Quasi-Appropriation of Dialectical Materialism: A Critical Reading of Marxism in Vygotskian Approaches to Cultural Studies in Science Education

Autor/inn/en	Rodrigues, André; Camillo, Juliano; Mattos, Cristiano
Titel	Quasi-Appropriation of Dialectical Materialism: A Critical Reading of Marxism in Vygotskian Approaches to Cultural Studies in Science Education
Quelle	In: Cultural Studies of Science Education, 9 (2014) 3, S.583-589 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-014-9570-7
Schlagwörter	Criticism; Sociocultural Patterns; Political Attitudes; Teaching Methods; History; Classification; Science Education; Social Systems; Researchers; Instructional Innovation; Educational Research; Marxian Analysis + Suchen Sie Ihr Suchwort? Kritik; Soziokulturelle Theorie; Political attitude; Politische Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Geschichte; Geschichtsdarstellung; Classification system; Klassifikation; Klassifikationssystem; Naturwissenschaftliche Bildung; Social system; Soziales System; Researcher; Forscher; Educational Innovation; Bildungsinnovation; Bildungsforschung; Pädagogische Forschung; Marxism; Marxismus
Abstract	In this review essay we examine five categories of dialectical materialism proposed by Paulo Lima Junior, Fernanda Ostermann, and Flavia Rezende in their study of the extent to which the articles published in "Cultural Studies of Science Education," that use a Vygotskian approach, are committed to Marxism/dialectical materialism. By closely examining these categories ("thesis, antithesis and synthesis," "unity of analysis," "History," "revolution," "materialism") we expect to enrich the general discussion about the possible contributions of Marxism to science education. We perceive part of science education practice as orientating toward positivism, which reduces human beings--teachers, learners and researchers--to isolated individuals who construct knowledge by themselves. The very same approach aggravates the inner contradiction of the capitalist society demanding commitments from researchers to continually build innovative science education from human praxis. Nevertheless, it is necessary to situate ourselves beyond a formal commitment with dialectical materialism and hence reach the heart of this method. Besides understanding the researchers' commitments, we question the extent to which the respective research helps to radically refresh the current view on science, science education practice, and research in science education. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10