Homo experimentalis: dispositivo da experimentação e tecnologias de subjetivação no currículo de aulas experimentais de ciências

Abstract

Under current science education, textbooks are rated by the National Textbook presenting the activities of experimentation. Students are rewarded for using scrap materials in production practices in the design of the popularization of education. Teachers are encouraged by the Ministry of Education and Culture (MEC) to conduct fairs that encourage undergraduate research activities. Such incentives for use of experimental classes in science teaching were engendered historically and culturally. As reforms were operated in the scientific disciplines - education approach to teaching in universities in the nineteenth century, the active method of John Dewey in the early twentieth century, subsequently, a method of identifying problems in the fifties, constructivist and investigative methods in seventies, the sociocultural approach in the next decade - this teaching method has won key role in the science curriculum. In this context where experimentation is produced as a great need, I take to this thesis, the curriculum of science experimental classes of a public school in Belo Horizonte-MG as an object of investigation. Through postmodern ethnography, let experiments, books, scripts, gestures, objects, clothing, teachers, students become elements for the analysis of the experimental curriculum. The general argument of this thesis is that the device experimentation in curriculum arranges architectures, organizes instruments, produces discursive intersections, establishes a rationale, a specific space connects to other cultural practices, which demarcates the bill to be true, defines authorities, establishes methods and methodologies, produces the standard, establishing standards, intended behaviors, makes learning different subjects produces Homo experimentalis. In this analysis, I use the concepts worked and Cultural Studies by Foucault studies, such as: culture, power relations, knowledge, truth, government and device. With this form of questioning, I assume that in the experimental curriculum, not only scientific truths are produced, but a multiplicity of discourses in different fields is disseminated and available amid relations of power-knowledge, subject positions which call teachers and students to experience certain forms of science, thinking about the world, govern itself, constitute itself. Such modes are strategically operationalized to print brands in architectures, childhoods, genders, sexualities, bodies, and the ways of dealing with nature and the everyday life. These tags are cultural constructions that investigated the curriculum, gain contours to articulate normative discourses of modern science, educational, environmental, religious, medical and psychology.