Controvérsias sócio-científicas e relações de poder: desafios de sua inserção segundo futuros professores de ciências
DOI:
https://doi.org/10.26512/lc.v25.2019.21585Keywords:
Socio-scientific Controversies, Power Relations, Teacher Education, Pierre Bourdieu, Paulo FreireAbstract
Science education research has exposed the difficulty in implementing socio-scientific controversies in the classroom, particularly regarding the infrastructure and teacher training to deal with activities that go beyond scientific concepts. Several factors discourage current and future teachers working in basic education (elementary and secondary), when facing the challenge of including non-consensual topics in their science classes. Taking into account the Brazilian political situation, this research illustrates how future teachers understand their actions and challenges, when implementing socio-scientific controversies. In the context, we present a fraction of the work developed in the “We Act” Project, where we intended to research power relations perceptions throughout Pierre Bourdieu and Paulo Freire interpretations. The participants’ conceptions about power relations in schools, and as political practices, emerge as particularly relevant for what we call “supervision of the teaching profession”. Consequently, it should be recognized that the school context is constructed by social influences greater than the school and the community it belongs to.
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