Navegando por Autor "OLIVEIRA, Moisés Alves de"

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    Educação química e pensamento latouriano: uma possível articulação
    (2018) REZZADORI, Cristiane Beatriz Dal Bosco; OLIVEIRA, Moisés Alves de
    This work aims to draw a set of possible articulations between the Latourianthought and the practice and research in the field of chemical education to offer a non-epistemological and heterogeneous subsidy to multiply and refine the range of perspectives and research approaches in this area. Since this approach is not commonly used, at least among chemical educators, one initially sets out some key concepts on Latour's work in order to enable its dialogue with chemical education. Afterwards, based upon the presented concepts, the follow contribution of the latourian thought to theinvestigations in the area of chemical education was outlined: the recovery of nonhuman actors' place in the educational process, restoring the recognition of their agency and mediation roles. Thinking about chemical education over this articulation allows one to move away from an epistemological view that any activity is defended based on its conceptual and theoretical production and its consolidated truths, regarded as concluded and finished. Instead of this, we aim to consider it as a practice of mediation that takes place in the micro-politics that are at stake, and which requires energy from a series of elements connected and run by entities that mobilize resources in order to establish and maintain it within the network which it belongs to. This view opens a range of much more fruitful research possibilities towards the heterogenesis of educational practices.
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    O Manual do Mundo: as derivas da educação química
    (2018) GOMES, Fabiana; OLIVEIRA, Moisés Alves de
    This work sought to present and discuss the movement of chemistry in the channelknown as World's Manual, an educational entertainment channel that has already attracted more than 8 million people. The channel specializes in producing videos demonstrating science experiments using an informal language that speaks to young audiences. We looked at the shift of chemistry education from the offline world to the online world as a recruitment and persuasion strategy to keep the channel running. These new spaces available to young peo-ple are resulting in a different way of thinking and learning, to mention just two conse-quences. We make use of Bruno Latour's theorizations on principles and modalities to ana-lyze these shifts in relation to the pedagogical discourse presented in the video "how to make invisible ink". In it we see the elements that the presenter, Iberê Thenório, uses as strategies for recruiting allies, and also present scientific principles capable of moving the chemistry to places other than those that are institutionally established. Iberê's perfor-mance, as a hybrid journalist-scientist-teacher, is one of the reasons for the channel's suc-cess, since, by borrowing from various elements, the channel puts its science in motion: the experimental chemistry of the laboratory
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    Uma forma de espanto – pensando uma aula de química com o seriado televisivo Breaking Bad
    (2018) FARY, Bruna Adriane; OLIVEIRA, Moisés Alves de
    The present work analyzes, with the virtual ethnography, a chemistry class in the television series Breaking Bad(2008). The analysis focusto discuss how chemistry can be thought by a cultural viewpoint, conceivingscience, chemistry, as a result of human relations and not as an immutable, essentialized knowledge. In this sense, the idea is to create a form of spookwith act ofchemistryteachingportrayed in the first episode of the television show, which startsa class with"what is chemistry" and to carry out unfoldings of this episode for a teaching that celebrate students experimenters and creators of their own Educational practices. The results of our virtual ethnography have shown us that the belief in a universal essence, and also the possibility that words offer, so that we can enunciate the truth of some essence, of "chemistry", transform the language we use into a species of metaphysics -atom, energy, electron -, forming the basis of the fabrication of scientific knowledge. The way the chemistry class is conducted in this cut of the episode lends itself to a stratified chemistry that does not seem to be vascularized in the collective, in the desires of the students;however, the silence of the learnerscan be a form of resistance.