Banca de DEFESA: Maíra Clasen Massarani

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Maíra Clasen Massarani
DATE: 28/03/2024
TIME: 14:00
LOCAL: Auditório Lauro Mohry do Instituto de Química
TITLE:

The conception of scientific inquiry in curricular policies: between regulation and systems of reason

KEY WORDS:

Curriculum; Curriculum History; New High School; Formative Itineraries; Scientific Inquiry.

PAGES: 293
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Currículo
SPECIALTY: Currículos Específicos para Níveis e Tipos de Educação
SUMMARY:

The New High School, developed from Law no. 13,415 of 2017, is composed, in addition to the curricular components of Basic General Education, of a flexible curricular portion called Formative Itinerary, whose curricular units must develop around at least one of four possible structuring axes: 'Scientific Inquiry', 'Creative Processes', 'Mediation and Sociocultural Intervention', and 'Entrepreneurship'. Since ‘scientific inquiry’ is a historically significant statement in science education, the aim of this work is to analyze the conditions of emergence of this statement among curriculum policies, with its consequent establishment as one of the structuring axes responsible for supporting curricular units related to all areas of knowledge. As support for this study, I present a historical overview of scientific inquiry throughout the trajectory of science education in Brazil and a bibliographic survey concerning the theme with the purpose of making visible different meanings already incorporated into this statement in educational and epistemic discursive fields, and the processes involved in the production of a system of reason that regulates the elaboration of curriculum policies, accepting and legitimizing certain statements. Based on an enunciative analysis inspired by Foucauldian studies, I aim to highlight how 'scientific inquiry’ acquires currently a typically school-based approach in the discursive field of science education, with the meanings that constitute it closely resembling 'scientific literacy' and ‘inquiry-based science education’. In dialogue with the policy cycle approach, I prioritize the analysis of the National Common Curricular Base and the Curriculum in Motion of the New High School, normative documents that govern curriculum structuring, with the intention of understanding how they have been activating this statement, finding meanings close to those practiced in the academic field. Finally, to access the context of practice and grounded in the theory of enactment, elaborated by Stephen Ball and collaborators, I examine the catalogs of curricular units of the formative itinerary of the Education Secretariat of the Federal District seeking to understand how the structuring axis of scientific inquiry is being interpreted and translated in their syllabi. I realize that, although notably significant to teachers in the Natural Sciences field, the term 'scientific inquiry’ carries a multiplicity of meanings, often used in disagreement with what we have been understanding as 'school inquiry-based science’. Thus, I highlight the need for greater systematization of information and methodological subsidies by curriculum policies regarding the development of this approach.

COMMITTEE MEMBERS:
Interna - 2338437 - ANA JULIA LEMOS ALVES PEDREIRA
Interno - 1528690 - ANDRE VITOR FERNANDES DOS SANTOS
Interno - 2544016 - DELANO MOODY SIMOES DA SILVA
Externa à Instituição - MARCIA SERRA FERREIRA - UFRJ