From a Multicultural to Multinatural Science Education: Perspectives from an Amerindian Perspectivism for Post-pandemic Scenarios
Research output: Contributions to collected editions/works › Chapter › peer-review
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A Sociopolitical Turn in Science Education: Contemporary Trends and Issues in Science Education. ed. / Cristiano Moura. Vol. 62 Springer International Publishing, 2024. p. 319-335.
Research output: Contributions to collected editions/works › Chapter › peer-review
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RIS
TY - CHAP
T1 - From a Multicultural to Multinatural Science Education
T2 - Perspectives from an Amerindian Perspectivism for Post-pandemic Scenarios
AU - Nascimento, Matheus
AU - dos Santos, Bruno Ferreira
AU - Moura, Cristiano B.
PY - 2024
Y1 - 2024
N2 - In the last three decades, some articles have examined a definition of science presented from multicultural perspectives in contrast to a universalist perspective of science. In this sense, a multicultural perspective on education is introduced to help students to acquire scientific knowledge without violating their cultural beliefs and experiences. More recently, the boundaries of the multicultural perspective in science education have expanded to incorporate other theoretical considerations, however, maintaining the vision of the uniqueness of “nature” and the multiplicity of “culture”. In our view, the COVID-19 pandemic reinforced not only the necessity of a socio-political turn of science education, but also an ontological turn, which would take into account more seriously and in ontological ways our relationships with the more-than-human world. Still, it is ill-defined and ill-conceptualized what this might mean to science education research and practices. In this chapter, inspired by Viveiros de Castro’s works (2015, 2017) and indigenous thinkers (Kopenawa, 2013; Krenak, 2019), we aim to connect the Amerindian thought and the multinaturalism with movements inside our field trying to reshape science and science education for a post-pandemic world. Implications of multinaturalism for science classrooms and for educating science teachers are also explored.
AB - In the last three decades, some articles have examined a definition of science presented from multicultural perspectives in contrast to a universalist perspective of science. In this sense, a multicultural perspective on education is introduced to help students to acquire scientific knowledge without violating their cultural beliefs and experiences. More recently, the boundaries of the multicultural perspective in science education have expanded to incorporate other theoretical considerations, however, maintaining the vision of the uniqueness of “nature” and the multiplicity of “culture”. In our view, the COVID-19 pandemic reinforced not only the necessity of a socio-political turn of science education, but also an ontological turn, which would take into account more seriously and in ontological ways our relationships with the more-than-human world. Still, it is ill-defined and ill-conceptualized what this might mean to science education research and practices. In this chapter, inspired by Viveiros de Castro’s works (2015, 2017) and indigenous thinkers (Kopenawa, 2013; Krenak, 2019), we aim to connect the Amerindian thought and the multinaturalism with movements inside our field trying to reshape science and science education for a post-pandemic world. Implications of multinaturalism for science classrooms and for educating science teachers are also explored.
U2 - 10.1007/978-3-031-78586-3_17
DO - 10.1007/978-3-031-78586-3_17
M3 - Chapter
VL - 62
SP - 319
EP - 335
BT - A Sociopolitical Turn in Science Education
A2 - Moura, Cristiano
PB - Springer International Publishing
ER -