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Diálogos e Cartas Pedagógicas em Círculos de Cultura: ressignificando a formação continuada de professoras e professores em ensino de Astronomia
(Universidade Federal de Goiás, 2024-08-27) Borges, Elizandra Freitas Moraes; Sobreira, Paulo Henrique Azevedo; http://lattes.cnpq.br/7427949308963650; Ribeiro, José Pedro Machado; Ribeiro, José Pedro Machado; Genovese, Cinthia Leticia de Carvalho Roversi; Coimbra, Camila Lima; Langhi, Rodolfo; Bisch, Sérgio Mascarello
Continuing teacher training in Brazil is a complex and challenging field. With regard to the one that deals with astronomical knowledge, the scenario becomes even more challenging. Continuing training proposals, in general, are characterized by a prescriptive and dissertative character, silencing subjects within the scope of their own training. Therefore, the present investigation aimed to analyze which essential elements, emerging from the extension course “Astronomy at school in the context of culture circles, should be considered for the construction of permanent, participatory and contextualized training for teachers who teach Astronomy at school. To this end, the research is based on the discussion of the continued training of teachers who teach Astronomy in elementary school, based on the problematization substantiated in the Freirean Theory, which drives critical-problematizing thinking, providing knowledgeable subjects with dialogical training in Astronomy. Its premises are dialogue, knowledge from experience, participation, coding/decoding, action/reflection/action, transformation and autonomy. The research has a qualitative approach, of the collaborative research-training type in the Brazilian context. To this end, the meetings were held as Culture Circles – based on episodes of the story “Joãozinho da Maré” written by Rodolpho Caniato – with 31 teachers from a school affiliated with the city hall of Goiânia, in a videoconference environment, given the exceptional nature of the context of Covid-19. The transcriptions of the recorded dialogues and the Pedagogical Letters produced by the teachers during the culture circles were analyzed using Discursive Textual Analysis (ATD) and the source of metatext production that revealed what the teachers thought for participatory and contextualized training in teaching Astronomy. The research results indicate that participatory and contextualized training needs to be organized based on the needs of teachers in the teaching of Astronomy, the relationship between teachers and the teaching of Astronomy, the complexity of teaching Astronomy and the need from rebuilding the bond with Nature to understanding the topic, as well as sky observation practices and local and ancestral Astronomy.
Aprendizagem da docência no clube de matemática
(Universidade Federal de Goiás, 2023-12-20) Caetano, Danilo Borges; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Lopes, Anemari Roesler Luersen Vieira; Oliveira, Daniela Cristina de; Borowsky, Halana Garcez; Silva, Sandra Aparecida Fraga da
In light of the theoretical references of Historical-Cultural Theory (Leontiev; Vigotski) and Teaching Guiding Activity (Moura), this work aims to identify the constituent elements of teaching learning, to analyze and understand the training of teachers and future teachers at the Math Club. The Math Club is a learning space that encourages the training of teachers and future teachers. This research sought to answer the following question: how do the constitutive elements of teaching learning impact the teachers’ formation and future Mathematics teachers in the Math Club? Historical-dialectical materialism guides this study as a method and in the understanding of social relations. For the investigation, focus groups were held with participants from Clubs in the states of Goiás, Rio Grande do Norte and Rio Grande do Sul. The meetings took place remotely, with the help of digital platforms, and were recorded, for the purpose of data collection. The path chosen to analyze the data was through the method of analysis in units, since the singular can be understood in its essence when seen as a part that makes up the whole, revealing the relationships between the parts and the fundamental characteristics of the totality. In these studies, the elements that constitute the learning of teaching at the Math Club involve the dimensions of the person, knowledge and teaching work, showing that the organization of teaching is a formative process and that the people involved in the Mathematics Club project develop a collectivist personality, humanizing themselves through the human, teaching and learning mathematics. Furthermore, the training actions at the Club enable people in training to develop a general way of organizing teaching, and students a general way of learning scientific knowledge. The thesis defended was that teachers and future teachers, in the Math Club, appropriate a general way of organizing teaching when they become aware of the actions they develop in pedagogical activity, and their motives coincide with the group's objective. From this, the training movement and the relationships established in the collective provide the production of knowledge that constitutes the learning of teaching in the Math Club, contributing to the humanization of their peers.
