Crossing discoursive frontiers in researches in science teaching research: in focus, curricula

Abstract

The curricular field was never the same after post-critical theories opened it up. Based on the question “what do the different fields of post-critical theorizing bring to light in research on curricula in the area of science teaching”, in this article the aim is to give visibility to research in science teaching that focuses on curricula in a post-critical perspective. Methodologically, it is a bibliographic investigation, which takes available materials/sources and consists of a particularity of documentary research. It uses an important national repository for access and visibility to scientific research and takes dissertations and theses defended in Brazilian institutions as primary sources. The results make it possible to argue that research with curricula in the area of science teaching that make use of the post-critical theoretical perspective crosses boundaries established in the area. The article concludes that the current mapping of research with curricula in the area of science teaching offers an additional contribution to an overview of advances in the area in Brazil.