VOLUMEN 33, NÚMERO 2 | Número especial | PP. 343-350
ISSN: 2250-6101
X|
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La evaluación del presente artículo estuvo a cargo de la organización de la XIV Conferencia Interamericana de Educación en Física
Physics education from the
perspective of epistemic colonization:
a decolonial lens from the Brazilian
curriculum
O ensino de física a partir da perspectiva da
colonização epistêmica: uma lente decolonial do
currículo brasileiro
Carlos Mometti
1
*, Tanja Tajmel
2
, Maurício Pietrocola
3
1
Doutorando em Programa de Pós-Graduação Interunidades em Ensino de Ciências, Faculdade de Educação da
Universidade de São Paulo, Av. da Universidade, 308 - Cep.: 05508-040, Cidade Universitária - São Paulo/SP, Brasil.
2
Centre for Engineering in Society, Gina Cody School of Engineering and Computer Science, Concordia University, 1515
St. Catherine West, Montreal, Quebec, H3G 2W1. Canada.
3
Orientador em Programa de Pós-Graduação Interunidades em Ensino de Ciências, Faculdade de Educação da
Universidade de São Paulo, Av. da Universidade, 308 - Cep.: 05508-040, Cidade Universitária - São Paulo/SP, Brasil.
*E-mail: carlosmometti@usp.br
Recibido el 15 de junio de 2021 | Aceptado el 1 de septiembre de 2021
Abstract
The present work aims to present a cut of research at the PhD level taking as the object of study the curriculum of Physics Education
from Brazilian high school under the lens of decolonial theory. The hypotheses that guide this work are: (i) There is a form of
colonization manifested through the episteme, (ii) Epistemic and cultural colonization lead to a reontologization of the subject and it
takes place through power devices incorporated in the curriculum. Thus, it is hoped with this investigation to understand the cultural
devices that act as a colonizing operator on the set of scientific and representational patterns materialized through the Physics
curriculum in Brazil.
Keywords: Physics education; Curriculum; Decolonial theory.
Resumo
o presente trabalho tem como objetivo apresentar um recorte de pesquisa em nível de doutorado, tomando o currículo de Física
brasileiro como objeto de estudo na perspectiva da teoria decolonial. As hipóteses que norteiam este trabalho são: (i) Existe uma forma
de colonização que se manifesta por meio da epistême, (ii) As colonizações epistêmica e cultural levam a uma reontologização do
sujeito e ocorre por meio de dispositivos de poder incorporados ao currículo. Assim, espera-se com esta pesquisa compreender os
dispositivos culturais que atuam como operador colonizador no conjunto de padrões científicos e representacionais materializados
por meio do currículo de Física no Brasil.
Palavras-chave: Ensino de Física; Currículo; Teoria decolonial.
Epistemic colonization
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I. INTRODUCTION
Human activity in post-modernity has undergone substantial transformations with regard to the production of
knowledge as, as well as its use. Thus, when analyzed from a historical perspective, we note that from the
Enlightenment movement that took place in the 18th century, knowledge began a direction towards fragmentation, a
fact characterized by the emergence of the first encyclopedia and, later, with the technical schools of Napoleonic
France. The meaning of this, which came to be called technical, concerns the evolution of production and the means
through which it becomes commercialized and capitalized.
Furthermore, the guiding axis of this movement is characterized by the emergence of industrial capitalism triggered
by the application of scientific knowledge in the development of machines to produce more and better. Faced with
this form of economic power represented by the newly emerging industrial class, politics should adjust to capital and,
in this sense, the entire region of Central Europe begins its movement of socio-economic transformation.
In this way, we witness in the 21st century a movement of deep and intense discussions in the social, economic,
and cultural spheres, resulting from capitalist evolution, highlighting gender discourses, power relations and the role
of science in society, of social representation in science as well as the ontological aspects of the colonization of groups
of greater power over those of lesser power.
