Abstract

PEREIRA, Talita Vidal. Reflecting about the tension between research and practice: the case of science teaching. Educação. Santa Maria [online]. 2015, vol.40, n.2, pp.425-437. ISSN 1984-6444.  https://doi.org/10.5902/1984644414894.

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.

Keywords : Teaching of Science; Curriculum; Culture; Knowledge.

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