Investigações etnomatemáticas para além da sala de aula: saberes e fazeres de alunas e alunos do sétimo ano da Escola Municipalizada São Benedito
(Universidade Federal de Goiás, 2023-10-30) Cruz, Lilian de Campos Marinho; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, Jose Pedro Machado; Baumann, Ana Paula Purcina; Silva, Matheus Moreira Da
Recognizing that we are the result of experiences, customs and traditions, which occur in the human need for survival and transcendence, allows us to understand that the school and the actions that emerge from it go beyond their own space, as they influence conceptions, sharing and resistance and , therefore, it constitutes a diffusing and transforming space. Thus, with this proposal, we aim to encourage situations as ethnomathematical investigations that enable the expression of knowledge and actions of seventh-year students at Escola Municipalizada São Benedito. In this sense, we ask: How can ethnomathematical investigations provide opportunities for seventh-year students at Escola Municipalizada São Benedito to construct written and oral expressions in order to share their knowledge and practices? As theoretical support, it was based on three fields that, in our view, complement each other: ethnomathematics, decoloniality and liberating education. Ubiratan D’Ambrosio describes that, among the main assumptions of ethnomathematics, those aimed at recognizing the production of knowledge and actions by any subject/community stand out. Turning to decoloniality requires recognizing oneself and others as transformed and changing subjects. Freire's liberating education is structured in the interaction between academic knowledge and experiential knowledge made as a form of resistance and the ability to be in the world and participate critically in it and, mediated by the world, announce transformation. Methodologically, bibliographic research was carried out, followed by documentary analysis, as well as the development of five moments during mathematics classes, with seventh-year students at Escola Municipalizada São Benedito, located in the town of São Benedito, municipality of Itaberaí-GO. The moments were called ethnomathematical investigations - i) Who am I? Who we are?; ii) Dreams: what dreams are we talking about?; iii) How much time do I ‘have’?; iv) What nature is around me? and v) What math is there in this? - and went through the process of recognizing the self, the other, perspectives and nature as a structuring element of human life. In the end, data triangulation was carried out, through observations, of the material produced by the students and the theoretical aspects highlighted, allowing the following axes of analysis to be listed: recognize; resist and transcend. Continuing to develop ethnomathematical investigations allowed us to problematize the existence of other knowledge and actions, of dreams as resistance and the recognition of the incompleteness of being through a free, curious, questioning dialogue. The school needs to know how to listen, attentive and curious listening, devoid of judgment. The student, upon realizing this listening, declares herself, brings her knowledge and actions to light, transforms herself by empowering herself to recognize, question, dream and act.
O ensino de matemática da escola família agrícola de Goiás (EFAGO): um estudo de caso na perspectiva dos alunos e da professora do terceiro ano do ensino médio
(Universidade Federal de Goiás, 2023-12-15) Jesus, Carlos Augusto Cardoso de; Souza, Roberto Barcelos; http://lattes.cnpq.br/4853908842861334; Souza, Roberto Barcelos; Daude, Rodrigo Bastos; Pimenta, Adelino Candido
This work aims to analyze the perceptions of a mathematics teacher and third year high school students about the sociocultural contributions of mathematics teaching at EFAGO, and how teaching is dialoguing with school documents. This concern arose from the perception of the peasants' need to use methodologies capable of promoting greater significance in their mathematical learning. For D'Ambrosio (1997) school education must combine theory and practice, therefore, teaching must have a deep connection with the sociocultural context of young people, mathematics resulting from this connection brings more meaning to students. Based on this objective, we question: does the teaching adopted at EFAGO dialogue with the sociocultural knowledge of the students and, consequently, makes the learning of mathematics meaningful? We understand this research as qualitative, being a case study. As data construction tools, we believe that the application of questionnaires and interviews, in addition to the construction of a field diary, enable data triangulation, which may increase the chances of success. To produce such contributions and reflections, we based ourselves on Begnami's (2019) theories on the pedagogy of alternation; mathematics teaching with Fiorentini (1995) and D'Ambrosio (1998), rural education with Caldart (2004), formal, non-formal and informal education with Gohn (2010).
Teoria do ensino por complexos: abordagem inclusiva e formação docente em química
(Universidade Federal de Goiás, 2024-09-19) Morais, Amanda Alves Arrais de; Benite, Claudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Claudio Roberto Machado; Echeverría, Agustina Rosa; Santos, André Luiz dos
Embargada.
