Capacitação de Futuros Professores para a Ação Sociopolítica através de Exposições Interativas
DOI:
https://doi.org/10.26512/lc.v25.2019.19700Keywords:
Sociopolitical action. Interactive scientific exhibition. Initial teacher training. Citizenship. IRRESISTIBLE Project.Abstract
The educational system is confronted with the challenge of empowering citizens to solve complex and unpredictable problems in society. This case study sought to know the impact of the development of an interactive exhibition on the training of future teachers for socio-political action. The results obtained point to the participants' learning ”“ on current scientific topics and on the criteria that should guide responsible research and innovation ”“ and awareness of sociopolitical action’s relevance in the improvement of society.
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References
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BYBEE, R. W.. Scientific Inquiry and Science Teaching. In L. B. Flick, & N. G. Lederman (Eds.), Scientific Inquiry and Nature of Science: Implications for Teaching, Learning and Teacher Education (pp. 1-14). Dordrecht: Springer, 2006.
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GRAY, D. E.. Pesquisa no mundo real (2.ª ed.). Porto Alegre: Penso, 2012.
Heck, D.. Researching Participation using Critical Discourse Analysis. In A. Reid, B. B. JENSEN & J. N. V. SIMOVSKA (Eds), Participation and Learning. Perspectives on Education and the Environment, Health and Sustainability (pp. 256-267). New York: Springer, 2008.
HODSON, D.. Time for action: science education for an alternative future. International Journal of Science Education, 25(6), 645-670, 2003.
HODSON, D.. Becoming Part of the Solution: Learning about Activism, Learning through Activism, Learning from Activism. In L. BENCZE & S. ALSOP (Eds). Activist Science and Technology Education (pp. 67-98).London: Springer, 2014.
JENKINS, E. W.. School science and citizenship: whose science and whose citizenship. The Curriculum Journal, 17 (3), 197”“211, 2006.
LATRIDIS, K., & SCHROEDER, D.. The Basics of Responsible Research and Innovation. In K. LATRIDIS & D., SCHROEDER, Responsible Research and Innovation in Industry, The Case for Corporate Responsibility Tools (pp. 5-30). United Kingdom: Springer International Publishing, 2016.
Ministério da Educação ”“ Direção Geral da Educação [ME-DGE]. Perfil dos alunos à saída da escolaridade obrigatória. Lisboa: ME-DGE, 2017.
National Research Council [NRC]. Inquiry and the national science education standards. Washington, DC: National Academy Press, 2000.
OSBORNE, J., & DILLON, J.. Science Education in Europe: Critical Reflections. A Report to the Nuffield Foundation. London: King’s College, 2008.
OWEN, R., MACNAGHTEN, P., & STILGOE, J.. Responsible research and innovation: From science in society to science for society, with society. Science and Public Policy, 39, 751”“760, 2012.
PARASKEVA, J. M.. A concepção democrática da educação. In J. M., PARASKEVA & J. A., DEWEY. A Concepção Democrática da Educação (pp.5-26.). Mangualde: Edições Pedagogo, 2005.
PONTE, J. P.. Estudos de caso em educação matemática. Bolema, 25, 105-132, 2006.
QUIVY, R., & CAMPENHOUDT, L. V.. Manual de Investigação em Ciências Sociais. Lisboa: Gradiva, 1992.
REIS, P.. Promoting Students’ Collective Socio-scientific Activism: Teachers’ Perspectives. In L. BENCZE & S. ALSO (Eds.). Activist Science and Technology Education (pp.547-574). New York: Springer, 2014.
REIS, P., & MARQUES, A. R. (Coord.). A Investigação e Inovação Responsáveis em sala de aula. Módulos de ensino IRRESISTIBLE. Lisboa: Instituto de Educação da Universidade de Lisboa. Recuperado de http://www.ie.ulisboa.pt/investigacao/publicacoes/ebooks/a-investigacao-e-inovacao-responsaveis-em-sala-de-aula-modulos-de-ensino-irresistible/, 2016a.
REIS, P., & MARQUES, A. R. (Coord.). As exposições como estratégia de ação sociopolítica: Cenários do projeto IRRESISTIBLE. Lisboa: Instituto de Educação da Universidade de Lisboa. Recuperado de http://www.ie.ulisboa.pt/investigacao/publicacoes/ebooks/as-exposicoes-como-estrategia-de-acao-sociopolitica-cenarios-do-projeto-irresistible/, 2016b.
ROCARD, M., CSERMELY, P., JORDE, D., LENZEN, D., WALBERG-HENRIKSSON, H., & HEMMO, V.. Educação da Ciência Agora: Uma pedagogia renovada para o futuro da Europa. Direção-Geral de Investigação: Comissão Europeia, 2007.
ROTH, W.-M.. On Activism and Teaching. Journal for Activist Science & Technology Education, 1(2), 32-47, 2009.
