Título:	Periferia (com) ciência: perspectivas para uma educação científica marginal e periférica
Autor(es):	Sousa Junior, Herminio Vieira de
Orientador(es):	Santos, Paulo Gabriel Franco dos
Assunto:	Periferia Periferia - educação Educação científica escolar Escolas periféricas
Data de publicação:	25-Fev-2025
Data de defesa:	13-Dez-2024
Referência:	SOUSA JUNIOR, Herminio Vieira de. Periferia (com) ciência : perspectivas para uma educação científica marginal e periférica. 2024. 111 f. Dissertação (Mestrado em Educação em Ciências) — Universidade de Brasília, Brasília, 2024.
Abstract:	This dissertation aims to conceptualize, validate, and define the bases, guidelines, and practical possibilities for marginal and peripheral science education based on the participation and joint production of a collective dedicated to the topic, groups from the outskirts, and public schools in the Federal District. The outskirts are understood as places historically marked by social inequalities, stigmas, and the suffocation of the working class. On the other hand, they are also places of power in the sense of cultural production and resistance practices. Peripheral schools, those located in the outskirts and that receive students from this community, are influenced by their context and suffer from similar material and cultural problems. These schools are places where the hegemony of the dominant class is reproduced and produced and, contradictorily, they are also places of counter-hegemonic possibilities. Science is influenced by the interests and realities of where it is developed; it is generally presented in schools as knowledge constructed in a neutral way. In peripheral schools, science teaching seems distant from this reality, and it is necessary to contextualize it. The methodology of this research is based on the qualitative perspective through the action research method, with the participation of the Center for Studies, Organization and Dissemination of Knowledge about Marginal Literature (NEOLIM), which is a group of researchers on and from the periphery. Groups of students and residents of the periphery also collaborated, as well as natural science teachers from peripheral public schools. The meetings were analyzed through the discursive textual analysis method, which resulted in the validation of the theory of marginal and peripheral science education, in which the possibilities and challenges of teaching science in peripheral schools and the proposed theory were debated. As a result, marginal and peripheral science education demonstrates the potential to overcome the perception of distance and disconnection related to peripheral reality and scientific content. This theory also enriches science teaching with a method that involves teachers and students in understanding science contextualized with peripheral reality.
Unidade Acadêmica:	Instituto de Ciências Biológicas (IB) Faculdade UnB Planaltina (FUP) Instituto de Física (IF) Instituto de Química (IQ) Faculdade de Educação (FE)
Programa de pós-graduação:	Programa de Pós-Graduação em Educação em Ciências
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.unb.br, www.ibict.br, www.ndltd.org sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra supracitada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
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