Os estatutos ontológico e epistemológico da ciência na ficção científica distópica de Primo Levi: contribuições para uma concepção de ciência marxista
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Data
2022-08-31
Autores
Leonardo Júnior, Carlos Sérgio
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Universidade Estadual Paulista (Unesp)
Resumo
As controvérsias e negacionismos têm evidenciado um cenário potencialmente distópico na sociedade e refletem problemáticas de cunho ontológico e epistemológico da ciência. O positivismo e o neopositivismo são marcados pela ausência da ontologia, ignorando questões sobre concepção de mundo, e a pós-modernidade relativiza a ontologia, condições que se estendem para a educação. A pedagogia histórico-crítica é uma teoria pedagógica marxista de dimensão ontológica realista e dimensão gnosiológica objetivista, com o objetivo de promover a formação omnilateral visando à superação do capitalismo. Contudo, ainda são poucas as sistematizações para o marxismo de sua concepção de ciências da natureza. Na articulação entre ciência e literatura, a ficção científica distópica tem potencial para o levantamento de questões relacionadas à natureza da ciência por meio de desdobramentos negativos para a sociedade. Primo Levi (1919-1989) foi um químico e escritor italiano que foi prisioneiro de Auschwitz. Na sua obra heterogênea, encontramos contos de ficção científica com aspectos distópicos que apresentam consequências de uma ciência apartada da dimensão ontológica. Assim, o objetivo desta pesquisa foi desvelar os estatutos ontológico e epistemológico da ciência nos contos de Levi a fim de contribuir para a construção de uma concepção marxista e ontoepistemológica de ciência. Esta pesquisa é de natureza teórico conceitual e se orienta pelos pressupostos teórico-metodológicos do materialismo histórico-dialético. Partindo de dois objetos de análise empírica — trabalhos da Educação em Ciências (EC) selecionados a partir de uma revisão bibliográfica sistemática e os contos de Primo Levi —, identificamos temas e categorias em comum relacionados à ontologia e à epistemologia da ciência, o que levou à seleção dos contos “Ótima é a água” e “Borboleta angélica” e à análise deles articulada aos artigos da EC e à teoria marxista. No primeiro, discutimos sobre a realidade, o trabalho e a natureza, e a práxis: a natureza da água na contraposição entre a água em sistema fechado e a água de um rio; a relação da contaminação do meio ambiente com o ser social; as problemáticas de uma práxis utilitária positivista. No segundo, discutimos a relação dos valores, da moral, da ética e da ideologia com o trabalho de um cientista que articula elementos religiosos em suas hipóteses e que está inclinado à ideologia nazista. Constatamos que a maior parte dos trabalhos da EC discute sobre a ontologia a partir de uma perspectiva epistemológica, submetendo-a ao sujeito cognoscente e relativizando-a. Identificamos alguns aspectos ontoepistemológicos condizentes com uma concepção de ciência marxista, como: a estratificação da realidade em movimento; a indissociável relação do ser humano com a natureza; a prática científica entendida como práxis; a imanência dos valores, da moral e da ética e o papel desta nas mediações entre ontologia e epistemologia e na elevação da particularidade do indivíduo ao humano genérico; e a inelutável influência da ideologia na ciência. Concluímos que esses aspectos podem ser debatidos em aulas de ciências naturais e de história e filosofia da ciência a partir da abordagem desses contos, com os objetivos de desenvolver uma concepção mais ampla de ciência, alinhada ao marxismo, e de favorecer a formação omnilateral.
