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| Author(s): |
Samuel Molina Schnorr
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Faculdade de Educação (FE/SBD) |
| Defense date: | 2019-12-05 |
| Examining board members: |
Mauricio Pietrocola Pinto de Oliveira;
Antonio Carlos Rodrigues de Amorim;
Ivã Gurgel;
Paula Corrêa Henning;
Denise Silva Vilela
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| Advisor: | Mauricio Pietrocola Pinto de Oliveira; Julio Roberto Groppa Aquino |
| Abstract | |
Based on the premise that the area of science education in Brazil is a meeting place for scientific and pedagogical discourses, this research aims to characterize and analyze the practices of that area in the last 25 years, bearing in mind that, due to the specific characteristics of science - such as credibility, rigor, social acceptance and will to truth - the area in question presents a scientific bias, amortizing its precisely pedagogical role. To this end, we evaluate the potential of Foucaultian theorizing to reflect the issues of science education by focusing on textual production in journals in the area that used Foucaultian concepts. Initially, sources were gathered to help compose the general argument of the Thesis inspired by Foucault\'s archeogenealogy. The empirical material of the study covers the production, between 1994 and 2018, of the 10 best rated Brazilian journals of science education. Among the articles published by these journals, we selected those whose titles, abstracts and keywords characterized research in science education in the last 25 years. In this context, three notions stood out as focus of interest to researchers: training, environmental and textbook. From them, semantic networks were built for each of these notions, in order to analyze the emergency of the argumentative mechanisms used by researchers in the articles dealing with these notions. As a result, we evidenced that, during the analyzed period, there was an increase of thematic diversity approached by the researchers, which allowed the area to be crossed by other discussions, especially those concerned with a greater pedagogical foundation. Thus, the problematizations that are being added to the discourses of researchers in science education seem to be influenced, above all, by the encounter of the pedagogical discourse with the scientific one. In this sense, the research highlights that, although the initial composition of the area of science education had a greater support in the scientific discourse, this situation did not assure a safe position, because, over the years, clues indicate a confrontation zone and, at the same time, approximation to the educational field (AU) | |
| FAPESP's process: | 15/21926-4 - Philosophy in science teaching: questioning speeches in contemporary scientific thought |
| Grantee: | Samuel Molina Schnorr |
| Support Opportunities: | Scholarships in Brazil - Doctorate |