A Discursive Analysis of Relationships Between Nature of Science and Citizenship Education: The Case of Brazilian Scienc
In this chapter, we discuss relationships between Nature of Science and Education for Citizenship in educational policy texts. A critical discourse analysis of Brazilian public policy documents concerning textbook evaluation and distribution was conducted
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A Discursive Analysis of Relationships Between Nature of Science and Citizenship Education: The Case of Brazilian Science Textbook Evaluation Policies Rita Vilanova and Isabel Martins
7.1 Introduction In Brazil, textbooks represent an important element in the organization of school knowledge and can be considered a structuring part of curricular dynamics and pedagogical practice (Martins 2020). The production of textbooks also represents an important part of the Brazilian publishing market. In the history of Brazilian education, several policies have been implemented to regulate publication and distribution of books. Since the year 1985, the evaluation, purchase and distribution of textbooks for public schools has been carried out by the Brazilian Textbook Program (Programa Nacional do Livro Didático – PNLD).1 Throughout the years, Education for Citizenship and an awareness of aspects related to the Nature of Science (NoS) have become important educational goals, which materialize in evaluation criteria for textbooks. In this paper, we seek to understand the ways through which textbooks policy texts address and relate these two goals. In order to do that, we conducted a discursive analysis in the 2008 edition of the Brazilian Textbook Guide, the first textbook policy document to explicitly mention NoS. Using Critical Discourse Analysis as our main theoretical and methodological framework, we analyse both conjunctural and textual dimensions of the 2008 Brazilian Textbook Guide so as to problematize both philosophical and educational bases of articulations between NoS and Education for Citizenship. The text is organized in three parts: first we present a brief summary of NoS related discourses present in the literature and explore possible relationships between NoS and Education for Citizenship. Then,
http://www.fnde.gov.br/component/k2/item/518-histórico
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R. Vilanova (*) · I. Martins Instituto Nutes de Educação em Ciências e Saúde, Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil e-mail: [email protected]; [email protected] © Springer Nature Switzerland AG 2020 H. A. Yacoubian, L. Hansson (eds.), Nature of Science for Social Justice, Science: Philosophy, History and Education, https://doi.org/10.1007/978-3-030-47260-3_7
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the conceptual basis and methodological framing of Critical Discourse Analysis are informed. Finally, results and discussions are presented, in order to explore limits and possibilities of articulating NoS and Education for Citizenship in school science.
7.2 Theoretical Bases and Aims of the Study 7.2.1 Discourses of Nature of Science According to Rafael Amador-Rodríguez and Agustín Adúriz-Bravo (2017) and to Cristiano Moura (2019), several influential models of NoS can be identified in the Science Education literature. Amongst them, there are the ‘consensus’ view (McComas 2008), the ‘whole science’ view (Allchin 2011), the ‘family resemblance’ approach (Irzik and Nola 2011, 2014) and its expanded version (Erduran and Da
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