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...
Guardado en:
| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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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 |
| Aporte de: |
| Sumario: | 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. |
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