One of these discussions, and which has been gaining strength in the last decade, mainly in Latin America, is the
movement of resistance to the so-called colonial thinking, epistemologically based on the so-called theory of
decolonization (Quijano, 1992; Mignolo and Walsh, 2018; Abdi, 2012). This category of thought, according to Mignolo
and Walsh (2018) has molded, for centuries, the different peoples that make up the South American continent, taking
their culture from it and promoting a process of forced enculturation, through colonizing psychology. The effects
caused by this process, a theme that this work is concerned with discussing, are: breaking of the cultural bond of
original peoples and loss of beliefs and values previously worshiped, fragmentation of habits and representations
inherent to ethnic groups located in the same territory, imposition of a set of Americanized standards for the
consumption of culture, information and eating habits and, which we will seek to defend in this work and which, in
our view, is characterized by the most overwhelming of all, the process of reontologization of the subject through
epistemic colonization.
In order to understand the impacts that the debate about decolonization brings to Science Education, especially to
Physics Education, this article assumes as initial hypotheses: (i) there are cultural devices associated with the discipline
of Physics in high school, which they materialize in the curriculum and influence the students' epistemic colonization
process, (ii) The epistemic colonization process is triggered by cultural aspects manifested in teaching and that
contribute to a second process, here assumed as reontologization. Such hypotheses motivated us to look for elements
that evidence an epistemic colonization process, initially suggested through the scientific representation of the
subjects submitted to the curriculum they use, as well as the cultural devices present in their enunciated discourse,
which will be presented in this work.
II. THEORETICAL APPROACHES
The definitions of the concepts of coloniality and decoloniality essentially pass through the European historical line,
since according to Quijano (1992) he defined in the 16th century what would become a new Europe, based on
mercantilism and colonial exploitation. Thus, with the emergence of a bourgeois social group between the 14th and
15th centuries, Europe developed an internal movement for the formation of the so-called nation-states. The
characterization of this formation is given by the delimitation of new geographic borders, the establishment of a
language for a specific group of people and, mainly, the definition of centralizing political power, allied to religious or
just economic power.
Thus, the French and Spanish territories stand out, later the Portuguese and the Italian grand ducats, in addition
to the portion of northern Europe with the English kingdom. Until the period when there were the first agglomerations
of territories for the constitution of a nation-state, the political-social organization of the aforementioned territories
was the responsibility of the religious power allied to the feudal system. Thus, the market replaces the economic source
that used to come from small-scale agriculture with intensive trade.
Furthermore, the European kingdoms already formed in the 16th century – Castilian, Portuguese, English and
French – disputed among themselves the foreign markets, which until that moment were carried out only with the
eastern part of the globe. Thus, with greater investments by European monarchies, a movement of expansion across
the oceans begins, with the aim of discovering new political, economic and geographic possibilities.
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At this point, we must stick to the fact that it was the change in the European economic system and the growing
need for market expansion that forced, in a way, the search for new routes to the East, a fact that resulted in the arrival
in America in 1492, or as it was called prior to the colonization process, in Abya Yala. According to the story told and
reproduced in the southern part of the American continent, Europeans “discovered” America by chance. Now, this
chance culminated in discovery not only geographically, but also with regard to the production and supply of raw
material for the parent companies to produce consumer goods and return them to their consumer market. Therefore,
a new story begins that of modern colonization.
In this sense, the appropriation by Europeans of lands on the American continent – highlighting its three parts here
– was based on what Walsh and Mignolo (2018) and Quijano (1992, 2019) define as a colonial matrix of power. This
matrix is constituted, in a way, by the set of social, economic, psychological and political procedures used to dominate
a territory that was already dominated, that is, to colonize a space that was already occupied by other social groups:
those called by 15th-century literature of indigenous peoples. In this way, from the colonial matrix of power, we can
understand the process through which the peoples of the Americas were subjugated to the power of the white
Europeans. Thus, we can say corroborating Quijano (1992, 2019) that there would be no modern Europe without the
possession of the Americas in the 15th century.
