Navegando por Assunto "Philosophy of difference"

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A aprendizagem inventiva no ensino de ciências: composições, traçados nômades e outros encontros
(Universidade Federal do Pará, 2017-08-24) RAMOS, Maria Neide Carneiro; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
The teaching of science, when influenced by modern scientism, leads to its educational and scholastic practices a dogmatic modeling, taken by a regal science / state science. The idea is to problematize a learning that happens in a heterogeneous field, marked by multiplicities, that put students and teachers in a science class in experiential encounters with what is problematic in science teaching. Faced with this, one asks: what meetings can one be prone to in a science class? As a student and teacher move a science class by the contingency of events and signs in science teaching? What leads teaching and learning to a challenging field that triggers inventive ways in science classes? How do these events, meetings, and signs mark cracks in standardization, methods, norms, theories that tend to tell you how to teach and how to learn in science teaching? The research aims to: Map the lines on which science teaching moves in science class by means of heterogeneous variations and compositions; Mapping the affections, the games of forces, the fissures, the cuts, the openings, that go through science classes and place learning as an inventive process; To problematize under what circumstances an experimentation with a problematic field can produce elements for an inventive learning in sciences. The study is mobilized by the bibliographic reference of the Philosophy of Difference of Gilles Deleuze and Félix Guattari, as well as connection and agency with commentators, authors of the area of science teaching and education. In the ways of the concept of Event he ventures into an inventive-experimental game of a research-thesis, taking some philosophical reflections as interpretive tools to compose a kind of scenario, taking off philosophical concepts from the authors mentioned above, to think about education in sciences. The research also presents an empirical work, carried out in the Science Club, in the Institute of Scientific Education and Mathematics of the Federal University of Pará, presented in the form of thematic cuts. Faced with theoretical and empirical work, it can be said that learning in science education is traversed by aberrant forms that foster a strange variation in teaching and learning, which, not being model, runs through a problematic field produced by the signs in which the student it is prone, signs of a triggering learning of sensations, producer of affects in science teaching - Here called inventive learning, upon which the body, thought finds its own lines when mobilized by encounters, arranges its own (of) compositions of learn, although they are not always harmonious or at least in accordance with the way knowledge is instituted.
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Art(e)biologia na/com a natureza
(Universidade Federal do Pará, 2018-03-03) SILVA, Carlos Augusto Silva e; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
The dissertation causes a between art(and)biology in an attempt to cause friction in science as a way of knowledge based on their specific standards. For the research production was exposed links between images, writing and body trials. Route that instigates a biologist, that runs through your life and guide yourself through waterfalls, creeks, caves and residents affected by a hydroelectric plant that shattered lives and environments. The friction of the Rhizome text is nature. The composition plan comes with lines of experimentations that are open to infinite inputs, outputs and means, which were carried out in the Xingu region, in and near the city of Altamira-PA. The theoretical effort was inspired by the philosophy of Gilles Deleuze and Félix Guattari, as well as a few others who organized this meeting as artists and biologists of education and science teaching who wander / think through these connections. A dissertation in which its constructive body comes through experimentation, in a process in which the exercise of the nonlinear is an invitation to the opening of thought and sensations. The possible friction/dissertation seeks to permeate velocities, slowness and rests. Its results can be composed for those who want the utilities/uselessness, because the text does not want to be interpreted, but machined. Idealize in ways, as you wish.
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Formação docente e ensino de ciências nos artigos do grupo de trabalho de didática da ANPED de 2005 a 2011
(Universidade Federal do Pará, 2016-06) BRITO, Maria dos Remédios de; NASCIMENTO, Lucineide Soares do
In analyzing the articles published between 2005-2011 in GT Didactic ANPEd. The objectives are: a) capture the epistemological foundations that underlie discussions of researchers in the teaching and learning of science, and, b) provoke thought for the possible escape routes of a science education grounded in coping with chaos and difference. Methodologically the analysis was based on the philosophy of difference from the theories of Deleuze and Guattari and proposes a brief exercise in deconstruction / questioning of the foundations of modern thinking applied to education and that appear in these articles. The result demonstrates how the theories that support the items are linked to the thought of representation and that the Curriculum for / in science teaching produces an easing in confusing or precipitate the creation of "methodologies" Teaching from the scientific-theoretical propositions derived from psychology and sociology.