Science, Politics and Media in the perspective centered on enlightenment: Alan Irwin's sociology in dialogue with science education
DOI:
https://doi.org/10.22600/1518-8795.ienci2018v23n1p79Keywords:
socio-scientific controversies, perspective centered on enlightenment, Alan IrwinAbstract
This work intends to discuss the approach of socio-scientific controversies in the classroom from the perspective centered on enlightenment. To that end, the sociology of Alan Irwin was presented, and using principles of Bakhtin's philosophy, it was tried to elucidate the senses conferred by teacher and students to circulating controversies on global warming in sequence of ten meetings, especially with respect to the relation between science, politics and the media. It was observed perplexity and discomfort with the non-epistemic factors of controversies, science being treated as synonymous with true, univocal and objective knowledge, often in opposition to politics and the media, treated as inclined to masking reality or seeking power. There was a spectrum of reactions and distinct levels of consciousness on the part of the students, whether about the complexity of socio-scientific controversies, about the perception of themselves or about the epistemic scope of the judgments of reality. The coexistence of the democratic argument for the teaching of science for all with such perspective criticized by Irwin is evaluated, as well as greater efforts are recommended for the teaching-learning of the nature of science, science-politic-media relations and skepticism as possible competence to be educated.References
Auler, D. (2011). Novos caminhos para a educação CTS: ampliando a participação. In CTS e Educação científica: desafios, tendências e resultados de pesquisas (pp.73-97). Brasília: Editora da Universidade de Brasília.
Auler, D., & Delizoicov, D. (2001). Alfabetização científico-tecnológica para quê? Revista Ensaio - Pesquisa em Educação em Ciências, 3(1), 1-13. Recuperado de http://www.scielo.br/pdf/epec/v3n2/1983-2117-epec-3-02-00122.pdf
Bakhtin, M. M. (2003). Estética da criação verbal. São Paulo: Martins Fontes.
Bakhtin, M. M. (2005). Marxismo e Filosofia da Linguagem. São Paulo: Hucitec.
Bakhtin, M. M. (2010). Para uma filosofia do ato. São Carlos: Pedro e João Editores.
Barbosa, L. G. D’C. (2015). Circulação de sentidos e posicionamentos dos sujeitos na abordagem do aquecimento global como tema controverso: um olhar bakhtiniano. (Tese de doutorado, Faculdade de Educação, Universidade Federal de Minas Gerais), Minas Gerais. Recuperado de http://www.bibliotecadigital.ufmg.br/dspace/handle/1843/BUBD-A4CG2N
Barbosa, L. G. D’C., Lima, M. E. C. C., & Machado, A. H. (2012). Controvérsias sobre o aquecimento global: circulação de vozes e de sentidos produzidos em sala de aula. Revista Ensaio - Pesquisa em Educação em Ciências, 14(1), 113-130. Recuperado de www.scielo.br/pdf/epec/v14n1/1983-2117-epec-14-01-00113.pdf
Bryce, T. G. K., & Day, S. P. (2014). Scepticism and doubt in science and science education: the complexity of global warming as a socio-scientific issue. Cultural Studies of Science Education, 9(3), 599-632. DOI:10.1007/s11422-013-9500-0
Castro, R.S., Lima, M.E.C.C., & Paula, H. F. (2010). Formação de professores e compreensão pública das ciências: contribuições para a participação democrática. In Anais do VIII Jornada Latino americanas ESOCITE: Ciencia y Tecnología para la inclusión social (p.8). Buenos Aires, Argentina.
Christensen, C. K., & Fensham, P. J. (2012). Risk, uncertainty and complexity in science education. In Fraser, Barry J., Tobin, K. G., & McRobbie, C. J. (Eds.) Second International Handbook of Science Education (pp. 751-769). London: Springer.
Conselho Nacional de Educação. (1998). Parecer CEB número 15 de 1 jun. de 1998. Parâmetros Curriculares Nacionais. Relatora Conselheira Guiomar Namo de Mello; processo: 23001.0030. 72p.
Fensham, P. J. (2014). Skepticism and trust: Two counterpoint essentials in science education for complex socio-scientific issues. Cultural Studies of Science Education, 9(3), 649-661. DOI:10.1007/s11422-013-9560-1
Geraldi, J. W. (2012). Heterocientificidade nos estudos linguísticos. In GEGE – Grupo de estudos de gêneros (Ed.). Palavras e contrapalavras-Vol. IV (pp.19-39). São Carlos: Pedro & João Editores.
Irwin, A. (2009). Ciência cidadã: um estudo das pessoas, especialização e desenvolvimento sustentável. Lisboa: Instituto Piaget.
Latour, B. (2000). Ciência em ação: como seguir cientistas e engenheiros sociedade afora. São Paulo: editora UNESP.
Millar, R. (2003). Um currículo de Ciências voltado para a compreensão por todos. Revista Ensaio, 5(2), 73-91. DOI:10.1590/1983-21172003050206
Narasimhan, M. G. (2001). Controversy in science. Journal of Biosciences, 26(3), 299-304. Recuperado de http://www.ias.ac.in/article/fulltext/jbsc/026/03/0299-0304
Santos, M. E. V. M. (2004). Educação pela Ciência e educação sobre Ciência nos manuais escolares. Revista brasileira de Pesquisa em Educação de Ciências, 4(1), 76-89. Recuperado de https://seer.ufmg.br/index.php/rbpec/article/view/2299/1698
Silva, L. F., & Carvalho, L. M. A. (2008) Temática Ambiental e o Processo Educativo: o ensino de Física a partir de temas controversos. Ciência & Ensino, 1(Especial), 1-12. Recuperado de prc.ifsp.edu.br:3535/ojs/index.php/cienciaeensino/article/download/152/105
Downloads
Published
How to Cite
Issue
Section
License
IENCI is an Open Access journal, which does not have to pay any charges either for the submission or processing of articles. The journal has adopted the definition of the Budapest Open Access Initiative (BOAI), which states that the users have the right to read, write down, copy, distribute, print, conduct searches and make direct links with the complete texts of the published articles.
The author responsible for the submission represents all the authors of the work and when the article is sent to the journal, guarantees that he has the permission of his/her co-authors to do so. In the same way, he/she provides an assurance that the article does not infringe authors´ rights and that there are no signs of plagiarism in the work. The journal is not responsible for any opinions that are expressed.
All the articles are published with a Creative Commons License Attribution Non-commercial 4.0 International. The authors hold the copyright of their works and must be contacted directly if there is any commercial interest in the use of their works.
