Chemical education and latourian thought: a possible articulation

Detalhes bibliográficos
Autor(a) principal: Dal Bosco Rezzadori, Cristiane Beatriz
Data de Publicação: 2018
Outros Autores: Alves de Oliveira, Moisés
Tipo de documento: Artigo
Idioma: por
Título da fonte: Actio (Curitiba)
Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/6860
Resumo: This work aims to draw a set of possible articulations between the Latourian thought and the practice and research in the field of chemical education to offer a non-epistemological and heterogeneous subsidy to multiply and refine the range of perspectives and research approaches in this area. Since this approach is not commonly used, at least among chemical educators, one initially sets out some key concepts on Latour's work in order to enable its dialogue with chemical education. Afterwards, based upon the presented concepts, the follow contribution of the latourian thought to the investigations in the area of chemical education was outlined: the recovery of nonhuman actors' place in the educational process, restoring the recognition of their agency and mediation roles. Thinking about chemical education over this articulation allows one to move away from an epistemological view that any activity is defended based on its conceptual and theoretical production and its consolidated truths, regarded as concluded and finished. Instead of this, we aim to consider it as a practice of mediation that takes place in the micro-politics that are at stake, and which requires energy from a series of elements connected and run by entities that mobilize resources in order to establish and maintain it within the network which it belongs to. This view opens a range of much more fruitful research possibilities towards the heterogenesis of educational practices.
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spelling Chemical education and latourian thought: a possible articulationEducação química e pensamento latouriano: uma possível articulação7.00.00.00-0 7.08.00.00-6Educação Química; Bruno Latour; Teoria Ator-Rede; Humano; Não humanoChemical Education; Bruno Latour; Actor-Network Theory; Human; NonhumanThis work aims to draw a set of possible articulations between the Latourian thought and the practice and research in the field of chemical education to offer a non-epistemological and heterogeneous subsidy to multiply and refine the range of perspectives and research approaches in this area. Since this approach is not commonly used, at least among chemical educators, one initially sets out some key concepts on Latour's work in order to enable its dialogue with chemical education. Afterwards, based upon the presented concepts, the follow contribution of the latourian thought to the investigations in the area of chemical education was outlined: the recovery of nonhuman actors' place in the educational process, restoring the recognition of their agency and mediation roles. Thinking about chemical education over this articulation allows one to move away from an epistemological view that any activity is defended based on its conceptual and theoretical production and its consolidated truths, regarded as concluded and finished. Instead of this, we aim to consider it as a practice of mediation that takes place in the micro-politics that are at stake, and which requires energy from a series of elements connected and run by entities that mobilize resources in order to establish and maintain it within the network which it belongs to. This view opens a range of much more fruitful research possibilities towards the heterogenesis of educational practices.O presente trabalho tem por objetivo traçar uma possível articulação entre o pensamento latouriano e a prática e pesquisa no campo da educação química a fim de oferecer um subsídio a-epistemológico e heterogêneo para multiplicar e matizar a gama de olhares e abordagens investigativas nesta área. Como este pensamento não é de uso habitual, ao menos entre educadores químicos, inicialmente foram expostos alguns conceitos-chave do trabalho latouriano para habilitar o seu diálogo com a educação química. Posteriormente, com base nos conceitos apresentados, a seguinte possibilidade de contribuição do pensamento do filósofo às investigações na área da educação química foi delineada: a recuperação do papel dos actantes não humanos no processo educacional ao lhes devolver o reconhecimento de sua agência e mediação. Pensar a educação química a partir desta articulação permite passar ao largo da visão epistemológica de que qualquer atividade seja defendida com base em sua produção conceitual e teórica, em suas verdades encaradas como prontas e acabadas. Ao invés disso, pretende-se considerá-la como uma prática de mediação que ocorre nas micropolíticas que estão em jogo e requerem um gasto energético de uma série de coisas conectadas e agenciadas por entidades que mobilizam recursos a fim de instaurá-la e de mantê-la dentro da rede a que pertence. Esse olhar abre um leque de possibilidades de investigação em direção à heterogênese das práticas educacionais.Universidade Tecnológica Federal do Paraná (UTFPR)CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorFundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Estado do ParanáFundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Estado do Paraná e Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Dal Bosco