So, there is a second concept allied to that of colonization, which is indicated by coloniality. According to Walsh and
Mignolo (2018), Quijano (1992, 2019), colonization allowed white Europeans to constitute a new Western Europe in
the 15th century, Europe seen as modern, which would develop and would be focused on its mercantile expansion. In
this way, the same author's orient towards the coloniality/modernity dyad. Thus, this dyad concerns the colonial power
matrix and is sustained by the exploration of new territories and the need to produce raw materials for metropolitan
power.
In this way, the European colonialism that emerged in the 15th century and that took place between the end of
the 18th century and the beginning of the 19th was replaced by coloniality, which is the result of a second economic
process initiated with imperialism. Also, according to Quijano (1992, 2019) coloniality is a neologism, like modernity
that originates from the word modern. Thus, this neologism indicates that, after the colonization process, colonial
characteristics still remain, albeit in a culturally intensified way.
However, to explore new territories, which were already occupied by large populations, even forming empires such
as the Aztecs, Mayans and Incas, in Central and South America, it was necessary to use military and political forces, as
well as ideological and psychological forces. Furthermore, this process assumed the labor force as capital as its power
supply. This means that from the need to explore new worlds, the workforce became essential for the maintenance of
power, as well as for obtaining raw materials and managing markets by the metropolitan power. Coloniality operates
through ideological force, and this maintains current markets.
Thus, another essential feature with regard to coloniality/modernity is the fact that it determines a new
configuration of Western society, understood as globalization. The aspects that highlight the globalization of the
colonial era are: (i) the scientific and religious justification of the notion of race and (ii) the hierarchical categories of
ethnicity. Thus, colonization was not only related to the use of force, but also to the psychological and epistemic. In
what refers to psychological colonization, we understand the insertion of values and beliefs linked to another culture
over another, for example, the catechization promoted by the Jesuit Order in Brazil in social groups called Missions
during the 16th and 17th centuries. Once a set defined as a pattern of behavior is established, the subject's psychology
is altered, starting to re-signify itself as such.
For more than three hundred years in South America, millions of people were subjugated by the fact that they were
black and, under the justification of Christian Europe, were exempt from soul and humanity. At this point, it
corroborates Quijano's (2019) view that coloniality was only possible through the operation of two central axes: (i) the
codification of the difference between conquerors and conquered in the idea of race and (ii) the constitution of a new
structure of power control and its resources and products.
As for Abdi (2012), the colonizing project deprives the individual of his humanity, guaranteeing the colonizer to
appropriate his psyche and configure cultural patterns that are perpetuated over generations. However, this colonial
movement promoted crises in its own structure, causing resistance to arise from those who subjugated themselves
and experience, even in the 21st century, colonizing, epistemological and ontological influences. Walsh and Mignolo
(2018) and Quijano (1992, 2019) define this movement of resistance to the colonizing movement by decoloniality. In
this sense, the decolonial movement is a call to the very existence of those who have always lived overshadowed by
the power relations established by the colonizers.
Educational training is the operator through which the set of standards, beliefs and values of a society are
transmitted, reproduced and transformed within a defined physical space within a considered period. In this
mechanism, the standards, values and beliefs are periodically revisited and define both the psychological and
ontological bases of the subjects belonging to the group. In this way, there is the production of historicity by these
individuals through what we call culture.
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Based on what was previously proposed, we assume by the hypothesis that the curriculum of scientific disciplines,
especially Physics, brings cultural aspects that are embedded in an epistemic colonization process that is still in effect.
This process, moreover, is characterized by the reproduction of cultural devices from a more powerful society over a
less powerful group. In this perspective, we assume as power the capacity of the individual or specific groups to achieve
their goals or assert their interests despite opposition or resistance (Giddens & Anton, 2017, p.299).
In this way, there would be no more adequate document than the curriculum to investigate how culture manifests
itself, and which elements can show us some way to understand how epistemic colonization reaches students through
the Teaching of Physics. With regard to the curriculum of Physics Education in Brazil, we highlight some elements that
describe its evolution. Thus, all studies inherent to this area of knowledge are categorized as Science Teaching. Thus,
according to Krasilchik (1987) and discussed by Carvalho and Vannuchi (1996), the evolution of Science Education in
Brazil between the years 1950 and 1990 can be seen in Table I.
