Aprender embriológico e ensino de ciencias: composições de um bestiário dos seres impossíveis.

Abstract

Nothing is permanent. Everything is embryological, life is a state of birth. If learning science deals with issues that permeate life, how can we not talk about the embryological flows in which learning itself is inserted? It is in this sense that the thesis argues that learning science goes through a state of embryology, in germinal conditions, in an act of creation, proposing a radicality in the processes of teaching and learning science, making something else flow, deeper than the dermis, o learn embryological sciences. Inspired by the vicissitudes that go through the embryo and the thought of the philosophy of difference by Gilles Deleuze and Félix Guattari, we propose that embryological science learning has three characteristics: i) science as machination; ii) the development of processes and iii) the encounter with signs. To compose this conceptual landscape, we used, in addition to literature, the poetic process “The bestiary of impossible beings” and its consequences in science classes at a municipal school in Altamira/PA. In these lines of writing, learning connects with embryology, in a gesture of praise for the embryo, a way of embracing the vitalities of its ways of existing that can bring a breath of life to Science Teaching.