Currículo e ensino de ciências pelas vias da diferença

Abstract

Transversalidade. Abstract: The text provides a discussion of science education, which is based on theories and curricular practices that disqualify knowledge of marginalized groups, denying the possibility of a science education that includes knowledge of various social groups. It aims at debating the science curriculum on its own organization, knowledge officers "scientific," as having a "pedagogical identity", which are regarded as relevant knowledge to be taught, which also has reaffirmed the hegemony of certain groups and muted other voices. It is a research that uses as a tool for thinking a science curriculum, theories of philosophy of difference developed by Gilles Deleuze and Félix Guattari. To do it so, it takes as a main concept, the idea of rhizome and transversality. As results, argues that through the idea of cross-curriculum/rhizome, science education can promote integration between scientific and popular knowledge, providing the connection of knowledge, which will help to rethink a proposal by other school curricular perspectives where the differences actually fit. Keywords: curriculum rhizome. Science education. Popular knowledge and scientific knowledge. Transversality