TABLE I. Evolution of the Science Education curriculum in Brazil in the period 1950 - 1990 according to Krasilchik (1987).
Year
1950 - 1960
1970
1980
1990
Mundial context
Cold War
Energy and oil crisis
Environmental
problems
Technological
competition
Brazilian Context
Industrialization /
democratization
Dictatorship
Redemocratization
Objectives of teaching in
elementary and high school
Form Brazilian elite
To form a citizen
“morally”
Prepare worker
Train citizen and
worker
Influences on teaching
New school movement
Behaviorism /
Pragmatism
Behaviorism /
Cognitivism
Cognitivism
Objectives of the renewal of
Science Education
Broadcast updated
information
Experiencing the
scientific method
Think logically and
critically
Science, Technology
and Society
Movement
Vision of Science in the
school curriculum
Neutral activity
emphasizing products
Historical evolution
emphasizing the
process
Product of the economic and social context
Dominant recommended
methodology
Laboratory - practice
Laboratory plus
research discussion
Games and simulations. Problem solving.
Institutions that influenced
curriculum change
Professional scientific
associations and
government institutions
Curriculum Projects
and International
Organizations
Science Centers and
Universities
Professional, scientific
organizations and
Universities
As described in Table I, from the 1950s onwards, Science Teaching in Brazil and, consequently, Physics Teaching was
strongly influenced by the world context, especially with regard to the North America - South America axis.
III. METHODOLOGICAL FRAME
Firstly, the focus of this investigation is concentrated on secondary education and with regard to the Physics curriculum
document. Thus, we limited our source of information for data extraction to the Brazilian high school physics
curriculum. Thus, this work fits into the qualitative field of the interpretive type and is based on a documentary study.
To determine the curriculum to be used, we used three a priori categories extracted from the theory of
decolonization proposed by Quijano (1992, 2019) and Mignolo and Walsh (2018), which are: (i) idea of ethnicity (race/
ethnicity), (ii) cultural identity and (iii) economy/development. The first category refers to the ethnic diversity that
makes up a social group, causing internal distinctions in order to promote racism and social power relations. The
second concerns the ontological construction of the individual through the values and beliefs surrounding his
environment, whether influenced or not by an external structure with greater power. Finally, the third category refers
to economic development associated with the production of knowledge and, consequently, production-oriented
technology. According to the three categories mentioned above, we chose to study the curriculum of the State of São
Paulo, as it has ethnic diversity and the largest population in the country, as well as the greatest economic productivity.
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For the transformation of information into analysis data, we used the Discourse Analysis (DA) method according to
the perspective of Pêcheux (2014, 2015). Thus, the DA is carried out following the steps: (i) floating reading to identify
the discursive surfaces, (ii) selection of the discursive surfaces that will be analyzed, (iii) selection of the discursive
marks (words that act as a gateway to the discourse analyzed), (iv) identification of the discursive object (forgetting
processes 1 and 2 of AD), (v) identification of the discursive process (are those meanings that are or are not possible
for the discourse), (vi) discursive formation (mode how ideology is organized in language) and, finally, (vii) identification
of ideological formation (raw material of discourse).
Once the ideological basis present in the selected discursive surface is identified, part II of the analysis begins,
which counts with the help of the Critical Discourse Analysis (CDA), proposed by Van Dijck (1984, 1998) about the
realization of an in-depth critical interpretation. According to Van Dijk (1984, 1998), every discourse brings an ideology
that operates in society's attitudes and behaviors, for example, the discourses used by the marketing of commercial
advertisements or the discourses used by governments in critical periods. Thus, through discourse, power "moves",
that is, it operates actions in a social group.
As a second instrument of analysis, arising from the identification of the ideological bases that underlie the
discourse, we propose the identification of an operator, defined by a cultural-epistemological operator. We understand
by the cultural-epistemological operator the set of actions possibly triggered by the structural term in question. In
summary, the analysis of discursive surfaces follows the order shown in Figure 1.
