Educação em ciências, espaços de resistência e metamorfoses do pensamento: expedições ao Arquipélago das Pérolas

Abstract

This research deals about resistance strategies in science education, in which I describe experiences, adventures, obstacles, storms, currents and uncertainties that appeared during the open sea expeditions. The inspiration for these navigations comes from the spaces of resistance in science education, which nourish, enchant and stimulate the formation of the Scientific Spirit closest to a Southern Thought, committed to the reconnection of knowledge and the ethical, social and human formation. These spaces of resistance – which go beyond the boundaries of disciplinary áreas – open opportunities for knowledge in other ways, knowledge about methods and strategies considered unusual in academic spaces. Here, I named these spaces the South Islands, which are located in a real-imaginary archipelago, called the pearl of knowledge archipelago. The work is therefore sized in four expeditions. Each expedition generated a logbook. The first logbook tells my reflections on the cold waters of the northern oceans, deals about the aspects of scientific thought and how they have permeated the educational spaces, what are the reverberations of this process for the critical formation of the education professional? And, what are the notions, ideas, images about science that come to school? In the second diary, I narrate how the first lines of the open map leading to the warm southern oceans were constructed, and how I ventured myself into deep dives in those seas in search of pearls, that is, the articulating notions of a Southern thought from of the ideas of Edgar Morin (2011). The third logbook shows the path taken by the South Islands already with the pearls of knowledge in their hands. This third expedition focused on mapping resistance environments in science education: educational spaces that take on practices close to Southern thinking – going in the opposite direction of a dead science linked to Science Teaching (DELIZOICOV, ANGOTTI, PERNAMBUCO, 2002). Finally, in the fourth diary, I redraw an open map of the South Island itinerary to trace an archipelago from the religions and metamorphoses that occurred throughout the expeditions and dives.