Scientific Education in post-truth times: meanings and intentionalities in discussion
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
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 |
Resumo: | 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. |
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Scientific Education in post-truth times: meanings and intentionalities in discussionCrença Forte, ciência fraca? Contribuições sobre a relação Ciência e crença para a educação científica e tecnológica em tempos de pós-verdadeThe 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.O presente ensaio busca contribuir com reflexões sobre o fenômeno da pós-verdade partindo das pesquisas sobre ciência e crença/religião, especialmente as que tratam de criacionismo e evolução, disseminadas na área de ensino de ciências, bem como a relação entre ciência e ideologia, sob a ótica de Natureza da Ciência de forma geral e CTS, em particular. Apresenta (1) as contribuições da Teoria da Dissonância Cognitiva para melhor entendimento da dicotomia entre o conhecimento que se tem e a obediência à crença que se professa e para melhor orientação das práticas de formação de professores e aulas sobre o tema na Educação em Ciência e (2) um exemplo de estudo do perfil de movimentos protestantes no Brasil, a fim de melhor entender o comportamento geral deste segmento frente ao Livre Exame que caracteriza sua origem. Propõe que a dissonância cognitiva resultante das informações científicas e suas crenças favoreçam o fenômeno da pós-verdade, quando as crenças se sobrepõem às informações baseadas em evidência.Imprensa Universitária - UFSC2020-12-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/7492110.5007/2175-7941.2020v37n3p1684Caderno Brasileiro de Ensino de Física; v. 37 n. 3 (2020); 1684-17212175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/74921/44994Copyright (c) 2020 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessChrispino, AlvaroAlbuquerque, Marcia Bengio deMelo, Thiago Brañas de2020-12-16T19:13:40Zoai:periodicos.ufsc.br:article/74921Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2020-12-16T19:13:40Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Scientific Education in post-truth times: meanings and intentionalities in discussion Crença Forte, ciência fraca? Contribuições sobre a relação Ciência e crença para a educação científica e tecnológica em tempos de pós-verdade |
title |
Scientific Education in post-truth times: meanings and intentionalities in discussion |
spellingShingle |
Scientific Education in post-truth times: meanings and intentionalities in discussion Chrispino, Alvaro |
title_short |
Scientific Education in post-truth times: meanings and intentionalities in discussion |
title_full |
Scientific Education in post-truth times: meanings and intentionalities in discussion |
title_fullStr |
Scientific Education in post-truth times: meanings and intentionalities in discussion |
title_full_unstemmed |
Scientific Education in post-truth times: meanings and intentionalities in discussion |
title_sort |
Scientific Education in post-truth times: meanings and intentionalities in discussion |
author |
Chrispino, Alvaro |
author_facet |
Chrispino, Alvaro Albuquerque, Marcia Bengio de Melo, Thiago Brañas de |
author_role |
author |
author2 |
Albuquerque, Marcia Bengio de Melo, Thiago Brañas de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Chrispino, Alvaro Albuquerque, Marcia Bengio de Melo, Thiago Brañas de |
description |
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. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-16 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/74921 10.5007/2175-7941.2020v37n3p1684 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/74921 |
identifier_str_mv |
10.5007/2175-7941.2020v37n3p1684 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/74921/44994 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Caderno Brasileiro de Ensino de Física info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Caderno Brasileiro de Ensino de Física |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
dc.source.none.fl_str_mv |
Caderno Brasileiro de Ensino de Física; v. 37 n. 3 (2020); 1684-1721 2175-7941 1677-2334 reponame:Caderno Brasileiro de Ensino de Física (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Caderno Brasileiro de Ensino de Física (Online) |
collection |
Caderno Brasileiro de Ensino de Física (Online) |
repository.name.fl_str_mv |
Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com |
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1799940574883610624 |