FORMAR PROFESSORES DE CIÊNCIAS NA ERA DA PÓS-VERDADE: O PAPEL DO DIÁLOGO COMO PRINCÍPIO MEDIADOR DO PROCESSO PEDAGÓGICO

In the present work, we analyzed different types of mediation mobilized in a first semester Physics degree class over a four-week teaching unit. The research deals with Bruno Latour's Science Studies and, above all, with his concept of mediation, in its four variations – interference, composition, folding of space and time and delegation. We mobilize ethnographic tools for data construction and analysis; based on the use of questionnaires, participant observation of lessons, collection of artifacts produced in the unit, as well as records of discursive interactions. Our results indicate that the composition of students with support materials, such as semiotic instruments typical of Physics, as well as videos that discussed the topic, allowed for a complexification and expansion of the participants' performances in both their epistemic and political dimensions. Furthermore, the use of questioning as a pedagogical principle by the teacher, to the detriment of directive instruction, expanded the opportunities for undergraduate students to exceed their original performances and the performances suggested by the teacher himself, which highlights the potential of the question as a mobilizer of new agencies. In this way, our work points to three conclusions for the promotion of a pedagogical process in the post-truth era: i) conceptual teaching and learning in a way intertwined with a sociopolitical discussion, ii) the appreciation of teachers as critical intellectuals, and iii) the privilege of questioning as a tool to promote dialogue in the classroom.