A identidade epistemológica dos saberes presentes nas produções acadêmicas em Educação de Jovens e Adultos e Ensino de Biologia na região Centro-Oeste
(Universidade Federal de Goiás, 2024-12-17) Moreira, Fabíola Correia de Souza Araújo; Shuvartz, Marilda; http://lattes.cnpq.br/7325765815766484; Shuvartz, Marilda; Benite, Claudio Roberto Machado; Oliveira Neto, Jose Firmino De; Machado, Maria Margarida; Soares, Marlon Herbert Flora Barbosa
This study is associated with the field of "Science and Mathematics Education and the Environment", subarea "Knowledge and pedagogical practices in specific contexts", of the Graduate Program in Science and Mathematics Education/UFG. The training of Biology educators for Youth and Adult Education (EJA) is a growing field, driven by the progressive increase, in recent decades, of studies related to the modality and Science Education (CE). The concern with the teaching knowledge used in classes and in the teaching, process is not recent. Therefore, the guiding question of this study arises: would it be possible to characterize the epistemological identity of the knowledge(s) present in academic productions in the area of EJA and Biology Teaching, carried out in postgraduate courses in the Central-West region? Several theorists have dedicated themselves to the study of teaching knowledge, including Shulman (1986), Freire (1996), Saviani (1996), Gauthier et al (1998), Pimenta (2005), Tardiff (2014), among others, forming singular and plural concepts. Thus, the objective of this study is to carry out a critical analysis of the teaching knowledge present in the academic production (DT), on the teaching of Biology in EJA, of the postgraduate programs of the Central-West region, in the time frame of 22 years (2000- 2022), available in the catalog of theses and dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES). Based on these theoretical assumptions, we conducted meta-research, using bibliographic research techniques, with a qualitative approach, supported by Dialectical Historical Materialism. We identified 19 academic productions (DT), which were fully analyzed after successive readings and filling out a collection form for systematization and in-depth analysis of the data, prepared a priori, gradually increasing the understanding of the authors' discourse. Most of the productions came from professional master's degrees, focused on discussions about teaching strategies. Finally, in the search for concrete thought, we noted the presence of all teaching knowledge that the literature points out, with emphasis on the knowledge of the epistemology of praxis, to the detriment of the knowledge of the epistemology of practice. We observed a pattern in the productions that evidences a movement opposite to the positivist nature of the initial training of Biology educators. This fact breaks with paradigms and reinterprets the teaching-learning process of Biology in EJA.
Um estudo sobre a abordagem de limite de funções em livros de cálculo diferencial e integral
(Universidade Federal de Goiás, 2023-08-31) Santos, Leniedson Guedes dos; Silva, Geci José Pereira da; http://lattes.cnpq.br/9174074436425246; Alvarenga, Karly Barbosa; http://lattes.cnpq.br/8950541327384418; Alvarenga, Karly Barbosa; Ferreira, Joubert Lima; Rabelo, Mauro Luiz; Domingos, António Manuel Dias; Caicedo Roque, Alejandro
Books play a fundamental role as teaching instruments, which makes them important objects of study for researchers seeking to understand learning difficulties, especially with regard to Mathematics in higher education, a topic in which this type of research learning is still scarce. With a focus on teaching, this bibliographical work, of an explanatory and qualitative nature, aims to investigate the way in which the Differential and Integral Calculus books authored by Louis Leithold (1994), Hamilton Luiz Guidorizzi (2001) and James Stewart (2013) addresses the definition of the limit of functions of a variable. To achieve this objective, the methodological research framework of Depth Hermeneutics – HP, proposed by Jonh B. Thompson, was mobilized with the intention of answering the following questions: what types of semiotic representation records are it possible to identify these works and how Can they influence the teaching of function limits? What socio-historical aspects of the production of these books influenced the author in choosing a certain approach? Conceiving the book as a symbolic form, the phases that represent the HP were articulated: the socio-historical analysis, where this information was collected about the authors' biography, the evaluation of the preface and changes in the other editions, actions referenced by the Historical Analysis of Mathematics Books by Gert Schubring and the study of Editorial Paratexts by Gerrard Genette; formal analysis, in which the types of representations of limits and functions that appear in books were identified, as well as their transformations, through event activities, categorization and the construction of inventories, in the light of the Theory of Representation Records Semiotics - TRRS by Raymond Duval; and the interpretation/reinterpretation in which a creative synthesis of meanings on the works studied was constructed. The results demonstrated that, in the three books, there is a predominance of the algebraic register over the others and the absence of exercises proposed between registers, which, according to the TRRS, can make teaching the concept of limit difficult. Individually, influences from the Modern Mathematics Movement, the Bourbakist school and the Calculus Reforms were identified in the writing of these books.
