ABSTRACT:
This paper questions the historiographical trends that pervade the research in the history of science Education, which are usually directed to historical subjects that have occupied privileged spaces of production and socialization of knowledge. A body of combined theoretical-methodological references of history, memory and the biographical movement supports this essay. The article argues for the study of social trajectories of ordinary school actors, peripheral subjects who are made invisible by historiography. In this sense, we suggest that studies that try to understand their lives’ trajectories and the social and cultural contexts of their time, in a relational way, can offer significant subsidies to the production of alternative stories about science education. In addition, the article questions certain hegemonic representations about the past of the school subjects sciences and biology. To this, an empirical research exercise based on the trajectory of a particular peripheral subject was developed. We argue that this type of investigation - focused on the life stories of teachers who are currently in invisibility areas for the History of Science Education - can contribute to expand the repertoire of socio-historical knowledge on the aforementioned school subjects.
Keywords:
History of school subjects; curriculum; Science teaching; Biology education; biography