Representações sociais de sustentabilidade no ensino de ciências
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/22122 |
Resumo: | The phenomenon of sustainability and sustainable development has shown significant adherence to the most diverse fields and human activities. It is directly related to socio-environmental demands, as well as geopolitical issues, and in its development has focused on education as an expansion strategy. The aim of this study is to know the social representations of sustainability that circulate in science teaching in Brazil, and to understand their implications for Brazilian education. We also work with the thesis that there is a polysemy as to the concept of, and that by mobilizing a series of representations eventually elevate the phenomenon to a mythological dimension. As theoretical support was used the Theory of Social Representations originally proposed by Moscovici (1981). The empirical material that provided the source for the research information was the biology textbook collections available for PNLDEM 2018, totaling eight volumes; The main documents that guide Brazilian education were also investigated, among them the National Education Plan, the National Curriculum Guidelines, the National Curriculum Parameters, the new Common National Curriculum Base and the Enem Reference Matrix; The third item investigated were publications in periodicals A1, A2 and B1 of the Teaching Area from 1996 to 2018. The methodology adopted to Analyze Textual Discourse (ATD), where from the emerging categories were carried out new understandings that led the social representations of sustainability. The overall results account for social representations that refer to nature as natural resources; nature management; risk, catastrophe and salvationism; science, technique and technology; knowledge, interdisciplinarity and complexity; sustainability as a qualifying principle; naive representation of sustainability; the United Nations, international conferences and governance; sustainable societies and eco-development; individual accountability; and the critique of sustainability. The emergence of various social representations points to sustainability as a dubious and multifaceted phenomenon, and confirms its modern mythological dimension, centered on the maintenance of development and the continuity of the modernity project. |
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2021-09-01T11:38:53Z2021-09-01T11:38:53Z2019-12-19http://repositorio.ufsm.br/handle/1/22122The phenomenon of sustainability and sustainable development has shown significant adherence to the most diverse fields and human activities. It is directly related to socio-environmental demands, as well as geopolitical issues, and in its development has focused on education as an expansion strategy. The aim of this study is to know the social representations of sustainability that circulate in science teaching in Brazil, and to understand their implications for Brazilian education. We also work with the thesis that there is a polysemy as to the concept of, and that by mobilizing a series of representations eventually elevate the phenomenon to a mythological dimension. As theoretical support was used the Theory of Social Representations originally proposed by Moscovici (1981). The empirical material that provided the source for the research information was the biology textbook collections available for PNLDEM 2018, totaling eight volumes; The main documents that guide Brazilian education were also investigated, among them the National Education Plan, the National Curriculum Guidelines, the National Curriculum Parameters, the new Common National Curriculum Base and the Enem Reference Matrix; The third item investigated were publications in periodicals A1, A2 and B1 of the Teaching Area from 1996 to 2018. The methodology adopted to Analyze Textual Discourse (ATD), where from the emerging categories were carried out new understandings that led the social representations of sustainability. The overall results account for social representations that refer to nature as natural resources; nature management; risk, catastrophe and salvationism; science, technique and technology; knowledge, interdisciplinarity and complexity; sustainability as a qualifying principle; naive representation of sustainability; the United Nations, international conferences and governance; sustainable societies and eco-development; individual accountability; and the critique of sustainability. The emergence of various social representations points to sustainability as a dubious and multifaceted phenomenon, and confirms its modern mythological dimension, centered on the maintenance of development and the continuity of the modernity project.O fenômeno da sustentabilidade e desenvolvimento sustentável têm demonstrado significativa aderência aos mais diversos campos e atividades humanas. Ele tem relação direta com as demandas socioambientais, bem como, com questões de geopolítica, e no seu desenvolvimento tem focado a educação como estratégia de expansão. O objetivo deste estudo é conhecer as representações sociais de sustentabilidade que circulam pelo ensino de ciências no Brasil, e compreender suas implicações para a educação brasileira. Também trabalhamos com o pressuposto de que exista uma polissemia quanto ao conceito de, e que este ao mobilizar uma série de representações acabe por alçar o fenômeno a uma dimensão mitológica. Como suporte teórico foi utilizado a Teoria das Representações Sociais proposta originalmente por Moscovici (1981). O material empírico que serviu de fonte para as informações da pesquisa foram as coleções de livros didáticos de biologia disponíveis para o Plano Nacional do Livro Didático para o Ensino Médio 2018 (PNLDEM), totalizando oito volumes; foram investigados ainda os principais documentos que orientam a educação brasileira, entre eles o Plano Nacional da Educação, as Diretrizes Curriculares Nacionais, os Parâmetros Curriculares Nacionais, a recente Base Nacional Curricular Comum e a Matriz de Referência do Enem; o terceiro item investigado foram as publicações em periódicos A1, A2 e B1 da Área do Ensino de 1996 até 2018. Como metodologia adotou-se a Analise Textual Discursiva (ATD), onde a partir das categorias emergentes foram realizadas novas compreensões que deram origem as representações sociais de sustentabilidade. Os resultados gerais dão conta de representações sociais que se referem à natureza como recursos naturais; gestão da natureza; risco, catástrofe e salvacionismo; ciência, técnica e tecnologia; conhecimento, interdisciplinaridade e complexidade; sustentabilidade