Rezzadori, Cristiane BeatrizAlves de Oliveira, Moisés2018-04-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos pares, Artigos Originais, Artigos de Revisãoapplication/pdfinode/x-emptyhttps://periodicos.utfpr.edu.br/actio/article/view/686010.3895/actio.v3n1.6860ACTIO: Teaching in Sciences; v. 3, n. 1 (2018); 224-247ACTIO: Docência em Ciências; v. 3, n. 1 (2018); 224-2472525-892310.3895/actio.v3n1reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/actio/article/view/6860/4922https://periodicos.utfpr.edu.br/actio/article/view/6860/5142Direitos autorais 2018 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-10-18T23:54:10Zoai:periodicos.utfpr:article/6860Revistahttps://periodicos.utfpr.edu.br/actio/PUBhttps://periodicos.utfpr.edu.br/actio/oaimarcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br2525-89232525-8923opendoar:2022-10-18T23:54:10Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv Chemical education and latourian thought: a possible articulation
Educação química e pensamento latouriano: uma possível articulação
title Chemical education and latourian thought: a possible articulation
spellingShingle Chemical education and latourian thought: a possible articulation
Dal Bosco Rezzadori, Cristiane Beatriz
7.00.00.00-0 7.08.00.00-6
Educação Química; Bruno Latour; Teoria Ator-Rede; Humano; Não humano
Chemical Education; Bruno Latour; Actor-Network Theory; Human; Nonhuman
title_short Chemical education and latourian thought: a possible articulation
title_full Chemical education and latourian thought: a possible articulation
title_fullStr Chemical education and latourian thought: a possible articulation
title_full_unstemmed Chemical education and latourian thought: a possible articulation
title_sort Chemical education and latourian thought: a possible articulation
author Dal Bosco Rezzadori, Cristiane Beatriz
author_facet Dal Bosco Rezzadori, Cristiane Beatriz
Alves de Oliveira, Moisés
author_role author
author2 Alves de Oliveira, Moisés
author2_role author
dc.contributor.none.fl_str_mv CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Fundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Estado do Paraná
Fundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Estado do Paraná e Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
dc.contributor.author.fl_str_mv Dal Bosco Rezzadori, Cristiane Beatriz
Alves de Oliveira, Moisés
dc.subject.por.fl_str_mv 7.00.00.00-0 7.08.00.00-6
Educação Química; Bruno Latour; Teoria Ator-Rede; Humano; Não humano
Chemical Education; Bruno Latour; Actor-Network Theory; Human; Nonhuman
topic 7.00.00.00-0 7.08.00.00-6
Educação Química; Bruno Latour; Teoria Ator-Rede; Humano; Não humano
Chemical Education; Bruno Latour; Actor-Network Theory; Human; Nonhuman
description This work aims to draw a set of possible articulations between the Latourian thought and the practice and research in the field of chemical education to offer a non-epistemological and heterogeneous subsidy to multiply and refine the range of perspectives and research approaches in this area. Since this approach is not commonly used, at least among chemical educators, one initially sets out some key concepts on Latour's work in order to enable its dialogue with chemical education. Afterwards, based upon the presented concepts, the follow contribution of the latourian thought to the investigations in the area of chemical education was outlined: the recovery of nonhuman actors' place in the educational process, restoring the recognition of their agency and mediation roles. Thinking about chemical education over this articulation allows one to move away from an epistemological view that any activity is defended based on its conceptual and theoretical production and its consolidated truths, regarded as concluded and finished. Instead of this, we aim to consider it as a practice of mediation that takes place in the micro-politics that are at stake, and which requires energy from a series of elements connected and run by entities that mobilize resources in order to establish and maintain it within the network which it belongs to. This view opens a range of much more fruitful research possibilities towards the heterogenesis of educational practices.
publishDate 2018
dc.date.none.fl_str_mv 2018-04-13
dc.type.none.fl_str_mv


dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares, Artigos Originais, Artigos de Revisão
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/6860
10.3895/actio.v3n1.6860
url https://periodicos.utfpr.edu.br/actio/article/view/6860
identifier_str_mv 10.3895/actio.v3n1.6860
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/6860/4922
https://periodicos.utfpr.edu.br/actio/article/view/6860/5142
dc.rights.driver.fl_str_mv Direitos autorais 2018 CC-BY
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2018 CC-BY
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
inode/x-empty
dc.publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv ACTIO: Teaching in Sciences; v. 3, n. 1 (2018); 224-247
ACTIO: Docência em Ciências; v. 3, n. 1 (2018); 224-247
2525-8923
10.3895/actio.v3n1
reponame:Actio (Curitiba)
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Actio (Curitiba)
collection Actio (Curitiba)
repository.name.fl_str_mv Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv marcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br
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