Reflecting about the tension between research and practice: the case of science teaching

Authors

  • Talita Vidal Pereira Universidade do Estado do Rio de Janeiro Faculdade de Educação da Baixada Fluminense (UERJ/FEBF) Programa de Pós-Graduação em educação Comunicação e culturas em Periferias Urbanas

DOI:

https://doi.org/10.5902/1984644414894

Keywords:

Teaching of science, Curriculum, Culture, Knowledge.

Abstract

In this article the idea that the research results in education are not adequately incorporated in the formulation of educational policy is questioned from some developed arguments in a poststructuralist and postcolonial perspective. These arguments take as analysis object the disciplinary community products that research science education, with the understanding that these express discourses, which are circulating in different curricular contexts. The analysis breaks the distinction between knowledge and culture and takes them as a process of sense enunciation. The focus is discussing how the researchers’ conceptions about knowledge and teaching practices are informed by an epistemological realism that justifies the processing dimension attributed to knowledge, whose ownership is meant as a possibility of emancipation.

Author Biography

Talita Vidal Pereira, Universidade do Estado do Rio de Janeiro Faculdade de Educação da Baixada Fluminense (UERJ/FEBF) Programa de Pós-Graduação em educação Comunicação e culturas em Periferias Urbanas

Professora Adjunta no Departamento de Formação de Professores da Faculdade de Educação da Baixada Fluminense da Universidade do Estado do Rio de Janeiro [FEBF/UERJ]. Coordenadora Adjunta do Programa de Pós-Graduação do em Educação, Comunicação e Cultura em Periferias Urbanas. Doutora em Educação pelo PROPed UERJ, Mestre em Educação pela FE/UFRJ. Experiência na Educação Básica onde atuou de 1985 a 2012. Produção acadêmica orientada para as seguintes temáticas: Currículo, Cultura, Conhecimento, Formação Docente e Práticas Pedagógicas.

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Published

2015-05-29

How to Cite

Pereira, T. V. (2015). Reflecting about the tension between research and practice: the case of science teaching. Education, 40(2), 425–438. https://doi.org/10.5902/1984644414894

Issue

educação, v. 40, n. 2, maio/ago. 2015

Section

Continuous Demand

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Declaration of originality

We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


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