Poder, conhecimento, subjetividade: educação científica e questões de existência coletiva

Autores

  • Jesse Bazzul Maynooth University

DOI:

https://doi.org/10.5007/2175-7941.2022.e90324

Palavras-chave:

Educação em Ciências

Resumo

DOI: https://doi.org/10.5007/2175-7941.2022.e90324

Referências

ALSOP, S.; HOEG, D. Collegial conversations at a time of COVID-19. Journal for Activist Science and Technology Education, v. 11, n. 2, p. 60-74, 2020.

DILLON, J.; AVRAAMIDOU, L. Towards a viable response to COVID-19 from the science education community. Journal for Activist Science and Technology Education, v. 11, n. 2, p. 1-6, 2020.

FOUCAULT, M. The subject and power. Critical Inquiry, v. 8, n. 4, p. 777-795, 1982.

FOUCAULT, M. The history of sexuality, Volume I: An introduction. Vintage books: New York, 1990.

FOUCAULT, M. (2003). The birth of social medicine. In: FOUCAULT, M.; RABINOW, P.; ROSE, N. S. (Eds.). The Essential Foucault: Selections from Essential Works of Foucault, 1954-1984. p. 319-337. NewPress.

MACHADO DE OLIVEIRA, V. Hospicing Modernity: Facing Humanity’s Wrongs and the Implications for Social Activism. Berkeley: North Atlantic Books, 2021.

MURPHY, M. The economization of life. Duke University Press, 2017.

LEMKE, T. Biopolitics. In: Biopolitics. New York University Press, 2011.

REZENDE, F.; OSTERMANN, F.; GUERRA, A. South epistemologies to invent post-pandemic science education. Cultural Studies of Science Education, v. 16, n. 4, p. 981-993, 2021.

STOLER, A. L. Race and the Education of Desire. In: Race and the Education of Desire. Duke University Press, 1995.

SHARMA, A. Phronetic science for wicked times. Journal for Activist Science and Technology Education, v. 11, n. 2, p. 7-15, 2020.

TALLBEAR, K. Native American DNA: Tribal belonging and the false promise of genetic science. University of Minnesota Press, 2013.

ŽIŽEK, S. Pandemic!: COVID-19 shakes the world. John Wiley & Sons, 2020.

Publicado

2022-08-15

Como Citar

Bazzul, J. . (2022). Poder, conhecimento, subjetividade: educação científica e questões de existência coletiva. Caderno Brasileiro De Ensino De Física, 39(2), 289–297. https://doi.org/10.5007/2175-7941.2022.e90324