Alteridade, Pesquisa na Educação em Ciências e a Perspectiva Freireana

Abstract

This paper presents a systematic literature review on the several initiatives that consider prior knowledge of students. These initiatives are based on distinct educational, epistemological, psychological and axiological presumptions that steer both didactic options for approaching scientific concepts and the selection of concepts to compose educational programs. Our objective is to address specificities in Paulo Freire’s concept of education, as well as contributions by philosopher Enrique Dussel to the axiological dimension of curriculum, considering the realm of school education – in an effort to answer the following question: what is the axiological perspective that supports alterity in the implementation of Freirean concepts in school education? We analyze the principles of educational programs from several public-school networks, based on Freire’s concepts related to ontological, gnoseological and axiological aspects that support his concept of alterity in the essential relation with educational processes. His concepts are then compared with Dussel’s suggestions for an ethical-critical education, so that we organize an ethical-critical pedagogical practice for science education that is committed to alterity.

Keywords

• science education
• alterity
• dussel
• paulo freire
• ethical-critical curriculum