Perspectivas, contradições e crítica do Letramento Científico como dispositivo educacional: entrevista com Pedro Demo
Pedro Demo is one of the most important Brazilian specialists in the fields of sociology and scientific methodology applied to the Social Sciences. We base and transcribe, here, the interview with him carried out in July 2021, with the objective of unfolding the phenomenon of scientific literacy in...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade do Estado da Bahia (UNEB) |
| Repositorio: | Revista da FAEEBA (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uneb.br:article/13687 |
| Acceso en línea: | https://www.revistas.uneb.br/index.php/faeeba/article/view/13687 |
| Access Level: | acceso abierto |
| Palabra clave: | Pedro Demo interview scientific literacy social science entrevista alfabetización científica ciencias sociales letramento científico ciências sociais |
| Sumario: | Pedro Demo is one of the most important Brazilian specialists in the fields of sociology and scientific methodology applied to the Social Sciences. We base and transcribe, here, the interview with him carried out in July 2021, with the objective of unfolding the phenomenon of scientific literacy in Brazil, from his experiences and experiences. His university career took place mainly at the University of Brasília, where he retired as a full professor in the Department of Sociology and in the postgraduate program in Human Rights. He did postdoctoral work at the University of California and was Assistant Secretary General at the Ministry of Education. In the interview, the prestigious intellectual deals with several aspects related to his career and the respective lines of research, education and teaching and the promotion of science in a national and international context, addressing standards, controversies and critical inflections in different dimensions of scientific work such as social practice and, therefore, a means of its transformation. The notions of political quality and formal quality of evaluation as an indicator of educational praxis were repeated. |
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