Ana Laura Pantoja Chelala, Eduardo Paiva de Pontes Vieira, Silvia Nogueira Chaves
{"title":"从福柯分析看教学中的等级主义与分层主义","authors":"Ana Laura Pantoja Chelala, Eduardo Paiva de Pontes Vieira, Silvia Nogueira Chaves","doi":"10.1590/2175-6236122625vs02","DOIUrl":null,"url":null,"abstract":"ABSTRACT The analytical course of this text is directed to the spaces of knowledge constitution and glimpses power relations that problematize issues related to biological classification systems and teaching, aiming to make visible the instances in which Evolutionary Systematics can represent a discontinuity concerning the Linean Systematics. At the same time, the phylogenetic discourse is positioned as the most adequate knowledge for the establishment of evolutionary relationships, however, in teaching spaces it suffers interdictions, which allows us to suppose that teacher training does not satisfactorily deal with the dynamics of some scientific constructions. Thus, the production of scientific knowledge goes beyond the simple acceptance of truth.","PeriodicalId":286454,"journal":{"name":"Educação & Realidade","volume":"31 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Gradism and Cladism in Teaching in a Foucaultian Analysis\",\"authors\":\"Ana Laura Pantoja Chelala, Eduardo Paiva de Pontes Vieira, Silvia Nogueira Chaves\",\"doi\":\"10.1590/2175-6236122625vs02\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT The analytical course of this text is directed to the spaces of knowledge constitution and glimpses power relations that problematize issues related to biological classification systems and teaching, aiming to make visible the instances in which Evolutionary Systematics can represent a discontinuity concerning the Linean Systematics. At the same time, the phylogenetic discourse is positioned as the most adequate knowledge for the establishment of evolutionary relationships, however, in teaching spaces it suffers interdictions, which allows us to suppose that teacher training does not satisfactorily deal with the dynamics of some scientific constructions. Thus, the production of scientific knowledge goes beyond the simple acceptance of truth.\",\"PeriodicalId\":286454,\"journal\":{\"name\":\"Educação & Realidade\",\"volume\":\"31 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educação & Realidade\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1590/2175-6236122625vs02\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educação & Realidade","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1590/2175-6236122625vs02","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Gradism and Cladism in Teaching in a Foucaultian Analysis
ABSTRACT The analytical course of this text is directed to the spaces of knowledge constitution and glimpses power relations that problematize issues related to biological classification systems and teaching, aiming to make visible the instances in which Evolutionary Systematics can represent a discontinuity concerning the Linean Systematics. At the same time, the phylogenetic discourse is positioned as the most adequate knowledge for the establishment of evolutionary relationships, however, in teaching spaces it suffers interdictions, which allows us to suppose that teacher training does not satisfactorily deal with the dynamics of some scientific constructions. Thus, the production of scientific knowledge goes beyond the simple acceptance of truth.
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