SCHUSLER, T. M., & KRASNY, M. E.. Science and Democracy in Youth Environmental Action ”“ Learning “Good” Thinking. In M. P. MUELLER & D. J. TIPPINS (Eds), EcoJustice, Citizen Science and Youth Activism - Situated Tensions for Science Education (pp. 363-384). London: Springer, 2015.
SCHUSLER, T. M., & KRASNY, M. E.. Youth Participation in Local Environmental Action: An Avenue for Science and Civic Learning? In A. REID, B. B.JENSEN, & J. N. V. SIMOVSKA (Eds), Participation and Learning. Perspectives on Education and the Environment, Health and Sustainability (pp. 268-284). New York: Springer, 2008.
SIMOVSKA, V.. Learning in and as Participation: A Case Study from Health-Promoting Schools. In A. REID, B. B. JENSEN, & J. NIKEL (Eds.). Participation and Learning Perspectives on Education and the Environment, Health and Sustainability (pp.61-80). London: Springer, 2008.
UKPOKODU, O. N.. Pedagogies that foster transformative learning in a multicultural education course: A Reflection. Journal of Praxis in Multicultural Education, 4(1), Artigo 4. DOI: 10.9741/2161-2978.1003 Recuperado de http://digitalscholarship.unlv.edu/jpme/vol4/iss1/4, 2009.
VON SCHOMBERG, R.. A vision of responsible innovation. In R. OWEN, M. HEINTZ AND J BESSANT (eds.). Responsible Innovation (pp. 51-74). London: John Wiley, forthcoming, 2013.
AZINHAGA, P. F., MARQUES, A. R., & & REIS, P.. Investigação e Inovação Responsáveis em contexto educativo: perceções de alunos e professores quanto à s potencialidades e limitações das atividades propostas no âmbito do Projeto IRRESISTIBLE. Indagatio Didactica, 8(1), 2034-2046, 2016.
BARDIN, L.. Análise de conteúdo. Lisboa: Edições 70, 2009.
BLATT, E. N.. Developing an ‘Activist Mentality’ in an Environmental Science Course. In L. BENCZE & S. ALSO (Eds.). Activist Science and Technology Education (pp.451-464). New York: Springer, 2014.
BOGDAN, R., & BIKLEN, S.. Investigação qualitativa em educação. Porto: Porto editora, 1994.
BYBEE, R. W.. Scientific Inquiry and Science Teaching. In L. B. Flick, & N. G. Lederman (Eds.), Scientific Inquiry and Nature of Science: Implications for Teaching, Learning and Teacher Education (pp. 1-14). Dordrecht: Springer, 2006.
COLUCCI-GRAY, L., & CAMINO, E.. From Knowledge to Action? Re-embedding Science Learning Within the Planet’s Web. In L. BENCZE & S. ALSO (Eds.). Activist Science and Technology Education (pp.149-164). New York: Springer, 2014.
DEWEY, J. M.. A imperiosa obrigação de ir para além de John Dewey sem o evitar. In J. M., PARASKEVA & J. A., DEWEY. A Concepção Democrática da Educação (pp.27-49.). Mangualde: Edições Pedagogo, 2005.
Direção-Geral da Investigação e da Inovação. HORIZON 2020 em breves palavras. O programa-quadro de investigação e inovação da UE. Bruxelas: Comissão Europeia. Recuperado de https://ec.europa.eu/programmes/horizon2020/sites/horizon2020/files/H2020_PT_KI0213413PTN.pdf, 2014.
European Union. Responsible Research and Innovation: Europe’s ability to respond to societal challenges. Bruxelas: European Comission. Recuperado de https://ec.europa.eu/research/swafs/pdf/pub_public_engagement/responsible-research-and-innovation-leaflet_en.pdf, 2012.
GRAY, D. E.. Pesquisa no mundo real (2.ª ed.). Porto Alegre: Penso, 2012.
Heck, D.. Researching Participation using Critical Discourse Analysis. In A. Reid, B. B. JENSEN & J. N. V. SIMOVSKA (Eds), Participation and Learning. Perspectives on Education and the Environment, Health and Sustainability (pp. 256-267). New York: Springer, 2008.
HODSON, D.. Time for action: science education for an alternative future. International Journal of Science Education, 25(6), 645-670, 2003.
HODSON, D.. Becoming Part of the Solution: Learning about Activism, Learning through Activism, Learning from Activism. In L. BENCZE & S. ALSOP (Eds). Activist Science and Technology Education (pp. 67-98).London: Springer, 2014.
JENKINS, E. W.. School science and citizenship: whose science and whose citizenship. The Curriculum Journal, 17 (3), 197”“211, 2006.
