EDUCAÇÃO PARA O RISCO: regulando a docência em ciências na era da insegurança

Abstract

In this article, we take a stance that responds ethically and politically to the rapidity of differentiation, volatility, and mobility of risk in curriculum policies for science education. Having as analytical intercessor an archive composed of different curricular documents from different countries of the last two decades, we pay attention to the multiple modes of subjective regulation traced between science teacher training/practice, global risk management, and neoliberalism. We analyze how the global risk agency brings together complex and multiple practices of spatiotemporal conjuration of discourses, and affections through which ways of being science teachers are globally negotiated. We also approach the production of these particular ways of being a science teacher, examining how they incorporate teaching in a broader arrangement of the neoliberal ethos e makes it a mediating agent of values such as individualism, self-regulation, and self-entrepreneurship. Thus, we seek to demonstrate how risk, changing and modulating science curricula globally, operates constituting an unstable moral and subjective political economy of teaching in the era of insecurity.