Is critical science education possible in times of scientific denialism?
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/74999 |
Resumo: | In this article, we discuss scientific denialism as a current reframing for old rejections of the role of science, indicating its ideological rootedness in a broad conservative movement that plagues contemporaneity and is moved quickly by social networks. Throughout the text, we build our argument by accepting Bruno Latour's (2020) perception that we could have “missed the mark” in our criticisms of science and disfigured the critique of a positivist and empiricist science by disclosing the intricacies of science. To this end, this paper revisits some of the significant contributions in the field of science education to find clues that could lead to inquiring more strongly as to what extent reinforcing such criticism would have contributed to disseminating a view that would have weakened confidence in science. In particular, this paper questions whether or not the efforts to affirm doubt as constitutive of the process of producing scientific knowledge would have generated a construct by which the validity of knowledge would be questionable. The discussion developed in the text points to the need to reaffirm the subjects' non-alienation in the educational dynamics, in order to make them more aware of the limits of science and more alert about the complexity of the social pressures that produce denialism. For that purpose, the article argues for the possibilities of the narrative curriculum (GOODSON, 2006) as a way of coping with the weaknesses of the educational processes that separate the students’ lives from learning. By demeaning the integration between scientific content with other knowledge and forms of human expression, educational purposes run the risk of reinforcing performative actions that continue to produce exclusion. |
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Is critical science education possible in times of scientific denialism?É possível uma Educação em Ciências crítica em tempos de negacionismo científico?In this article, we discuss scientific denialism as a current reframing for old rejections of the role of science, indicating its ideological rootedness in a broad conservative movement that plagues contemporaneity and is moved quickly by social networks. Throughout the text, we build our argument by accepting Bruno Latour's (2020) perception that we could have “missed the mark” in our criticisms of science and disfigured the critique of a positivist and empiricist science by disclosing the intricacies of science. To this end, this paper revisits some of the significant contributions in the field of science education to find clues that could lead to inquiring more strongly as to what extent reinforcing such criticism would have contributed to disseminating a view that would have weakened confidence in science. In particular, this paper questions whether or not the efforts to affirm doubt as constitutive of the process of producing scientific knowledge would have generated a construct by which the validity of knowledge would be questionable. The discussion developed in the text points to the need to reaffirm the subjects' non-alienation in the educational dynamics, in order to make them more aware of the limits of science and more alert about the complexity of the social pressures that produce denialism. For that purpose, the article argues for the possibilities of the narrative curriculum (GOODSON, 2006) as a way of coping with the weaknesses of the educational processes that separate the students’ lives from learning. By demeaning the integration between scientific content with other knowledge and forms of human expression, educational purposes run the risk of reinforcing performative actions that continue to produce exclusion.Neste artigo, debatemos o negacionismo científico como uma ressignificação atual para antigas rejeições ao papel da ciência, indicando seu enraizamento ideológico num amplo movimento conservador que assola a contemporaneidade e é movido velozmente pelas redes sociais. Construímos nossa argumentação aceitando a provocação de Bruno Latour (2020) segundo a qual poderíamos ter “errado na dose” em nossas críticas à ciência e desfigurado a crítica a uma ciência positivista e empiricista ao divulgar seus meandros. Para isso, revisitamos algumas das significativas contribuições da produção em Educação em Ciências para encontrar pistas que nos levassem a inquirir mais fortemente em que medida o reforço à crítica teria contribuído para disseminar uma visão que fragilizasse a confiança na ciência. Em especial, indagamos se nossos esforços em afirmar a dúvida como constitutiva do processo de produzir o conhecimento científico teriam dado sinais de que a validade do conhecimento seria questionável. Essa incursão resultou na necessidade de reafirmar a não alienação dos sujeitos nas dinâmicas educativas, de modo a torná-los mais conscientes dos limites da ciência e mais alertas acerca da complexidade das pressões sociais que produzem o negacionismo. Concluímos apostando nas possibilidades do currículo narrativo (GOODSON, 2019) para enfrentamento das fragilidades dos processos educativos que separam as vidas dos estudantes dos processos de aprendizagem. Ao secundarizar as alternativas de integrar conteúdos científicos com outros saberes e formas de expressão humanas, as finalidades educativas correm o risco de reforçar ações performáticas que continuam a produzir exclusão. Imprensa Universitária - UFSC2020-12-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/7499910.5007/2175-7941.2020v37n3p1722Caderno Brasileiro de Ensino de Física; v. 37 n. 3 (2020); 1722-17472175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/74999/45005Copyright (c) 2020 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessVilela, Mariana LimaSelles, Sandra Escovedo2020-12-16T19:13:23Zoai:periodicos.ufsc.br:article/74999Revistahttp://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:2020-12-16T19:13:23Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Is critical science education possible in times of scientific denialism? É possível uma Educação em Ciências crítica em tempos de negacionismo científico? |
title |
Is critical science education possible in times of scientific denialism? |
spellingShingle |
Is critical science education possible in times of scientific denialism? Vilela, Mariana Lima |
title_short |
Is critical science education possible in times of scientific denialism? |
title_full |
Is critical science education possible in times of scientific denialism? |
title_fullStr |
Is critical science education possible in times of scientific denialism? |
title_full_unstemmed |
Is critical science education possible in times of scientific denialism? |
title_sort |
Is critical science education possible in times of scientific denialism? |
author |
Vilela, Mariana Lima |
author_facet |
Vilela, Mariana Lima Selles, Sandra Escovedo |
author_role |
author |
author2 |
Selles, Sandra Escovedo |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Vilela, Mariana Lima Selles, Sandra Escovedo |
description |
In this article, we discuss scientific denialism as a current reframing for old rejections of the role of science, indicating its ideological rootedness in a broad conservative movement that plagues contemporaneity and is moved quickly by social networks. Throughout the text, we build our argument by accepting Bruno Latour's (2020) perception that we could have “missed the mark” in our criticisms of science and disfigured the critique of a positivist and empiricist science by disclosing the intricacies of science. To this end, this paper revisits some of the significant contributions in the field of science education to find clues that could lead to inquiring more strongly as to what extent reinforcing such criticism would have contributed to disseminating a view that would have weakened confidence in science. In particular, this paper questions whether or not the efforts to affirm doubt as constitutive of the process of producing scientific knowledge would have generated a construct by which the validity of knowledge would be questionable. The discussion developed in the text points to the need to reaffirm the subjects' non-alienation in the educational dynamics, in order to make them more aware of the limits of science and more alert about the complexity of the social pressures that produce denialism. For that purpose, the article argues for the possibilities of the narrative curriculum (GOODSON, 2006) as a way of coping with the weaknesses of the educational processes that separate the students’ lives from learning. By demeaning the integration between scientific content with other knowledge and forms of human expression, educational purposes run the risk of reinforcing performative actions that continue to produce exclusion. |
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/74999 10.5007/2175-7941.2020v37n3p1722 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/74999 |
identifier_str_mv |
10.5007/2175-7941.2020v37n3p1722 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/74999/45005 |
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); 1722-1747 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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1799940574896193536 |