Epistemic and Political Confrontations Around the Public Policies to Fight COVID-19 Pandemic
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In: Science and Education, Vol. 30, No. 3, 06.2021, p. 501-525.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Epistemic and Political Confrontations Around the Public Policies to Fight COVID-19 Pandemic
AU - Moura, Cristiano B.
AU - Nascimento, Matheus Monteiro
AU - Lima, Nathan Willig
N1 - Publisher Copyright: © 2021, The Author(s), under exclusive licence to Springer Nature B.V.
PY - 2021/6
Y1 - 2021/6
N2 - Our purpose in this article is to discuss the roles for HPSS in Science Education considering the crisis of COVID-19, as well as to think what Science Education could look like beyond the pandemic. Considering the context of a pandemic as a starting point, we defend in this article the thesis that contours of public controversy involving COVID-19 bring elements that allow us to argue that Science Education needs to embrace perspectives that highlight politics as co-constitutive of science, and not in a subsidiary role to it. To defend this thesis, we begin with a theoretical framework based on arguments of science studies and from exemplary cases from history of science. Then, we analyze some of the public controversies surrounding COVID-19, in its most central aspects, trying to interpret how intertwining between science and politics took place. Brazilian case is analyzed in more details. Finally, based on educational scholarship and considering the previous discussions, we propose some implications for Science Education research and practices, both concerning the role of HPSS in its teaching and discussing critically boundaries of this research field.
AB - Our purpose in this article is to discuss the roles for HPSS in Science Education considering the crisis of COVID-19, as well as to think what Science Education could look like beyond the pandemic. Considering the context of a pandemic as a starting point, we defend in this article the thesis that contours of public controversy involving COVID-19 bring elements that allow us to argue that Science Education needs to embrace perspectives that highlight politics as co-constitutive of science, and not in a subsidiary role to it. To defend this thesis, we begin with a theoretical framework based on arguments of science studies and from exemplary cases from history of science. Then, we analyze some of the public controversies surrounding COVID-19, in its most central aspects, trying to interpret how intertwining between science and politics took place. Brazilian case is analyzed in more details. Finally, based on educational scholarship and considering the previous discussions, we propose some implications for Science Education research and practices, both concerning the role of HPSS in its teaching and discussing critically boundaries of this research field.
KW - COVID-19
KW - History and philosophy of science
KW - Public controversies
KW - Science education
KW - Science studies
UR - http://www.scopus.com/inward/record.url?scp=85104814423&partnerID=8YFLogxK
U2 - 10.1007/s11191-021-00193-3
DO - 10.1007/s11191-021-00193-3
M3 - Journal articles
AN - SCOPUS:85104814423
VL - 30
SP - 501
EP - 525
JO - Science and Education
JF - Science and Education
SN - 0926-7220
IS - 3
ER -