O espaço-tempo do currículo rizomático e transversal no ensino de ciências

Abstract

This dissertation is organized based on the multi paper format, and presents the paths taken and by which my master's studies have been contaminated. The readings have, even if not exclusively, orbiting, around two philosophical thinkers, who are respectively Deleuze and Guattari, within the philosophy of difference applied to the curriculum and Science Teaching. To be more precisely, the whole effort of this research turned to the understanding and problematization of the process that is established in contemporary times, with science tied to a tangled network interconnected to different and multiple aspects of contingency, dependence and interdependence of contexts, which incorporate so much knowledge itself, when teaching, curriculum and scientific practice. All of these contexts end up provincializing modern science from a Eurocentric-Western perspective, through post-colonial scientific discourses that are organized hierarchically and fragmentally. These speeches permeate not only scientific practices, science teaching and the curriculum, but also the imagination of the laity, interfering with the historical sociological and epistemological analysis of the sciences. Disqualifying, thus, knowledge of historically marginalized groups, when they participate in the definition of the '' me '' and the '' other '' and thus, they end up impacting the different ontological and epistemological interventions, negating other possibilities of thinking about the curricula related to the teaching of sciences and science itself. Therefore, this dissertation has as main objective, to become a problematizing machine, allowing the opening of spaces for discussions that enable the production of knowledge about the science curriculum from the perspective of the philosophy of difference, as understood and disseminated by Deleuze and Guattari that is, discussing the world, society, interactions, our history, our certainties, our standards. To guide this research and writing, we will work with conceptual cartography as described by Deleuze and Guattari in the Thousand Plateaus, we take as main concept the ideas related to transversality and rhizome, because we believe that these concepts applied to the science teaching curriculum can promoting the integration of knowledge, but above all, it makes it possible to question the difference in knowledge, in addition to contributing to the rethinking of curricular proposals through other perspectives, in which the possibilities of inserting differences are effectively explored.