Educação em Ciências Naturais no currículo do curso de Pedagogia Acordo Brasil-Japão : travessias de uma Universidade da Amazônia em território estrangeiro

Abstract

This study set the course of bachelor's degree in pedagogy, distance modality, Brazil-Japan agreement, offered between the years of 2009 and 2013, by the Federal University of Mato Grosso, in japaneses lands. The offer of this course was considered a fundamental step towards regulating the performance of Brazilian schools in Japan, which were on the sidelines of the educational system of the two countries. The precipitate objective was to analyze, in the production of pedagogical practices, the processes of cultural negotiation that enhanced the education in natural sciences, in the aforementioned course. The study was founded on the assumption that the achievement of the course resulted from the struggle of Decasséguis for the regularization of Brazilian schools in Japan. For this reason, are used, in the construction of argumentation, theoretical-methodological discussions anchored in post-criticism theories, especially as regards the idea of politics as a continuous cycle; of nation, as an imagined political community, and curriculum as space-time of cultural frontier. This is a documentary research that made use of political texts on the creation and development of that course and curricular internship reports. The analyses have submitted to the understanding that the pedagogical practices adopted by the licensors in the context of the internship was referenced in two theoretical and methodological perspectives: one, which reiterates the assumptions of modern science, maintaining articulation with the reference disciplines, and another that seeks to situate the curriculum in a space-time of cultural frontier. Based on the analyses, it is advocated that the formation of teachers referenced in intercultural dialogues empower the intrinsic curricular production between science and narrative, and therefore, education in natural sciences. This theoretical-methodological positioning implies in language games to confront the challenges of the postmodern condition, in which humanity are found. It is concluded that, when treating the curriculum as a space-time boundary between cultures, even expressed in principles of centrality in western modern science, knowledge and power did not occupy a single center, representing advances in understanding that, in the postmodern condition, the potentiality of life and the world is at the frontier, where uncertainty, transience and provisional character generate tensions and conflicts that incite to creation , inventiveness and recognition that the dimension of production of knowledge is present in the many phenomena of the world. In research, we emphasize that the centrality, still present in modern Western science, has not favored the recognition that the Orient, in the case of Japan, also produces science. In this way, the production of a hybrid resume, decentric, ambivalent, as space for negotiation of meanings, since plural and that does not operate in the one-way endowment.