Workshop: Research lab maristela do nascimento rocha higher education summit
Back to overview| Author |
 Maristela do Nascimento Rocha |
|---|---|
| Co-Author | Maristela do Nascimento Rocha Ivã Gurgel Katrien Struyven |
| Description | In this research lab we are going to explore a possible way of decolonizing the curriculum by studying the history of disciplines and comparing them to the knowledge as it is presented in textbooks inside higher education courses. The idea is to try to see that the formal knowledge from today is a selection of meanings that were before connected to actual practices and subjectivities, and in this way, to search for the world-pictures sustaining the language that created this knowledge. The current selection of knowledge favours the values and interests of powerful groups and in order to escape this, we argue that there should be a focus on the teaching of world-pictures instead of knowledge. This would allow for the insertion of the student’s subjectivity – as for creativity and critical thinking, in the Wittgensteinian sense. We defend our argument through an analysis of the Newtonian mechanics as understood by Isaac Newton and what we call “marginal scientists”: Julio Garavito Armero (Colombian, 1865-1920), André Koch Torres Assis (Brazilian, 1962 - ), and Ernst Mach (Austrian, 1838 – 1916). We will invite the public to explore and problematize the presented ideas by trying to apply them to sustainability- or other types of knowledge. |
| Topic | Rethink the (economics) curriculum |
| Format | Research lab |
| Bio | Dr. Maristela do Nascimento Rocha is postdoctoral policy researcher on educational innovation at the U-RISE research unit at Hasselt University and a member of the TeHCo research unit at the University of São Paulo. She also works as a teacher in a public secondary school. She holds a BA in Physics, a MA and a PhD in Science Education from the University of São Paulo. In her PhD, she worked on the relations between cultural transmission, critical thinking, subjectivity and autonomy. Between 2019 and 2021 she was acquiring experience in the Belgian educational system as a physics teacher in different educational settings, from vocational to academic schools. She participated in the teaching leadership program from the NGO ‘Teach for Belgium’ (2021). In Brazil, she acquired experience teaching vulnerable students from favelas. Her experience as a teacher in both countries gave her insights that are used in innovative research. |