Documentos Orientadores da Educação Ambiental em Países Latino-Americanos: convergências e rupturas com o Bem Viver
(Universidade Federal de Goiás, 2025-03-13) Scorsi Neto, Mariana; Mesquita, Nyuara Araújo da Silva; http://lattes.cnpq.br/6971106875143413; Mesquita, Nyuara Araújo da Silva; Pereira, Celso Sánchez; Guimarães, Simone Sendin Moreira
This research investigates guiding documents on Environmental Education in Brazil, Bolivia, and Ecuador, aiming to understand how the principles of Buen Vivir are incorporated into these documents. Buen Vivir presents itself as an alternative to the capitalist mode of development. It is a principle that values the worldview and culture of Indigenous and original peoples, prioritizing a reciprocal relationship between humans and nature. In the current economic model, however, humans assume a position of superiority and exploit nature within a capitalist and extractivist development model that seeks resources through extraction. The very notion of development adopted by this model prioritizes economic growth at the expense of nature. In Ecuador and Bolivia, Buen Vivir was incorporated into the Constitutional text following a constitutional reform in the late 2000s, which involved a revision of the documents. Chapters related to the rights of Indigenous peoples were included, and for the first time, Nature was granted a specific chapter, outlining its rights. This reformulation is reflected in the guiding documents of Environmental Education, which take on a new framework in alignment with these changes. For the analysis, chapters from the constitutions of the three countries that address the environment, Indigenous peoples, or education were selected. Through Discursive Textual Analysis, meaning units were identified in the documents and subsequently grouped into categories of analysis, resulting in three distinct categories: Hegemonic Integration of Buen Vivir; Sustainability and Buen Vivir: Uncritical Convergence; and Rebellious Buen Vivir. A predominance of the Hegemonic Integration of Buen Vivir category was observed, pointing to the camouflage of predatory capitalist practices under the principles of Buen Vivir. The category Sustainability and Buen Vivir: Uncritical Convergence reveals a fusion of Buen Vivir principles with objectives and visions aligned with the precepts of sustainable development. Lastly, the category Rebellious Buen Vivir presents an emancipatory, grassroots, and above all, transformative Environmental Education. The study concludes that the concept of Buen Vivir emerges as a powerful alternative to the hegemonic vision of progress and development, as it can serve as a guiding principle in redefining society-nature relations. However, it remains a concept under construction and contestation, permeated by different interpretations and appropriations—sometimes reinforcing its transformative potential, sometimes seeking to adapt it to dominant structures, thereby stripping it of its transformative essence. Furthermore, there is an observable reductionism in the worldview of Indigenous peoples, with official documents incorporating only elements that do not threaten the capitalist modus operandi, extractivism, and hegemonic domination. Caution is necessary to ensure that Buen Vivir is not applied in a vague manner or reduced to idealized narratives. Nevertheless, Environmental Education can assume a new configuration as Rebellious Environmental Education, which, when aligned with Indigenous principles and a decolonial perspective, stands as a powerful alternative for plural education—one that challenges developmentalism and seeks a just future for the Global South.
Capital preponderante em cursos de licenciatura em química no Brasil: relação entrE Bourdieu e a formação da identidade formativa
(Universidade Federal de Goiás, 2023-03-30) Silva, Kenia Cristina Moura de Oliveira; Mesquita, Nyuara Araújo da Silva; http://lattes.cnpq.br/6971106875143413; Mesquita, Nyuara Araújo Da Silva; Echeverria, Agustina Rosa; Kasseboehmer, Ana Cláudia; Freire, Leila Inês Follmann; Soares, Marlon Herbert Flora Barbosa
This research aims to analyze the predominant capital in undergraduate courses in chemistry in Brazil, from the Pedagogical Projects of Course and its interrelation with the Formative Identity of each course analyzed. It is intended to investigate which epistemic relationships are explained in the Pedagogical Projects of Course that characterize this capital and that contribute to the formation of identity in the subfield of Chemistry Teacher Training. Thus, the aim of the work is to promote discussions and reflections in relation to the points mentioned in the Brazilian educational field. For this, the methodological principles of research in Bourdieu are considered and Discursive Textual Analysis is used as a data analysis technique. In this research, 14 (fourteen) Pedagogical Projects of Course and their respective curricular matrices were analyzed, as well as the lattes curriculum of teachers of disciplines related to chemistry and chemistry teaching of these same courses. The courses analyzed are from public institutions distributed among Federal Universities, State Universities and Federal Institutes. It was noticed that the Chemistry Teacher Training subfield is characterized by the most evident capital related to the scientific technological field and not necessarily to the pedagogical field.
