Educação química e pensamento latouriano: uma possível articulação


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ISSN: 2525-8923
Editor Chefe: Marcelo Lambach
Início Publicação: 01/08/2016
Periodicidade: Quadrimestral
Área de Estudo: Educação, Área de Estudo: Multidisciplinar

Educação química e pensamento latouriano: uma possível articulação

Ano: 2018 | Volume: 3 | Número: 1
Autores: Cristiane Beatriz Dal Bosco Rezzadori, Moisés Alves de Oliveira
Autor Correspondente: Cristiane Beatriz Dal Bosco Rezzadori | [email protected]

Palavras-chave: Educação Química. Bruno Latour. Teoria Ator-Rede. Humano. Não humano.

Resumos Cadastrados

Resumo Inglês:

This work aims to draw a set of possible articulations between the Latourian thought and the practice and research in the field of chemical education to offer a non-epistemological and heterogeneous subsidy to multiply and refine the range of perspectives and research approaches in this area. Since this approach is not commonly used, at least among chemical educators, one initially sets out some key concepts on Latour's work in order to enable its dialogue with chemical education. Afterwards, based upon the presented concepts, the follow contribution of the latourian thought to the investigations in the area of chemical education was outlined: the recovery of nonhuman actors' place in the educational process, restoring the recognition of their agency and mediation roles. Thinking about chemical education over this articulation allows one to move away from an epistemological view that any activity is defended based on its conceptual and theoretical production and its consolidated truths, regarded as concluded and finished. Instead of this, we aim to consider it as a practice of mediation that takes place in the micro-politics that are at stake, and which requires energy from a series of elements connected and run by entities that mobilize resources in order to establish and maintain it within the network which it belongs to. This view opens a range of much more fruitful research possibilities towards the heterogenesis of educational practices.