| Grant number: | 17/07630-0 |
| Support Opportunities: | Scholarships abroad - Research Internship - Doctorate |
| Effective date (Start): | February 01, 2018 |
| Effective date (End): | January 31, 2019 |
| Field of knowledge: | Humanities - Education - Specific topics in Education |
| Principal Investigator: | Mauricio Pietrocola Pinto de Oliveira |
| Grantee: | Samuel Molina Schnorr |
| Supervisor: | Ralph Levinson |
| Host Institution: | Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil |
| Research place: | Universitat Autònoma de Barcelona (UAB), Spain |
| Associated to the scholarship: | 15/21926-4 - Philosophy in science teaching: questioning speeches in contemporary scientific thought, BP.DR |
Abstract The proposed work is constituted by the research actions developed in the doctoral research carried out since 2015 and offers an investigation oriented by philosophy and science thematises, through socio-scientific issues that are evidenced in science education. The material investigated in this research consists of 10 journals that were evaluated and ranked by CAPES as the best journals in science education. The analysis will be made from the year 1997 to 2016, covering the last twenty years of publications on science education, whereas one of the journals, the oldest in Brazil in this area, will be examined since the year of its creation: 1979 to 2016. The method for collecting data and analysing the results is based on the research conducted by the philosopher Michel Foucault, known as archaeo-genealogy, which consists of joining the two main movements used by Foucault: archaeology and genealogy (Foucault, 2011; 2008). Therefore, we propose to historically and philosophically analyse the archive of articles published in Brazilian journals, in order to understand what kind of practices lead to the existence and development of true discourses. Similarly, we would like to understand how science is currently accepted as an institution that controls truth and reason, and how this is related to the socio-scientific issues in society and science education. Finally, we will analyse the processes of production and diffusion of knowledge, especially with regard to the mechanisms of circulation and social propagation of scientific results derived from science education, as well as to the overlapping of scientific and pedagogical discourses. | |
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