Scientific Education in post-truth times: meanings and intentionalities in discussion

• Autor(a) principal: Chrispino, Alvaro
• Data de Publicação: 2020
• Outros Autores: Albuquerque, Marcia Bengio de, Melo, Thiago Brañas de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/74921

The paper discusses Science Education in a scenario in which the self and the post-truths, fake news and rumors on the internet, can be interpreted as metonymies of our times. The main objective is to develop a theoretical analysis exercise on the social role that Science Education can play in the construction of a society able to question it. For this endeavor, we produced interlocutions with Human and Social Sciences authors such as Michel Foucault, Michel De Certeau and François Dubet. Making a dialogue with the educational field, we also resort on considerations by authors such as Ivor Goodson and Paulo Freire. Considering that the specialization and the strengthens of Modern Science’s technical nature, disaggregated from its popularization increase inequalities and promote processes of exclusion and alienation, we present a model of school education based on the narrative learning proposed by Goodson which favors the construction of other relationships between knowledge and experiences produced in schools. We argue that, by showing how the construction of their diary student knowledge takes place and how their experiences are erected in different realities, it is possible to work on multiple dimensions of scientific knowledge. This allows the construction of new meanings for student experiences, while the understanding of scientific concepts and contents can be developed in a way that is not detached from cultures and emotions which challenge schooling processes and educational institutions.