The classroom experience perceived as an interweaving of collections and repertoires: educational practices based on journalism and science fiction in Higher Education

Abstract

This paper employed the method of peer observation of teaching to document the use of science journalism as educational material in the context of Higher Education, more specifically in a class within the Architecture and Urbanism undergraduate program at a communitarian university in the state of São Paulo, Brazil. This approach captured the interplay between science journalism and other cultural products, particularly works of science fiction. One key finding was the connection between our reflections on teaching practices and the concept of imagined collections, applicable to the selection of alternative teaching materials. Science journalism, when integrated into educational practices that already used science fiction, worked as a unifying element between the historical world and speculative dystopias. It is concluded that this bimodal articulation relies on perceiving the classroom as a shared curatorial environment, where thematic intersections between collections and repertoires continuously take place.