Pedagogias do agora: práticas decoloniais na educação em Ciências

Abstract

This research emerges from the desire to understand and challenge the ways in which knowledge is produced, legitimized, and taught in the field of Science Education. From a decolonial perspective, the study proposes the concept of Pedagogy of the Now, a way of thinking about and practicing science that is committed to the present time, with its urgencies, memories, and affects. It is a pedagogy that seeks not only to denounce the coloniality of knowledge, but also to create openings through which other ways of knowing can emerge—ways rooted in experiences, bodies, and ancestralities.

The methodological path involved the analysis of academic productions published in journals and conference proceedings in the field of Science Education, seeking to understand how decolonial thought has been incorporated (or silenced) in research within the field. This analysis, rather than revealing quantitative data, made it possible to locate sites of enunciation and ongoing epistemological shifts, especially the strength emerging from the North and Northeast regions, marking the beginning of a movement of epistemic disobedience.

Based on this mapping, the research proposes reflections on the connections between the Pedagogy of the Now, the Pedagogy of the Terreiro, and the Pedagogy of Exu, understanding them as practices that affirm life, the body, and territory as legitimate dimensions of knowledge. These perspectives guide didactic actions that seek to reframe Science Education as a space of passage, dialogue, and enchantment.

More than an academic work, this dissertation is a gesture of listening and presence—an exercise in writing with the body and with ancestry, recognizing that knowledge is not found only in books, but also in the streets, in terreiros, in backyards, and in the memories that sustain us. The Pedagogy of the Now thus affirms itself as an invitation to think and teach from the present, with ethics, sensitivity, and axé.