LATRIDIS, K., & SCHROEDER, D.. The Basics of Responsible Research and Innovation. In K. LATRIDIS & D., SCHROEDER, Responsible Research and Innovation in Industry, The Case for Corporate Responsibility Tools (pp. 5-30). United Kingdom: Springer International Publishing, 2016.
Ministério da Educação ”“ Direção Geral da Educação [ME-DGE]. Perfil dos alunos à saída da escolaridade obrigatória. Lisboa: ME-DGE, 2017.
National Research Council [NRC]. Inquiry and the national science education standards. Washington, DC: National Academy Press, 2000.
OSBORNE, J., & DILLON, J.. Science Education in Europe: Critical Reflections. A Report to the Nuffield Foundation. London: King’s College, 2008.
OWEN, R., MACNAGHTEN, P., & STILGOE, J.. Responsible research and innovation: From science in society to science for society, with society. Science and Public Policy, 39, 751”“760, 2012.
PARASKEVA, J. M.. A concepção democrática da educação. In J. M., PARASKEVA & J. A., DEWEY. A Concepção Democrática da Educação (pp.5-26.). Mangualde: Edições Pedagogo, 2005.
PONTE, J. P.. Estudos de caso em educação matemática. Bolema, 25, 105-132, 2006.
QUIVY, R., & CAMPENHOUDT, L. V.. Manual de Investigação em Ciências Sociais. Lisboa: Gradiva, 1992.
REIS, P.. Promoting Students’ Collective Socio-scientific Activism: Teachers’ Perspectives. In L. BENCZE & S. ALSO (Eds.). Activist Science and Technology Education (pp.547-574). New York: Springer, 2014.
REIS, P., & MARQUES, A. R. (Coord.). A Investigação e Inovação Responsáveis em sala de aula. Módulos de ensino IRRESISTIBLE. Lisboa: Instituto de Educação da Universidade de Lisboa. Recuperado de http://www.ie.ulisboa.pt/investigacao/publicacoes/ebooks/a-investigacao-e-inovacao-responsaveis-em-sala-de-aula-modulos-de-ensino-irresistible/, 2016a.
REIS, P., & MARQUES, A. R. (Coord.). As exposições como estratégia de ação sociopolítica: Cenários do projeto IRRESISTIBLE. Lisboa: Instituto de Educação da Universidade de Lisboa. Recuperado de http://www.ie.ulisboa.pt/investigacao/publicacoes/ebooks/as-exposicoes-como-estrategia-de-acao-sociopolitica-cenarios-do-projeto-irresistible/, 2016b.
ROCARD, M., CSERMELY, P., JORDE, D., LENZEN, D., WALBERG-HENRIKSSON, H., & HEMMO, V.. Educação da Ciência Agora: Uma pedagogia renovada para o futuro da Europa. Direção-Geral de Investigação: Comissão Europeia, 2007.
ROTH, W.-M.. On Activism and Teaching. Journal for Activist Science & Technology Education, 1(2), 32-47, 2009.
SCHUSLER, T. M., & KRASNY, M. E.. Science and Democracy in Youth Environmental Action ”“ Learning “Good” Thinking. In M. P. MUELLER & D. J. TIPPINS (Eds), EcoJustice, Citizen Science and Youth Activism - Situated Tensions for Science Education (pp. 363-384). London: Springer, 2015.
SCHUSLER, T. M., & KRASNY, M. E.. Youth Participation in Local Environmental Action: An Avenue for Science and Civic Learning? In A. REID, B. B.JENSEN, & J. N. V. SIMOVSKA (Eds), Participation and Learning. Perspectives on Education and the Environment, Health and Sustainability (pp. 268-284). New York: Springer, 2008.
SIMOVSKA, V.. Learning in and as Participation: A Case Study from Health-Promoting Schools. In A. REID, B. B. JENSEN, & J. NIKEL (Eds.). Participation and Learning Perspectives on Education and the Environment, Health and Sustainability (pp.61-80). London: Springer, 2008.
UKPOKODU, O. N.. Pedagogies that foster transformative learning in a multicultural education course: A Reflection. Journal of Praxis in Multicultural Education, 4(1), Artigo 4. DOI: 10.9741/2161-2978.1003 Recuperado de http://digitalscholarship.unlv.edu/jpme/vol4/iss1/4, 2009.
VON SCHOMBERG, R.. A vision of responsible innovation. In R. OWEN, M. HEINTZ AND J BESSANT (eds.). Responsible Innovation (pp. 51-74). London: John Wiley, forthcoming, 2013.
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Published
2019-02-11
How to Cite
Linhares, E., & Reis, P. (2019). Capacitação de Futuros Professores para a Ação Sociopolítica através de Exposições Interativas. Linhas Críticas, 25, e19700. https://doi.org/10.26512/lc.v25.2019.19700
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Dossiê: Ciência, Educação e Sociedade
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