Neste trabalho discutimos o estabelecimento de “verdades científicas” desde a Revolução Científica do século XVI até o pós-guerra, na segunda metade do século XX, com o surgimento de uma visão pós-modernista da Ciência. Apresentamos como esta visão de mundo e de ciência pode contribuir para o reforço de concepções alternativas e o surgimento de pós-verdades no ensino de ciências. Em particular, discutimos sobre os “Science Studies” de Bruno Latour, sua concepção de não-modernidade, a noção de verdade científica enquanto rede e suas implicações para a aprendizagem de conceitos não sensíveis da Física Moderna e Contemporânea de estudantes do Ensino Fundamental II.
Background: In a society increasingly marked by the logic of contemporary capitalism, education becomes an instrument for the reproduction of alienated labour forces. Objectives: To provide an overview of the characteristics of subjectivity and attitudes of the postmodern subject based on the studies of Fredric Jameson and David Harvey; unveiling the development of techniques for producing more effective ways of subjecting the company culture to neoliberal rationality described by Pierre Dardot and Christian Laval and their influences on the formation of contemporary identities; reflect on the role of education, in particular of scientific education, in overcoming the state of alienation brought about by the capitalist system of neoliberal societies. Design: Articulation between exploratory and bibliographic research, articulated with the theoretical frameworks of Paulo Freire’s critical theory and pedagogy. Settings and Participants: Given the typology of the research carried out, articles, books and documents about the capitalist system in neoliberal societies, the educational legislation and Paulo Freire’s pedagogy. Data Collection and analysis: Critical reflection on the texts consulted and included in the research. Results: There is a relationship between the subjects constituted from the marketing logic and the role of the school as a reproducer of mechanisms of subjugation to the hegemonic capitalist system; there is also the business and industrial influence in the development of educational policies throughout the history of education. Conclusions: As a possibility of transforming this scenario of alienation from the educational system to hegemonic power, the Freirean conception of emancipatory critical humanist education is presented, in addition to the reproduction of capitalist logic, based on the awareness of subjects based on dialogical pedagogy and the appropriation of the scientific knowledge as a transformer of reality.
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