Desobediência no ensino de Ciências e Biologia: narrativas autobiográficas de professoras dissidentes do ensino básico

Abstract

How do dissident Science and Biology teachers perceive/contemplate their bodies when teaching Biology? Even when they recognize in themselves a dissonance with the Cistem, how do these subjects produce (or don’t produce) a discursive escape from the cisheteronormative matrix when teaching? These questions mobilize this dissertation, unfolding it in the general objective of: sharing autobiographical narratives of Science and Biology teachers who are dissidents in terms of gender, sexuality, race and ethnicity, in relation to issues and bodies that are made (in)visible in the teaching and learning of Science and Biology process; and specific objectives: to generate counter-hegemonic autobiographical narratives together with dissident teachers; to understand the mechanisms of escape or permanence within bio-logical knowledge used by these teachers; and to think about paths for teaching a disobedient Biology, through their autobiographical narrative. To this end, the main concepts and conceptions mobilized in the dissertation were: dissidence, Escrevivência, gender performativity, escape, Cistem, breaking and disidentification mechanisms, feminist epistemology, embodiment of knowledge and knowledge localization processes, regimes of truth and bio-logical conception. The data was produced and analyzed with three dissident teachers of Science and Biology, teaching in Basic Education who, through interviews, shared their Escrevivências and autobiographical narratives. This stage was carried out in compliance with ethical protocols. The articulation between the theoretical-methodological foundation and the dialogues gave rise to five narratives: (1) Autobiography of the teachers; (2) Memories and experiences of schooling; (3) Sharing disobedient knowledge and practices; (4) Ingenuities for teaching disobedient Science and Biology; and (5) Nem tudo é close (all that glitters is not gold). As a result, it was understood that, by bringing the Biological Sciences closer to social debates, a posture of scientific responsibility is adopted: placing biological knowledge in a context of dispute, recognizing its partialities and enabling new productions and multiple interpretations about life, nature and society that contemplate other corporalities, other points of view that escape the universal hegemonic subjects of the sciences present in the Cistem, enabling dialogue, sharing and amorousness in the teaching of Science and Biology as this dissertation proposes, enables the creation of new imaginaries and offers materials, references, activities and methodologies for Science and scientists.