Indícios de apropriação do conceito de função por meio da aprendizagem da docência: uma proposta formativa no clube de matemática ensino médio
(Universidade Federal de Goiás, 2023-12-18) Silva, Mayline Regina; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Moretti, Vanessa Dias; Oliveira, Alex Jordane de; Sousa, Maria do Carmo de; Silva, Maria Marta da
This text presents the synthesis of a pedagogical investigation conducted with female Mathematics teachers in the initial training phase. The object of the research is the learning of teaching through the process of appropriation of mathematical knowledge, precisely the concept of function, to understand the transformations that can be facilitated by the Expansive Learning Cycle, allowing an in-depth analysis of the essence of this concept and the appropriation of the theoretical thinking associated with it. The methodological approach is based on Historical-Dialectical Materialism and uses a structured formative experiment supported by the Historical-Cultural, Activity, and Teaching Guiding Activity Theories. The central question of the research focuses on how teachers in initial training understand teaching based on the process of appropriating the concept of function. The hypothesis explored is related to the perspective that the appropriation of mathematical knowledge can influence the learning of teaching through a pedagogical approach linked to its five principles: the understanding of the school as a space for the appropriation of culture, the recognition of the teacher as the subject of training processes, pedagogical intentionality as an essential element in the organization of teaching, sharing as a fundamental principle for understanding pedagogical activity, and mathematical knowledge as a promoter of human development. The study covered two school years, 2021 and 2022, during which training meetings were held that emphasized studies, planning, and evaluation of each learning cycle. In this context, the research focuses on the importance of understanding the individual needs of future teachers throughout their development through the appropriation of culture. The investigative process promoted in-depth discussions, sharing of ideas, construction of meanings, and deconstruction of the barriers imposed on disseminating mathematical knowledge in its social imposition. Recognition of, and active participation in, a training environment such as the High School Math Club underlines the need to organize scientific knowledge in favor of its cultural appropriation, both by teachers and students in elementary and secondary education.
Formação de professores de Ciências Biológicas em universidades brasileiras: perspectivas curriculares para as tecnologias digitais de informação e comunicação
(Universidade Federal de Goiás, 2023-09-12) Silva, Thálita Maria Francisco da; Mesquita, Nyuara Araújo da Silva; http://lattes.cnpq.br/6971106875143413; Mesquita, Nyuara Araújo da Silva; Mendes, Michel; Vilela, Marcos Vinícius Ferreira; Moraes, Fernando Aparecido de; Comarú, Michele Waltz
The present scientific research investigates how the insertion of Digital Technologies of Information and Communication (TDIC) has been constituted as a formative element in the Licentiate courses in Science/Biology of the main Brazilian Federal Universities, approaching in what perspective this insertion takes place (dominant /emergent). We used qualitative research and multiple case studies as a methodological approach and document analysis as a data collection instrument. In line with the qualitative approach, our analytical approach to data processing will be Discursive Textual Analysis (DTA). As key elements to carry out our analysis, the Pedagogical Course Projects (PPC) of 26 Biological Sciences courses offered by Federal Universities in the five regions of the country were used: North, Northeast, Southeast, South and Midwest and the legal documents that guide teacher training in Brazil, such as the National Education Guidelines and Bases Law 9394/96, the Teacher Training Resolutions (from 2002, 2015 and 2019) and Resolution No. Biological Sciences courses. The analyzes were carried out highlighting: the institution of origin of the course, the name of the course, the year of creation of the course, the year of approval of the PPC, the pedagogical subjects, the non-pedagogical subjects that include digital technologies, the workloads (theoretical and practical) and the menus of these disciplines. The analysis carried out demonstrated the variety of organization of Pedagogical Course Projects that bring the pedagogical disciplines that will be offered in professional teacher training, as well as the discrepant amount of pedagogical disciplines offered to course participants. We also observed the small number of subjects that address TDIC in these curricula. This demonstrates that the insertion of TDIC is not a significant element in the pedagogical proposals for the training of Biological Sciences teachers. We also noticed that some documents point to the overcoming of the merely technical character of the use of digital technologies in the teaching-learning process anchored in the dominant paradigmatic view. Therefore, it is necessary to incorporate technical and pedagogical aspects in teacher training so that it can be reflected in the pedagogical and curricular practice in the classroom.
