Enviar por email este artigo Integrando questões do diálogo ciência-sociedade na educação científica
Integrating Science-Society Dialogue Topics in Science Education
Resumo
O artigo aborda a oportunidade de integrar questões relacionadas com o diálogo ciência-sociedade em contexto educativo, mais especificamente, na formação científica pré-graduada ou em iniciativas em contexto universitário destinadas a estudantes do ensino secundário. Partindo de exemplos e experiências no campo das ciências da vida e biomedicina, discutem-se a relevância e modos de integrar este tipo de tópicos na educação formal e assim contribuir para a formação de cidadãos críticos e de cientistas socialmente empenhados. De alguma forma, consciencializar para a importância deste tipo de diálogo enquadra-se num modo atual de pensar, produzir e partilhar ciência.
The article addresses the opportunity of integrating topics related to the science-society dialogue in an educational context, more specifically, in undergraduate scientific training or in initiatives in a university context aimed at secondary school students. Drawing from examples and experiences in the field of life sciences and biomedicine, the relevance of integrating these kinds of topics in formal education, thus contributing to the formation of critical citizens and socially committed scientists, is discussed. In a sense, raising awareness of the importance of this type of dialogue is framed in a present way of thinking, producing and sharing science.
Keywords: science-society dialogue; science education; life sciences; higher education
Palavras-chave
Referências
Almeida, M. S. (2017). Do conhecimento especializado às questões transversais: uma reflexão a partir do ensino de biofísica [Resumo de apresentação em conferência] 4º Congresso Nacional de Práticas Pedagógicas no Ensino Superior (CNaPPES.17), Setúbal, Portugal. https://cnappes.org/cnappes-2017/files/2014/03/cnappes-2017-booklet.pdf
Almeida, M. S., & Quintanilha, A. (2017). Of responsible research – exploring the science-society dialogue in undergraduate training within the life sciences. Biochemistry and Molecular Biology Education, 45(1), 46-52. https://doi.org/10.1002/bmb.20988
Caplan, A. L., Parent, B., Shen, M., & Plunkett, C. (2015). No time to waste – the ethical challenges created by CRISPR. EMBO reports, 16(11), 1421-1426. https://doi.org/10.15252/embr.201541337
de Chadarevian, S. (2002). Designs for life. Molecular biology after World War II. Cambridge University Press.
de Chadarevian, S. (2004). Models and the making of molecular biology. In S. de Chadarevian & N. Hopwood (Eds.), Models. The third dimension of science. Stanford University Press.
European Commission. (2015). Science education for responsible citizenship: report to the European Commission of the expert group on science education. https://op.europa.eu/s/vvF2
European Commission. (2021). European citizens’ knowledge and attitudes towards science and technology [Special Eurobarometer 516]. https://europa.eu/eurobarometer
Forlini, C., Hall, W., Maxwell, B., Outram, S. M., Reiner, P. B., Repantis, D., . . . Racine, E. (2013). Navigating the enhancement landscape. EMBO reports, 14(2), 123-128. https://doi.org/10.1038/embor.2012.225
Fung, D. (2017). A connected curriculum for higher education. UCL Press. https://doi.org/10.14324/111.9781911576358
Gaskell, G., Bard, I., Allansdottir, A., Da Cunha, R. V., Eduard, P., Hampel, J., . . . Zwart, H. (2017). Public views on gene editing and its uses. Nature Biotechnology. https://doi.org/10.1038/nbt.3958
Gerrits, E. M., Bredenoord, A. L., & van Mil, M. H. W. (2021). Educating for responsible research practice in biomedical sciences. Science & Education. https://doi.org/10.1007/s11191-021-00295-y
Jasanoff, S. (2017). Science and democracy. In U. Felt, R. Fouché, C. A. Miller, & L. Smith-Doerr (Eds.), The handbook of science and technology studies (pp. 259-287). MIT Press.
Pouliot, C., & Godbout, J. (2014). Thinking outside the ‘knowledge deficit’ box. EMBO reports, 15(8), 833-835. https://doi.org/10.15252/embr.201438590
Rebelo, A. L., Bento, C. M., Almeida, C., Nicola, P., & Almeida, M. S. (2019). Ciência e sociedade: explorando colaborações em contexto formativo [Resumo de apresentação em conferência] 4ª Conferência Rumos da Sociologia do Conhecimento, Ciência e Tecnologia em Portugal, Porto, Portugal. https://conhecimentoctaps.files.wordpress.com/2019/09/rumos2019_livroresumos_10setembro.pdf
Toonders, W., Verhoeff, R. P., & Zwart, H. (2016). Performing the future. Science & Education, 25(7), 869-895. https://doi.org/10.1007/s11191-016-9853-3
UNESCO. (1999, 25.09.2003). World Conference on Science. Consultado em 30.12.2021 em http://www.unesco.org/science/wcs/index.htm
Wellcome Trust. (2020). Wellcome Global Monitor 2020 – How Covid-19 affected people’s lives and their views about science. https://wellcome.org/reports/wellcome-global-monitor-covid-19/2020
DOI: http://dx.doi.org/10.17346/se.vol31.449
Article Metrics
Metrics powered by PLOS ALM
Apontamentos
- Não há apontamentos.
This work is licensed under a Creative Commons Attribution 4.0 License.
e-ISSN 1647-2144 | Publicação contínua semestral |Creative Commons Attribution (BY-NC-SA 4.0) | ESE de Paula Frassinetti | Apoio 
Indexação: DOAJ | ERIHPLUS | Latindex catálogo 2.0| MIAR |QOAM |QualisCapes | Genamics JournalSeek |InfoBase Index | REDIB | Google Scholar Metrics (GSM| Index Copernicus International|SJIF Journal Rank|OpenAire | OEI| Open Science Directory | ROAD | Crossref |Copac (Reino Unido)|Ulrich's Periodicals Directory| SUDOC (França)| OAIster |RCAAP | OpenAire| Mir@bel| Sherpa Romeo