FIGURE 1. Scheme of the analysis methodology used in the research.
IV. DATA AND DISCUSSION
The curriculum used as a source of information in this work is structured on two pillars, which are defined as
competencies and abilities. With regard to the students' learning objectives, the high school curriculum in the State of
São Paulo presents some principles which focus on the development of actions aimed at overcoming the disciplinary
fragmentation of knowledge, stimulating its contextualization and application in the real-life, to give meaning to what
is learned (São Paulo, 2020, p. 32). The discursive surfaces analyzed from the Natural Sciences curriculum were
extracted from the competencies that guide the Physics contents that must be worked on and are presented in Table II.
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TABLE II. Discourse analysis results.
Analysis
Elements
[Competence 1]
Analyze natural phenomena and
technological processes, based on
the interactions and relationships
between matter and energy, to
propose individual and collective
actions that improve production
processes, minimize socio-
environmental impacts and
improve living conditions at the
local, regional and global levels.
[Competence 2]
Analyze and use
interpretations about the
dynamics of Life, Earth, and
the Cosmos to elaborate
arguments, make
predictions about the
functioning and evolution
of living beings and the
Universe, and base and
defend ethical and
responsible decisions.
[Competence 3]
Investigate problem situations and
evaluate applications of scientific and
technological knowledge and their
implications in the world, using procedures
and languages specific to Natural Sciences,
to propose solutions that consider local,
regional, and/or global demands, and
communicate their findings and
conclusions to audiences varied, in
different contexts and through different
media and digital information and
communication technologies (TDIC).
Discursive
marks
Analyze
Technological processes
To propose actions
Individual and collective
Perfect production processes
Improve living conditions
Analyze
Use interpretations
Dynamics
Make arguments
Make predictions
To substantiate
Defend ethical and
responsible decisions
Investigate
Evaluate applications of scientific and
technological knowledge
Applications in the world
Natural Sciences procedures and languages
Propose solutions
Communicate your findings and
conclusions
Varied audiences
Different contexts
Different media
Discursive
objects
To present the use of knowledge
about the relationship between
matter and energy for direct
application.
Search for information
about the physical,
chemical, and biological
nature to support decisions
and guidelines for the
collective.
Evidence that scientific literacy promotes
the universalization of knowledge and the
use of technology to solve problems.
Discursive
process
To highlight the importance of
understanding technological
processes through physical
knowledge for direct application in
production and, consequently, in
quality of life. It also includes the
sense of sustainability, where it is
produced by exploring nature and
its relationship with globalization.
The meaning that the
discourse conveys concerns
the importance of
knowledge as a necessary
agent for decision-making
in a social group. This
means that guidance
through sustained
argumentation regulates
ethical responsibility.
Scientific literacy is as necessary for
understanding the contemporary world
and, therefore, useful for solving society's
problems. Universalization of scientific
knowledge to disseminate arguments and
construction of opinions using different
media.
Discursive
formation
Highlight the intrinsic relationship
between the knowledge of physics
associated with matter and energy,
for its subsequent application in
production processes. Also,
highlight the relationship between
the use of natural resources and
development, hiding the ideas of
consumption, quality of life, and
standard of living.
The verbs highlighted on
the surface show actions
resulting from the
incorporation of
knowledge, attributing the
sense of value and
importance in society.
Through the appropriation of scientific
language, the knowledge produced is
disseminated and, thus, a connection of
utilitarian character is established in
society. In addition, living in the
technological world is only possible
through scientific literacy, which
establishes an ontological character
through knowledge.
Ideological
formation
The discourse belongs to the
capitalist ideology of productivity,
increased efficiency of work and
association of consumption -
production - the quality of life.
The stated discourse
belongs to the ideology
that knowledge confers
power and leadership in a
social group.
The stated discourse belongs to the
ideology that the universalization of
scientific knowledge increases its credibility
before society and, therefore, the sense of
validity and utilitarianism. In addition,
survival in the technological society and,
therefore, inclusion in the production chain
will only occur by obtaining scientific
literacy.
