Education, sciences and culture: territories in borders in the Program BIOTA - FAPESP

• Grant number: 06/00752-9
• Support Opportunities: Regular Research Grants
• Duration: December 01, 2006 - February 28, 2009
• Field of knowledge: Humanities - Education - Curriculum
• Principal Investigator: Antonio Carlos Rodrigues de Amorim
• Grantee: Antonio Carlos Rodrigues de Amorim
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

To look for escape possibilities, of leak and of differing the curriculum as cultural text it is the proposal of this research project, in that the provocation deleuziana will be dug that the writing and significance are not obligatorily associated. Being devoted to the study of writings of texts of graduation students of Unicamp (more particularly the one of Biology), of teachers of the basic education, images photographic, television and of products of scientific popularization of the program BIOTA-FAPESP, in this project the search will be for the flows that happens when relative subjects to the identities are subjectivity deeds. One of the important discussions of the field curricular is related to the school knowledge and his/her organization in disciplines. A subject that I do inside of that discussion is: does the discipline Biology approach for his/her permanence in the school which of the environmental themes, organized in the curricula as themes traverse or interdisciplinary? For so much, I will look for articulations between sciences and culture, for the slopes that relate nature and culture, and the human's writings which crossing them. For this I aim to produce new knowledge and sensibilities for the atmosphere, in a biodiversity that is also bounded in a disappearance of the human. The problematization of the research will be accomplished tends as company the subjects: Is the curriculum-language-representation-knowledge-moral capable to work, to act, to be out of the war machine, does it capture and striation of the spaces educational, school or not? Which writtingcurriculum do support the escape, the emptiness or the absence of the subject-identity-culture-pedagogy? They are questions thrown to imagine the curriculum as event, its writing with weapon. (AU)