ABSTRACT:
In TV news, movies, cartoons, social networking websites and funding notices we can find scientific experimentation being discursively constructed. In this paper, the scientific experimentation is analyzed as a device that, at a given historical moment, responded to the urgent need of defining what counts as modern science or not. This analysis can be proved theoretically and experimentally. Moreover, the dispositive produced a specific science that gets certain contours in science classes. We argue here that, in the discourse of teaching by experimentation, a set of practices and techniques is triggered to make learning in a different way possible and, thus, produces Homo experimentalis. Therefore, we conducted a field research during a year in science classes in a public school in Belo Horizonte City. Using Foucault's conceptual tools, we observed demands to the subject of this device, a subject that doubts and needs to observe, record, test, theorize, criticize and discredit to achieve an authority through scientific method.
Keywords:
Science; Experimentation; Dispositive.