Learning as an affectation of the body: initial approaches to the study of scientific communication practices for children

Abstract This paper aims to contribute to the discussion of learning as an affectation of the body, from the analysis of scientific communication practices with children aged five and six years in the scope of the extension project Children's University of the Federal University of Minas Gerais. As a theoretical-methodological and analytical repertoire, the Actor Network Theory was explored. The analyses carried out gave visibility to learning that takes place not as an individual or mental process, but which instead emerges from relationships; a process centered not only on rationality, but also on the power of bodies to affect themselves, to sensitize themselves to differences. In the end, it is concluded that, based on this view of learning, the objective in scientific communication for children becomes less the dissemination of concepts, and - rather - more the construction of sensitive bodies that move, transform and discover themselves as producers of knowledge.

摘要 本研究旨在通过对巴西米纳斯吉拉斯联邦大学儿童大学（Children's University of the Federal University of Minas Gerais）拓展项目框架下，面向5至6岁儿童的科学传播实践展开分析，为“学习作为身体的具身影响”这一学术议题贡献讨论视角。本研究采用行动者网络理论（Actor Network Theory）作为理论、方法论与分析框架。本次分析揭示了一种全新的学习形态：学习并非个体性或心理性过程，而是生发于多元关系之中；该过程不仅以理性为核心，更依托身体的自我感知与对差异的敏化能力。最终研究得出结论：基于此种学习观，面向儿童的科学传播目标不再以概念传播为核心，转而更侧重于塑造能够主动行动、持续蜕变，并能自觉作为知识生产者的敏化性身体。