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Philosophy in science teaching: questioning speeches in contemporary scientific thought

Grant number: 15/21926-4
Support Opportunities:Scholarships in Brazil - Doctorate
Effective date (Start): March 01, 2016
Effective date (End): December 31, 2019
Field of knowledge:Humanities - Education
Principal Investigator:Mauricio Pietrocola Pinto de Oliveira
Grantee:Samuel Molina Schnorr
Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
Associated scholarship(s):17/07630-0 - Analysis of the production of scientific and educational discourses in science education: construction of truths and socio-scientific issues in brazilian journals, BE.EP.DR


From this research project aims to investigate the philosophical assumptions underlying science education, aiming to understand the scientific thought which sustains society and question the science grounded in references of contemporary philosophy, particularly Nietzsche and Foucault. Furthermore, examine the speeches in the construction of knowledge present in academic productions, seeking to understand the constitutions of scientific truths in the educational field. The research, qualitative, will bibliographic approach from the pursuit of scientific literature in online bibliographic databases: Web of Science, Google Scholar and CAPES Bank of Theses in order to find perceptions, understandings and analytical categories that allow building other senses to the discourses present in the subject. Moreover, desk research will be conducted on the PCN and textbooks (BRAZIL, 1998; 2012), hoping to consider the issue in the face of proposals for curricular and methodological changes in school practices. Data analysis will occur in theoretical-conceptual way, about the discourse (FOUCAULT, 2012) present in the relationship between philosophy and science teaching, researching and questioning mechanisms by means of which present practices in the references found in the research building scientific truths. It is believed that from this research can disrupt some links between the sciences and the production of knowledge in a positivist view, bringing different paths to this theme.

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Scientific publications
(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)
SAMUEL MOLINA SCHNORR; MAURÍCIO PIETROCOLA. A Emergência das Noções de Formação, Livro Didático e Ambiental na Educação em Ciências. Ciência e Educação, v. 27, . (15/21926-4, 17/07630-0)
Academic Publications
(References retrieved automatically from State of São Paulo Research Institutions)
SCHNORR, Samuel Molina. From the meeting between scientific and pedagogical discourses: an investigation on Brazilian journals of science education (1994-2018). 2019. Doctoral Thesis - Universidade de São Paulo (USP). Faculdade de Educação (FE/SBD) São Paulo.

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