz as bases da Ciência Moderna bem como o conceito de paradigma. Adverte para o caráter provisório das verdades científicas e para a necessária abertura da ciência a uma multiplicidade de saberes por ela rechaçados. Com o intuito de dar conta da imbricação temática proposta, o texto recorre a referencial teórico bastante diversificado que une autores que se dedicam à epistemologia, à filosofia da ciência, à sociologia da ciência e à Educação, mais especificamente à Educação Popular. Sugere o diálogo como elemento fundante de uma ciência aberta, pública, inclusiva e que busque, permanentemente, estabelecer conexão entre os conhecimentos que produz e a sociedade.   Palavras-chave: Educação e Ciência. Educação Popular. Epistemologia da Ciência.Universidade Estadual de Ponta Grossa2018-11-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1222410.5212/PraxEduc.v.14n1.013Práxis Educativa; Vol. 14 No. 1 (2019); 232-249Práxis Educativa; Vol. 14 Núm. 1 (2019); 232-249Práxis Educativa; V. 14 N. 1 (2019); 232-249Práxis Educativa; v. 14 n. 1 (2019); 232-2491809-43091809-403110.5212/PraxEduc.v.14n1reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/12224/209209210556https://revistas.uepg.br/index.php/praxiseducativa/article/view/12224/209209213176Copyright (c) 2018 Práxis Educativainfo:eu-repo/semantics/openAccessAvila Colla, Rodrigo2020-04-15T20:16:54Zoai:uepg.br:article/12224Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-15T20:16:54Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Popular Education and Public Science: discussing alternatives to the dialogue of knowledge
Educación Popular y Ciencia Pública: discutiendo alternativas para el diálogo de saberes
Educação Popular e Ciência Pública: discutindo alternativas para o diálogo de saberes
title Popular Education and Public Science: discussing alternatives to the dialogue of knowledge
spellingShingle Popular Education and Public Science: discussing alternatives to the dialogue of knowledge
Avila Colla, Rodrigo
title_short Popular Education and Public Science: discussing alternatives to the dialogue of knowledge
title_full Popular Education and Public Science: discussing alternatives to the dialogue of knowledge
title_fullStr Popular Education and Public Science: discussing alternatives to the dialogue of knowledge
title_full_unstemmed Popular Education and Public Science: discussing alternatives to the dialogue of knowledge
title_sort Popular Education and Public Science: discussing alternatives to the dialogue of knowledge
author Avila Colla, Rodrigo
author_facet Avila Colla, Rodrigo
author_role author
dc.contributor.author.fl_str_mv Avila Colla, Rodrigo
description This theoretical essay defends a dialogue between scientific knowledge and popular knowledge. The meaning of science is broadened in order to bring it closer to the social sphere and it introduces the foundations of Modern Science as well as paradigm concept. It warns to the provisional character of scientific truths and about the necessary opening of science to a multiplicity of knowledge which it rejects. In order to account for the proposed thematic overlap, the text uses a very diversified theoretical reference that links authors who are dedicated to epistemology, philosophy of science, sociology of science and Education, more specifically Popular Education. It suggests the dialogue as the founding element of an open, public, inclusive science that seeks, permanently, to establish a connection between the knowledge it produces and society.   Keywords: Education and Science. Popular Education. Science Epistemology.
publishDate 2018
dc.date.none.fl_str_mv 2018-11-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/12224
10.5212/PraxEduc.v.14n1.013
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/12224
identifier_str_mv 10.5212/PraxEduc.v.14n1.013
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/12224/209209210556
https://revistas.uepg.br/index.php/praxiseducativa/article/view/12224/209209213176
dc.rights.driver.fl_str_mv Copyright (c) 2018 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Práxis Educativa
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 14 No. 1 (2019); 232-249
Práxis Educativa; Vol. 14 Núm. 1 (2019); 232-249
Práxis Educativa; V. 14 N. 1 (2019); 232-249
Práxis Educativa; v. 14 n. 1 (2019); 232-249
1809-4309
1809-4031
10.5212/PraxEduc.v.14n1
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
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