como princípio qualificador; representação ingênua de sustentabilidade; as Nações Unidas, conferências internacionais e governança; sociedades sustentáveis e ecodesenvolvimento; responsabilização individual; e a crítica à sustentabilidade. A emergência de diversas representações sociais aponta a sustentabilidade como fenômeno dúbio e multifacetário, e confirma sua moderna dimensão mitológica, centrada na manutenção do desenvolvimento e na continuidade do projeto de modernidade.porUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilEducação em CiênciasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação em ciênciasAnálise textual discursivaReformismoDesenvolvimentoScience educationDiscursive textual analysisReformismDevelopmentCNPQ::OUTROS::CIENCIASRepresentações sociais de sustentabilidade no ensino de ciênciasSocial representations of sustainability in science educatioinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisSchetinger, Maria Rosa Chitolinahttp://lattes.cnpq.br/4401319386725357Lima, Gustavo Ferreira da CostaDressler, Valderi LuizBoer, NoemiCanto-Dorow, Thais Scotti dohttp://lattes.cnpq.br/6322913892750049Lindenmaier, Diogo de Souza900500000008600600600600600600600f2c5f39c-089e-4825-bfba-cc66b90989814542fc5a-8fee-421a-b9ed-a28b63d77fc83a7109d9-77f8-4383-8731-1d0aa3f84b37ebb873fa-75f6-47a9-ad9a-d52b5580d961d7c6dea9-85cb-4a6d-aa5d-e45d96378694632ea8a7-de95-4f82-a8f6-a79529060137reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGECQVS_2019_LINDENMAIER_DIOGO.pdfTES_PPGECQVS_2019_LINDENMAIER_DIOGO.pdfTeseapplication/pdf1571426http://repositorio.ufsm.br/bitstream/1/22122/1/TES_PPGECQVS_2019_LINDENMAIER_DIOGO.pdf71c5dd2287825157590795ab49c20ee6MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Representações sociais de sustentabilidade no ensino de ciências |
dc.title.alternative.eng.fl_str_mv |
Social representations of sustainability in science educatio |
title |
Representações sociais de sustentabilidade no ensino de ciências |
spellingShingle |
Representações sociais de sustentabilidade no ensino de ciências Lindenmaier, Diogo de Souza Educação em ciências Análise textual discursiva Reformismo Desenvolvimento Science education Discursive textual analysis Reformism Development CNPQ::OUTROS::CIENCIAS |
title_short |
Representações sociais de sustentabilidade no ensino de ciências |
title_full |
Representações sociais de sustentabilidade no ensino de ciências |
title_fullStr |
Representações sociais de sustentabilidade no ensino de ciências |
title_full_unstemmed |
Representações sociais de sustentabilidade no ensino de ciências |
title_sort |
Representações sociais de sustentabilidade no ensino de ciências |
author |
Lindenmaier, Diogo de Souza |
author_facet |
Lindenmaier, Diogo de Souza |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Schetinger, Maria Rosa Chitolina |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4401319386725357 |
dc.contributor.referee1.fl_str_mv |
Lima, Gustavo Ferreira da Costa |
dc.contributor.referee2.fl_str_mv |
Dressler, Valderi Luiz |
dc.contributor.referee3.fl_str_mv |
Boer, Noemi |
dc.contributor.referee4.fl_str_mv |
Canto-Dorow, Thais Scotti do |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6322913892750049 |
dc.contributor.author.fl_str_mv |
Lindenmaier, Diogo de Souza |
contributor_str_mv |
Schetinger, Maria Rosa Chitolina Lima, Gustavo Ferreira da Costa Dressler, Valderi Luiz Boer, Noemi Canto-Dorow, Thais Scotti do |
dc.subject.por.fl_str_mv |
Educação em ciências Análise textual discursiva Reformismo Desenvolvimento |
topic |
Educação em ciências Análise textual discursiva Reformismo Desenvolvimento Science education Discursive textual analysis Reformism Development CNPQ::OUTROS::CIENCIAS |
dc.subject.eng.fl_str_mv |
Science education Discursive textual analysis Reformism Development |
dc.subject.cnpq.fl_str_mv |
CNPQ::OUTROS::CIENCIAS |
description |
The phenomenon of sustainability and sustainable development has shown significant adherence to the most diverse fields and human activities. It is directly related to socio-environmental demands, as well as geopolitical issues, and in its development has focused on education as an expansion strategy. The aim of this study is to know the social representations of sustainability that circulate in science teaching in Brazil, and to understand their implications for Brazilian education. We also work with the thesis that there is a polysemy as to the concept of, and that by mobilizing a series of representations eventually elevate the phenomenon to a mythological dimension. As theoretical support was used the Theory of Social Representations originally proposed by Moscovici (1981). The empirical material that provided the source for the research information was the biology textbook collections available for PNLDEM 2018, totaling eight volumes; The main documents that guide Brazilian education were also investigated, among them the National Education Plan, the National Curriculum Guidelines, the National Curriculum Parameters, the new Common National Curriculum Base and the Enem Reference Matrix; The third item investigated were publications in periodicals A1, A2 and B1 of the Teaching Area from 1996 to 2018. The methodology adopted to Analyze Textual Discourse (ATD), where from the emerging categories were carried out new understandings that led the social representations of sustainability. The overall results account for social representations that refer to nature as natural resources; nature management; risk, catastrophe and salvationism; science, technique and technology; knowledge, interdisciplinarity and complexity; sustainability as a qualifying principle; naive representation of sustainability; the United Nations, international conferences and governance; sustainable societies and eco-development; individual accountability; and the critique of sustainability. The emergence of various social representations points to sustainability as a dubious and multifaceted phenomenon, and confirms its modern mythological dimension, centered on the maintenance of development and the continuity of the modernity project. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-12-19 |
dc.date.accessioned.fl_str_mv |
2021-09-01T11:38:53Z |
dc.date.available.fl_str_mv |
2021-09-01T11:38:53Z |
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Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
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Educação em Ciências |
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Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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