Experiência outra: possibilidades na educação em ciências de afirmar a vida pelos afetos

Abstract

The theoretical development concerning Science Education is vast, leading to various directions, including the issue of experience as a practice that enables the attainment of scientific knowledge. However, upon encountering the concept of experience proposed by Deleuze, we activate this concept in a thought experiment and realize that we could outline new contours for the field. As a starting point for this experience, we will discuss the historical and political contexts of Science Education, bringing to light the forces that have shaped this field over time. This includes a selection of key historical and political events, both nationally and internationally, that have assigned different functions to science classes, traversing the pedagogical approaches that shape learning. These movements collectively establish a sense of and for experience in science classes, which, guided by relationships between subjects and objects, often limit themselves to the reproduction of laboratory practices, prioritizing the objective nature of experience and restricting creativity. They settle for the universal and do not acknowledge the existence of bodies in their uniqueness. Drawing on Spinoza's theory regarding the conception of the body and affects, as well as Deleuze’s interpretation of Bergson’s conception of experience, we will delve into this alternative thinking about the body. Through these pathways, we will reach the idea, proposed by Deleuze, that we learn through encounters when there is a fortuitous mixing of bodies, where the body undergoes a real experience and differentiates itself. It creates a new existence for itself and affirms life. Motivated by these thoughts, we find possibilities for an alternative experience—one that is not merely performed but lived. Uncertain, it does not develop in a linear fashion but engages the sensitivity of the body in search of the relationships that compose it and the affections that traverse it. An alternative experience in Science Education, as a possibility to affirm life through affections in education.