Infância da educação em ciências na produção acadêmica de teses: a conformação do saber infantil

Abstract

We understand that science teaching is part of a machinery, made up of discursive elements of science and its production, modern pedagogy, school and education. In the same way, we insist on thinking about this science education in childhood, giving it knowledge, because we defend that this machinery is part of the strategies, tactics and forces that promote the maintenance and (re)registration of children, their bodies and their our childhoods in the logic of infantilization inherent to processes such as those that make up and carry out scientific education. Therefore, we inquired about science education in childhood(ies) and chose themes produced from 2010 to 2020 in Brazil to investigate these discourses. We are concerned with how the relations of knowledge-powers are mobilized in science education in childhood and we reveal possible creations with the sciences of nature in childhood, which emerge from the reading of these productions. We carried out a search of theses deposited in the Digital Library of Theses and Dissertations, selected from two descriptors: "Education in Sciences" AND Childhood; "Science Education" AND Early Childhood Education; "Science Education" And Early Years. From a theoretical framework linked to post-critical studies, namely: Foucault's genealogy and the Deleuzian concept of becoming-child, we problematize and analyze childhood and science education based on the truths of modern science. Furthermore, from this perspective, we launch ourselves to unveil possible possibilities, to identify escapes for science education for/with childhood. The discussions carried out reveal that the proposal of formation for citizenship has a close connection with the heteronomy, weakness and ignorance fixed to childhood from the modern scientific discourse. And that childhood as a discursive formation feeds the statements of another discourse, that of science education. While this is continually operating the logic of infantilization excluding possibilities of a foreign childhood. This is because science transfixes science education and the childhood it is intended for, as there is a close relationship between scientific practice and science teaching, in which the scientific method crumbled into perspectives of literacy, education and scientific literacy, transmuting the training of scientists to that of citizens. The project for the formation of science education in childhood makes this intertwining of critical and scientific discourse, which predominantly forges that science education happens through literacy, education, scientific literacy and by working with socio-scientific issues from an early age in the training process. of students. Here, then, is that a range of elements of the scientific discourse that compose science education, with paths traced by the logic of infantilization, even if they change in their techniques, are linked to the control of children, their bodies, thought, in a way that The approximation between doing science and science education is so great that it opens up possibilities for their teaching and learning processes to usurp play, playfulness, imagination, in short, making education a factory for the child, the future adult citizen. Because we love childhood, we dare to propose this doctoral thesis, which suggests starting each time, with each teaching-learning process, as if we had never taught and learned before. After all, the estrangement caused by the rupture with the explanation emerges this feeling that we are starting for the first time, without prescription, without apprehension of childhood or natural phenomena, but by opening to the multiple, even if it is unexpected.