Controversies and denialisms have highlighted a potentially dystopian scenario in society and reflect ontological and epistemological issues of science. Positivism and neopositivism are marked by the absence of ontology — ignoring world view issues —, and postmodernity relativizes ontology, and these conditions extend to education. Historical-critical pedagogy is a Marxist pedagogical theory with an onto-realistic dimension and an objectivist gnoseology dimension, aiming to promote omnilateral formation in order to overcome capitalism. However, there are still few systematizations for Marxism of its conception of natural sciences. In the articulation between science and literature, dystopian science fiction has the potential to raise questions related to the nature of science based on negative developments to society. Primo Levi (1919-1989) was an Italian chemist and writer who was a prisoner at Auschwitz. In his heterogeneous literature, we can find science fiction stories with dystopian aspects that show consequences of a science separated from the ontological dimension. Thus, this research aims to reveal ontological and epistemological statutes of science in Levi's stories in order to contribute to the construction of a Marxist and ontoepistemological conception of science. This research has a theoretical and conceptual framework and is guided by historical-dialectical materialism theoretical-methodological principles. Starting from two empirical analysis objects — Science Education (SE) papers selected from a systematic literature review and the Primo Levi’s stories —, we identified common themes and categories related to ontology and epistemology of science, which led to choose “Excellent is the water” and “Angelic butterfly” stories and their analysis related to the articles found in SE and the Marxist theory. In the first story, we discuss reality, labor and nature, and praxis: the nature of water in the contrast between water in a closed system and water from a river; the relationship of contamination of the environment with the social being; the problems of a positivist utilitarian praxis. In “Angelic butterfly”, we discuss the relationship between values, morals, ethics and ideology with the practice of a scientist who articulates religious elements in his theories and who is aligned with Nazi ideology. We identified that most of the SE papers discuss ontology from an epistemological perspective, submitting it to the knowing individual and relativizing it. We identified some ontoepistemological aspects consistent with a Marxist conception of science: the stratification of reality in motion; an inseparable relationship between human beings and nature; scientific practice understood as praxis; the immanence of values, morals and ethics and its role in the mediations between ontology and epistemology and in the elevation of the individual's particularity to the generic human; and the inescapable influence of ideology on science. We conclude that those aspects can be debated in natural sciences and history and philosophy of science classes from the approach of these stories, aiming to develop a broader conception of science, aligned with Marxism, and favoring omnilateral formation.
Controversies and denialisms have highlighted a potentially dystopian scenario in society and reflect ontological and epistemological issues of science. Positivism and neopositivism are marked by the absence of ontology — ignoring world view issues —, and postmodernity relativizes ontology, and these conditions extend to education. Historical-critical pedagogy is a Marxist pedagogical theory with an onto-realistic dimension and an objectivist gnoseology dimension, aiming to promote omnilateral formation in order to overcome capitalism. However, there are still few systematizations for Marxism of its conception of natural sciences. In the articulation between science and literature, dystopian science fiction has the potential to raise questions related to the nature of science based on negative developments to society. Primo Levi (1919-1989) was an Italian chemist and writer who was a prisoner at Auschwitz. In his heterogeneous literature, we can find science fiction stories with dystopian aspects that show consequences of a science separated from the ontological dimension. Thus, this research aims to reveal ontological and epistemological statutes of science in Levi's stories in order to contribute to the construction of a Marxist and ontoepistemological conception of science. This research has a theoretical and conceptual framework and is guided by historical-dialectical materialism theoretical-methodological principles. Starting from two empirical analysis objects — Science Education (SE) papers selected from a systematic literature review and the Primo Levi’s stories —, we identified common themes and categories related to ontology and epistemology of science, which led to choose “Excellent is the water” and “Angelic butterfly” stories and their analysis related to the articles found in SE and the Marxist theory. In the first story, we discuss reality, labor and nature, and praxis: the nature of water in the contrast between water in a closed system and water from a river; the relationship of contamination of the environment with the social being; the problems of a positivist utilitarian praxis. In “Angelic butterfly”, we discuss the relationship between values, morals, ethics and ideology with the practice of a scientist who articulates religious elements in his theories and who is aligned with Nazi ideology. We identified that most of the SE papers discuss ontology from an epistemological perspective, submitting it to the knowing individual and relativizing it. We identified some ontoepistemological aspects consistent with a Marxist conception of science: the stratification of reality in motion; an inseparable relationship between human beings and nature; scientific practice understood as praxis; the immanence of values, morals and ethics and its role in the mediations between ontology and epistemology and in the elevation of the individual's particularity to the generic human; and the inescapable influence of ideology on science. We conclude that those aspects can be debated in natural sciences and history and philosophy of science classes from the approach of these stories, aiming to develop a broader conception of science, aligned with Marxism, and favoring omnilateral formation.
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Palavras-chave
Ontologia, Epistemologia, Primo Levi, Distopia, Pedagogia histórico-crítica, Ontology, Epistemology, Dystopia, Historical-critical pedagogy