Vol. 37 No. 3 (2020)

O v. 37, n. 3 aborda o tema “Ciências e Educação Científica em tempos de pós-verdade”.

Este número temático teve como editores Andreia Guerra, Cristiano B. Moura e Ivã Gurgel.

Published: 2020-12-16

Editorial

About Science Education, ruptures and (im)possible future

Andreia Guerra, Cristiano B. Moura, Ivã Gurgel

1010-1019
- PDF/A (Português (Brasil))

Artigos

Science education needs manifestos

Jesse Bazzul

1020-1040
- PDF/A (Português (Brasil))
- PDF/A
How sciences die? Attacks to knowledge in the post-truth era

Vinícius Carvalho da Silva, Antonio Augusto Passos Videira

1041-1073
- PDF/A (Português (Brasil))
The organized attack on science as a form of manipulation: from global warming to the coronavirus

Gabriela Fasolo Pivaro, Gildo Girotto Júnior

1074-1098
- PDF/A (Português (Brasil))
Chronicles of urgency: the challenges of science in creating the future in the Anthropocene

Alice Fernandes Freyesleben

1099-1119
- PDF/A (Português (Brasil))
Scientific Education, (Post)Truth and (Cosmo)Policies of Science

Thiago Ranniery, Renata Telha, Nathalia Terra

1120-1146
- PDF/A (Português (Brasil))
Post-truth and the power of affections: a rescue of Rachel Carson’s life and work for a knowledge about sciences

Alana Tamires Fernandes de Souza, André Ferrer Pinto Martins

1147-1172
- PDF/A (Português (Brasil))
Flat earthism and the appeal to personal experience as epistemological criterion

Fábio Marineli

1173-1192
- PDF/A (Português (Brasil))
Flat Earth movement, Ludwik Fleck and the myth of Prometheus

André Ferrer Pinto Martins

1193-1216
- PDF/A (Português (Brasil))
Fleck’s notion of truth and the circulation of scientific knowledge: elements to think about the post-truth era

Marcia Tiemi Saito

1217-1249
- PDF/A (Português (Brasil))
For and against method: the tension between rationalism and epistemological anarquism in the Big Bang against Steady State controversy

Alexandre Bagdonas

1250-1277
- PDF/A (Português (Brasil))
Nature of Science as means of resistance against Anti-science movements: structural realism as a counterpoint to the epistemic relativism

Felipe Prado Corrêa Pereira, Ivã Gurgel

1278-1319
- PDF/A (Português (Brasil))
An Analysis of historical-dialectical materialism for the post-truth scenario: historical-critical contributions to Science teaching

Hélio da Silva Messeder Neto, Edilson Fortuna de Moradillo

1320-1354
- PDF/A (Português (Brasil))
Contributions to the debate on truth as human activity in Science Education

João Otavio Garcia, Lucas Albuquerque do Nascimento, Felipe Ramos Lima, Juliano Camillo

1355-1373
- PDF/A (Português (Brasil))
Considerations from the history of patriarchy for post-truth times

Marinês Domingues Cordeiro

1374-1403
- PDF/A (Português (Brasil))
Women in science as the subject of a science fair: identifying high school students’ perspectives concerning post-truth statements

Leandro Oliveira, Monique Santos, Helen Bicalho, Rosária Justi

1404-1439
- PDF/A (Português (Brasil))
Whose post-truth? Produced fact by a racist society

Katemari Rosa, Alan Alves-Brito, Bárbara Carine Soares Pinheiro

1440-1468
- PDF/A (Português (Brasil))
Science Teaching and the reading of modernity and postmodernity by Bruno Latour: reflections on the emergence of post-truths and alternative concepts in the Teaching of Modern and Contemporary Physics in Elementary School

Ronnie Petter Pereira Zanatta, Nestor Cortez Saavedra Filho

1469-1495
- PDF/A (Português (Brasil))
Non-authoritarian science in post-truth times

Marcilia Barcellos

1496-1525
- PDF/A (Português (Brasil))
Reflections on the concept of Autonomy for Science Education: elements of Cornelius Castoriadis's philosophy as a basis for criticism of the post-truth elementos de la filosofía de Cornelius Castoriadis como base para la crítica de la posverdad

