The relationship between subject/knowledge in science education curriculum policies in recent times: post-str0uctural contributions to the debate
Year: 2022
Type: article
Abstract: ABSTRACT From a more significant incorporation of post-structural theories into the curriculum field in recent years, this theoretical essay aims to contribute to the debate around the relationship between subject/scientific knowledge in science-education curriculum policies. It seeks to explore its resonance in the meaning of what came to be considered a “scientifically educated” subject. Which pedagogical and curricular frameworks have been producing the identity of the subject “educated in science” in policies? What can be the contributions of the post-structuralist movement to the debate on the relationship between subject/scientific knowledge when defining what it means to be scientifically educated? To discuss this objective and questions, I decided to go through different curricular records in the Science Education area, without the intention of exhaustion, bringing to this essay some aspects that characterize the scenario of training policies in the field. I mainly focus on those related to scientific knowledge’s role in forming the subject’s identity. Dialoguing with Judith Butler (2015), Gert Biesta (2013), Stuart Hall (2006), Lopes and Macedo (2011), Laclau and Mouffe (2015), among others, the essay is a theoretical defense of narratives open to difference and disagreement on the Science Education curriculum policies.
Source: Educar em Revista
Author: Clívio Pimentel Júnior
Institution: Universidade Federal de Sergipe
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4313903353