ENSINO DE CIÊNCIAS EM PERSPECTIVA EMANCIPATÓRIA

https://doi.org/10.29327/211653.6.4-8

Abstract

In Science Education (SE), one of the trends that have gained prominence is the thematic approach focused on the relationships between science, technology and society (STS). Some authors articulate the assumptions of the STS movement and the ideas of Paulo Freire to give a greater criticality to SE. In this articulation, the scientific knowledge arises as an instrument of understanding and intervention in students’ reality. However, it is noticeable that many social contradictions, such as racism and chauvinism, have not found a solution in science. In fact, scientific knowledge and scientific practice have contributed to the deepening of these contradictions. Given this context, we have the objective of envisioning an emancipatory SE. We intend to produce reflections that help us answer the following questions: (i) to rely exclusively on scientific knowledge would not be a resolution of a conflict (still within the oppressive logic) instead of overcoming a contradiction?; and what knowledge can be used to overcome the contradictions typical of underdeveloped countries? To answer these questions, we base our reflections on decolonial studies and Southern Epistemologies. We argue that scientific knowledge is not sufficient to overcome the contradictions cited. The Ecology of Knowledge, proposed by Boaventura de Sousa Santos, is an alternative for the incorporation of other forms of knowledge in SE.