Midiã Medeiros Monteiro, Márcia Gorette Lima da Silva

1526-1550
- PDF/A (Português (Brasil))
- PDF/A (Español (España))
Scientific Education in post-truth times: meanings and intentionalities in discussion

Maicon Azevedo, Rodrigo Cerqueira do Nascimento Borba

1551-1576
- PDF/A (Português (Brasil))
Science education and the challenges of the 21st century: between criticism and trust in science

Alexandre Luis Junges, Tobias Espinosa

1577-1597
- PDF/A (Português (Brasil))
Subjetividades da Comunicação Científica: a educação e a divulgação científicas no Brasil têm sido estremecidas em tempos de pós-verdade?

Alan Alves-Brito, Neusa Teresinha Massoni, Ricardo Rangel Guimarães

1598-1627
- PDF/A (Português (Brasil))
Media, Science and Education: analysis of materials developed by physics teachers in initial training

Danilo Cardoso

1628-1658
- PDF/A (Português (Brasil))
Reading texts from scientists by an initial teacher training student: a possibility of access to discourses that contrast with the discourse of post-truth

Maria José Pereira Monteiro de Almeida, André Coelho da Silva

1659-1683
- PDF/A (Português (Brasil))
Scientific Education in post-truth times: meanings and intentionalities in discussion

Alvaro Chrispino, Marcia Bengio de Albuquerque, Thiago Brañas de Melo

1684-1721
- PDF/A (Português (Brasil))
Is critical science education possible in times of scientific denialism?

Mariana Lima Vilela, Sandra Escovedo Selles

1722-1747
- PDF/A (Português (Brasil))

Pareceristas do volume

Reviewers of volume 37

1748-1762
- PDF/A (Português (Brasil))

Vol. 37 No. 3 (2020)

Editorial

About Science Education, ruptures and (im)possible future

Artigos

Science education needs manifestos

How sciences die? Attacks to knowledge in the post-truth era

The organized attack on science as a form of manipulation: from global warming to the coronavirus

Chronicles of urgency: the challenges of science in creating the future in the Anthropocene

Scientific Education, (Post)Truth and (Cosmo)Policies of Science

Post-truth and the power of affections: a rescue of Rachel Carson’s life and work for a knowledge about sciences

Flat earthism and the appeal to personal experience as epistemological criterion

Flat Earth movement, Ludwik Fleck and the myth of Prometheus

Fleck’s notion of truth and the circulation of scientific knowledge: elements to think about the post-truth era

For and against method: the tension between rationalism and epistemological anarquism in the Big Bang against Steady State controversy

Nature of Science as means of resistance against Anti-science movements: structural realism as a counterpoint to the epistemic relativism

An Analysis of historical-dialectical materialism for the post-truth scenario: historical-critical contributions to Science teaching

Contributions to the debate on truth as human activity in Science Education

Considerations from the history of patriarchy for post-truth times

Women in science as the subject of a science fair: identifying high school students’ perspectives concerning post-truth statements

Whose post-truth? Produced fact by a racist society

Science Teaching and the reading of modernity and postmodernity by Bruno Latour: reflections on the emergence of post-truths and alternative concepts in the Teaching of Modern and Contemporary Physics in Elementary School

Non-authoritarian science in post-truth times

Reflections on the concept of Autonomy for Science Education: elements of Cornelius Castoriadis's philosophy as a basis for criticism of the post-truth elementos de la filosofía de Cornelius Castoriadis como base para la crítica de la posverdad

Scientific Education in post-truth times: meanings and intentionalities in discussion

Science education and the challenges of the 21st century: between criticism and trust in science

Subjetividades da Comunicação Científica: a educação e a divulgação científicas no Brasil têm sido estremecidas em tempos de pós-verdade?

Media, Science and Education: analysis of materials developed by physics teachers in initial training

Reading texts from scientists by an initial teacher training student: a possibility of access to discourses that contrast with the discourse of post-truth

Scientific Education in post-truth times: meanings and intentionalities in discussion

Is critical science education possible in times of scientific denialism?

Pareceristas do volume

Reviewers of volume 37

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