Knowledge dialogue, translation work and inter-scientificity: possible intersections in the teaching of chemistry
In this essay we aim to present intersections between the contributions of both authors, the anthropologist Manuela Cunha, and the sociologist Maria Conceição de Almeida, regarding the possible knowledge dialogues allying traditional and scientific knowledge, the contributions of the sociologist Boa...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2021 |
| País: | Brasil |
| Recursos: | Universidade Federal de Alagoas (UFAL) |
| Repositório: | Debates em Educação |
| Idioma: | português |
| OAI Identifier: | oai:www.seer.ufal.br:article/13056 |
| Acesso em linha: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/13056 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Inter-scientificity Knowledge dialogue Translation work Diálogo de saberes Intercientificidade Trabalho de tradução |
| Resumo: | In this essay we aim to present intersections between the contributions of both authors, the anthropologist Manuela Cunha, and the sociologist Maria Conceição de Almeida, regarding the possible knowledge dialogues allying traditional and scientific knowledge, the contributions of the sociologist Boaventura de Sousa Santos, regarding the work of translation, and the notion of inter-scientificity set by the anthropologist Paul Little. The reflections point out that innumerable intersections are possible and present contributions to research that has as its theme the use of popular knowledge for teaching Science / Chemistry. Theoretical support that underlies our discussion brings considerations that collaborate with the necessary care to work with the dialogue between traditional and scientific knowledge in Formal Education. The intersections point to possible and fundamental ways to strengthen the production of transformative pedagogical practices that value all those involved and directly contribute to the strengthening of local struggles, avoiding, thereby, the expropriation of knowledge, marginalization of those involved and hierarchy of knowledge. |
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