Science Education for Social Justice: discussing invisible actors in the process of building science

ABSTRACT:

Based on the Cultural History of Science and in the perspectives of Science Education for Social Justice, intends to discuss, in physics classes, how the historical-cultural study of the scientific practice of recording total eclipses allows for reflections on the participation and visibility of the work of different social actors in science. To this end, we present empirical research addressing the 1919 Sobral Eclipse and based on the Historical Action Research methodology. The results indicate that students, throughout the research, problematized the role of different participants in that scientific practice, including those who are not scientists, and how issues of social inequality are present in the visibility of the work of different social actors in science.

Keywords:
Cultural History of Science; Social Justice; Sobral Eclipse