Narrativas de vida e a constituição da identidade profissional de professores de matemática em um grupo colaborativo
(Universidade Federal de Goiás, 2024-04-22) Souza, Renato Sardinha de; Gonçalves Júnior, Marcos Antonio; http://lattes.cnpq.br/5872958439710615; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Nacarato, Adair Mendes; Rocha, Maria Alice de Sousa Carvalho; Teixeira, Ricardo Antonio Gonçalves; Moura, Jónata Ferreira de
This report presents doctoral research entitled Life narratives and the constitution of teachers' professional identity in a collaborative group, which is centered on the Narrative Research proposed by D. Jean Clandinin and Michael F. Connelly. It was relevant for this work to discuss: the professional identity of teachers, considered as a space of struggles and conflicts; working with Mathematical Investigation in the classroom, through the study of a teaching project; and a collaborative research group in the area of Mathematics Education, called Abakós, which studies, listens, dialogues and contributes with teachers and teachers in training, in addition to disseminating the scientific production of its participants. The research puzzle was to understand how Mathematical Investigation in the classroom and inclusion in a collaborative research group can constitute the identity of teacher researchers and trainers. The research field was the Center for Teaching and Research Applied to Education at the Federal University of Goiás/CEPAE/UFG, Goiânia-GO, Samambaia campus. The research subjects were three effective teachers from this teaching center, who work collaboratively with Mathematical Investigation in the Basic Education classroom, as proposed by João Pedro da Ponte. The teachers were interviewed by the research author using techniques developed by Fritz Schütze, called Narrative Interviews. In addition to the interviews carried out with the three teachers, the researcher's (auto)biography was constructed, as proposed by Maria da Conceição Passeggi. From field and research texts, involving interviews and (auto)biography, a narrative was created intersecting and intertwining the stories that were told. The interviews were analyzed using “integrated units of meaning”, as proposed by Antonio Bolívar and Franco Ferrarotti, which allows the generation of narrative data. Regarding the research results, it was concluded that, when working collaboratively with Mathematical Research, the teachers participating in the research experienced part of the modification of their professional identity, which was displaced due to the new possibilities of thinking about their classes. Furthermore, the entire collaborative process experienced by Abakós participants contributed to the (trans)formation of its members, who could no longer be the teachers of the past, seeking new ways of being and feeling present in their teaching work.
O ensino de ciências e suas relações com a pós-verdade na política brasileira durante a pandemia da covid-19
(Universidade Federal de Goiás, 2024-07-08) Vieira, Frederico Lopes; Genovese, Luiz Gonzaga Roversi; http://lattes.cnpq.br/6558932652149049; Genovese, Luiz Gonzaga Roversi; Cunha, Jefferson Adriany Ribeiro da; Furtado, Wagner Wilson
One of the major challenges in teaching science in the past decade lies in the fact that objective truth, that factual truth, has transformed into a "narrative." In other words, this truth no longer belongs to a group of people specialized in the subject; it is now individual and strongly linked to the personal beliefs and ideologies of each individual, in a so-called "Post-Truth Era" (KEYES, 2004). This work sought to understand how post-truth discourses have affected and are connected to science education, and what role science education plays in a radical political context with extremist biases, especially during the Covid-19 pandemic. We categorized the phenomenon of post- truth into a larger set, with its subsets, such as: misinformation, denialism, infodemic, disinformation, and fake news. Over 4 chapters, we aimed to broaden and bring a new perspective to the concept of post-truth. With the help of the Iramuteq software, we were able to analyze more deeply the denialist speeches of state authorities who governed during the Covid-19 pandemic. Using excerpts from the final text of the Covid-19 Parliamentary Inquiry Committee (CPI), we generated graphs in the software that divided the speeches into classes and groups, helping us to better understand the dynamics of post-truth speeches and the reasons for so much misinformation. Alongside a bibliographic review of articles from renowned education research journals, we selected abstracts from 24 articles from 5 Education and Research Journals in Education. With this, we were able to compare post-truth discourses and the speeches of researchers in the field. In the end, a correlation was made between these two analyses and science education, and how it can be further explored to avoid further waves of science denial and skepticism. These analyses indicated that post- truth discourses are strongly linked to groups profiting from social media engagements, seeking power and political influence beyond money. We also observed that science education has never focused on political education; although it analyzes nature, this education does not link nature and politics, and we understand that the two are interconnected. It was from this lack of connection that discourses denying and discrediting science were able to spread. With a language well-suited to social media, with false and biased news that do not require reflective depth, let alone complex explanations, post-truth gained ground, precisely in a context of a global pandemic, causing deaths and suffering beyond imagination.

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