Physics education from the perspective of epistemic colonization: a decolonial lens from the Brazilian curriculum
The present work aims to present a cut of research at the PhD level taking as the object of study the curriculum of Physics Education from Brazilian high school under the lens of decolonial theory. The hypotheses that guide this work are: (i) There is a form of colonization manifested through the ep...
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Asociación de Profesores de Física de la Argentina
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35277 |
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I10-R316-article-352772023-09-12T17:01:49Z Physics education from the perspective of epistemic colonization: a decolonial lens from the Brazilian curriculum O ensino de física a partir da perspectiva da colonização epistêmica: uma lente decolonial do currículo brasileiro Mometti, Carlos Tajmel, Tanja Pietrocola, Maurício Physics education Curriculum Decolonial theory Ensino de Física Currículo Teoria decolonial The present work aims to present a cut of research at the PhD level taking as the object of study the curriculum of Physics Education from Brazilian high school under the lens of decolonial theory. The hypotheses that guide this work are: (i) There is a form of colonization manifested through the episteme, (ii) Epistemic and cultural colonization lead to a reontologization of the subject and it takes place through power devices incorporated in the curriculum. Thus, it is hoped with this investigation to understand the cultural devices that act as a colonizing operator on the set of scientific and representational patterns materialized through the Physics curriculum in Brazil. O presente trabalho tem como objetivo apresentar um recorte de pesquisa em nível de doutorado, tomando o currículo de Física brasileiro como objeto de estudo na perspectiva da teoria decolonial. As hipóteses que norteiam este trabalho são: (i) Existe uma forma de colonização que se manifesta por meio da epistême, (ii) As colonizações epistêmica e cultural levam a uma reontologização do sujeito e ocorre por meio de dispositivos de poder incorporados ao currículo. Assim, espera-se com esta pesquisa compreender os dispositivos culturais que atuam como operador colonizador no conjunto de padrões científicos e representacionais materializados por meio do currículo de Física no Brasil. Asociación de Profesores de Física de la Argentina 2021-11-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35277 10.55767/2451.6007.v33.n2.35277 Journal of Physics Teaching; Vol. 33 No. 2 (2021): July - December; 343-350 Revista de Enseñanza de la Física; Vol. 33 Núm. 2 (2021): Julio - Diciembre; 343-350 Revista de Enseñanza de la Física; v. 33 n. 2 (2021): Julho - Dezembro; 343-350 2250-6101 0326-7091 por https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35277/35420 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35277/35421 Derechos de autor 2021 Carlos Mometti, Tanja Tajmel, Maurício Pietrocola http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Portugués |
| format |
Artículo revista |
| topic |
Physics education Curriculum Decolonial theory Ensino de Física Currículo Teoria decolonial |
| spellingShingle |
Physics education Curriculum Decolonial theory Ensino de Física Currículo Teoria decolonial Mometti, Carlos Tajmel, Tanja Pietrocola, Maurício Physics education from the perspective of epistemic colonization: a decolonial lens from the Brazilian curriculum |
| topic_facet |
Physics education Curriculum Decolonial theory Ensino de Física Currículo Teoria decolonial |
| author |
Mometti, Carlos Tajmel, Tanja Pietrocola, Maurício |
| author_facet |
Mometti, Carlos Tajmel, Tanja Pietrocola, Maurício |
| author_sort |
Mometti, Carlos |
| title |
Physics education from the perspective of epistemic colonization: a decolonial lens from the Brazilian curriculum |
| title_short |
Physics education from the perspective of epistemic colonization: a decolonial lens from the Brazilian curriculum |
| title_full |
Physics education from the perspective of epistemic colonization: a decolonial lens from the Brazilian curriculum |
| title_fullStr |
Physics education from the perspective of epistemic colonization: a decolonial lens from the Brazilian curriculum |
| title_full_unstemmed |
Physics education from the perspective of epistemic colonization: a decolonial lens from the Brazilian curriculum |
| title_sort |
physics education from the perspective of epistemic colonization: a decolonial lens from the brazilian curriculum |
| description |
The present work aims to present a cut of research at the PhD level taking as the object of study the curriculum of Physics Education from Brazilian high school under the lens of decolonial theory. The hypotheses that guide this work are: (i) There is a form of colonization manifested through the episteme, (ii) Epistemic and cultural colonization lead to a reontologization of the subject and it takes place through power devices incorporated in the curriculum. Thus, it is hoped with this investigation to understand the cultural devices that act as a colonizing operator on the set of scientific and representational patterns materialized through the Physics curriculum in Brazil. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2021 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35277 |
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