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In the discursive surface extracted from competence 1, the presence of two discourses is noted: knowledge as a
value and applicability in work/production and that of sustainability. As we know, in many situations the idea of
sustainability is associated with the notion of quality of life, providing values and standards that guide the behavior of
individuals in today's consumer society. In this sense, we can say that there is notably a sense of value that operates
the mechanism of this discourse, so we can identify it as the cultural-epistemological operator. As for the discourse on
applied knowledge to "improve" production processes and, therefore, increase work efficiency, aiming at more
production with fewer expenses - capitalist logic - we notice a power operator. Such an operator can be evidenced by
the discursive mark "discursive processes" corroborated with the highlighted ideological formation. This means that
the first competence that must be worked on in high school in the area of Natural Sciences brings the logic of efficiency
and production through physical knowledge "matter" and "energy". Assuming what Quijano (1992, 2019) proposes,
we perceive the manifestation of post-modern colonization aimed at the formation of individuals.
With regard to the discursive surface extracted from competence 2, it can be observed that knowledge, understood
as a set of specific knowledge in the area of Natural Sciences, confers decision-making power on a social group. This
can be evidenced by the discursive marks given by "defending ethical and responsible decisions", based on
accumulated knowledge. In this way, we were able to notice that the number of verbs present on the discursive
surface, according to Pêcheux (2014, 2015), shows the presence of behaviors that should or should, be incorporated
through a cultural logic specific to the social environment. Thus, the cultural-epistemological operator that moves this
discourse deals with patterns incorporated and possibly suggested through the acquisition of related Natural Science
knowledge.
Finally, the discursive surface extracted from competence 3 brings three ideological bases in a single discourse.
Initially, it proposes the universalization of scientific knowledge through different media, guaranteeing the diversity of
people for its understanding. In this way, through the CDA on this ideological formation, we can identify that the
objective of universalizing is to make certain content accessible and as recognizable as it can be and, consequently,
guarantee a valid character for all who come into contact with it. Thus, the universalization of knowledge places it
under evaluation, while at the same time conferring the transfer of values and beliefs, influencing society's choices
and decision-making. This double mechanism can evidence the operator of power through scientific language. On the
other hand, the second ideological formation present in the discourse in question points to an ontological construction
characteristic of postmodernity: the intensive use of technologies in everyday life and its relationship with the
definition of the self. Thus, no action is currently produced or carried out without the aid of some form of digital
technology. Therefore, scientific literacy becomes essential to define a subject in their social group, as those who are
not inserted in "this universe" will possibly be excluded from social participation, whether in interactions or in the
international division of labor.
V. CONCLUSION
This article aims to present a study about epistemic colonization and its influences on the Brazilian physics curriculum,
especially in the State of São Paulo, from the decolonizing lens as a theoretical perspective. Thus, the collected data
were analyzed according to the Discourse Analysis proposed by Pêcheux (2014, 2015), the Critical Discourse Analysis
and the proposal by Van Dijk (1984, 1998). With the first methodology, it was possible to obtain the ideological
formations of the analyzed discursive surfaces, which were characterized by the competencies that define the analyzed
Physics curriculum. We could see that ideological formation was centered on the following aspects: (i) logic of capitalist
production, (ii) technique as an essential element to work and production and (iii) knowledge as an inducer of values
and behavior. In this way, the evidenced ideological formations contribute to what we call epistemological colonization
since through the competencies that define the curriculum reference teaching materials will be produced, which
materialize a culture evidenced by the values and beliefs of the logic presented above.
Finally, through the Critical Discourse Analysis, we were able to highlight the operators of power, which showed
knowledge as power and scientific language as an element of power. Thus, the discourse enunciated through the
competencies of the Physics curriculum analyzed presents scientific literacy as necessary for both economic (capitalist)
and social development, highlighting the quality of life as a discursive mark to convey a sense of "science is learned for
understand the world", but actually what happens is "you learn science to produce and consume the world".
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