Animal representation as a teaching resource:: stage 2 of the educational reconstruction model (ERM)

Detalhes bibliográficos
Autor(a) principal: Fischer, Marta Luciane
Data de Publicação: 2022
Outros Autores: Diniz Furlan, Ana Laura
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensaio (Belo Horizonte. Online)
Texto Completo: https://periodicos.ufmg.br/index.php/ensaio/article/view/35665
Resumo: Intending to meet the 2nd stage of the educational reconstruction model, we aimed to characterize the representation of the animal as didactic resource and alternative/substitute methods for graduates, bachelors, and undergraduates of the biological sciences course. The 331 responses obtained through an online questionnaire showed that although the choice of the course is passionate, adherence to alternatives and knowledge of ethical principles, many participants legitimized the classes with animals. The instrument allowed us to identify the peculiarities of each group, mainly associated with the level of education and graduation before or after Law 11.794/08. The results point to the importance of associating training with a methodological theoretical framework enabling training for technical and educational functions with humanitarian, ethical, critical, responsible, and sustainable conduct.
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spelling Animal representation as a teaching resource:: stage 2 of the educational reconstruction model (ERM)La representación animal como recurso didáctico: : etapa 2 del modelo DE reconstrucción educativa (MRE)ANIMAL REPRESENTATION AS A TEACHING RESOURCE: STAGE 2 OF THE EDUCATIONAL RECONSTRUCTION MODEL (ERM): A REPRESENTAÇÃO DO ANIMAL COMO RECURSO DIDÁTICO: A ETAPA 2 DO MODELO DE RECONSTRUÇÃO EDUCACIONAL (MRE) BioéticaÉtica animalMétodos AlternativosCláusula de Objeção de ConsciênciaPrincípio 3RBioethicsAnimal ethics3R PrincipleAlternative MethodsConscience Objection ClauseBioéticaÉtica animalMetodos AlternativosCláusula de objeción de concienciaPrincípio 3RIntending to meet the 2nd stage of the educational reconstruction model, we aimed to characterize the representation of the animal as didactic resource and alternative/substitute methods for graduates, bachelors, and undergraduates of the biological sciences course. The 331 responses obtained through an online questionnaire showed that although the choice of the course is passionate, adherence to alternatives and knowledge of ethical principles, many participants legitimized the classes with animals. The instrument allowed us to identify the peculiarities of each group, mainly associated with the level of education and graduation before or after Law 11.794/08. The results point to the importance of associating training with a methodological theoretical framework enabling training for technical and educational functions with humanitarian, ethical, critical, responsible, and sustainable conduct.Buscando cumplir con la 2da etapa del modelo de reconstrucción educativa, el objetivo fue caracterizar la representación del animal como recurso didáctico y métodos alternativos / sustitutos para egresados, licenciados y licenciados de la carrera de ciencias biológicas. Las 331 respuestas obtenidas a través de un cuestionario online mostraron que si bien la elección del curso es apasionante, que hay apego a alternativas y conocimiento de principios éticos, muchos participantes legitimaron las clases con animales. El instrumento permitió identificar las peculiaridades de cada grupo, principalmente asociadas al nivel de educación y formación antes o después de la Ley 11.794 / 08. Los resultados señalan la importancia de asociar la formación a un marco teórico-metodológico que posibilite la formación de funciones técnicas y educativas con una conducta humanitaria, ética, crítica, responsable y sostenible.Buscando atender a 2ª etapa do modelo de reconstrução educacional objetivou-se caracterizar a representação do animal como recurso didático e dos métodos alternativos/substitutivos para licenciados, bacharéis e graduandos do curso de ciências biológicas. As 331 respostas obtidas por questionário on line evidenciaram que embora a escolha do curso seja passional, que haja adesão às alternativas e conhecimento dos princípios éticos, muitos participantes legitimaram as aulas com animais. O instrumento permitiu identificar as peculiaridades de cada grupo, principalmente associadas com nível de ensino e formação anterior ou posterior a Lei 11.794/08. Os resultados apontam para importância de associar a formação com um arcabouço teórico metodológico possibilitando a capacitação para funções técnicas e educacionais com conduta humanitária, ética, crítica, responsável e sustentável. Intending to meet the 2nd stage of the educational reconstruction model, we aimed to characterize the representation of the animal as didactic resource and alternative/substitute methods for graduates, bachelors, and undergraduates of the biological sciences course. The 331 responses obtained through an online questionnaire showed that although the choice of the course is passionate, that there is adherence to alternatives and knowledge of ethical principles, many participants legitimized the classes with animals. The instrument allowed us to identify the peculiarities of each group, mainly associated with the level of education and graduation before or after Law 11.794/08. The results point to the importance of associating training with a methodological theoretical framework, enabling training for technical and educational functions with humanitarian, ethical, critical, responsible, and sustainable conduct.CECIMIG-FaE-UFMG2022-03-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://periodicos.ufmg.br/index.php/ensaio/article/view/3566510.1590/1983-21172022240108Ensaio Research in Science Education; Vol. 24 No. 1 (2022): .Ensaio Investigación en educación científica; Vol. 24 Núm. 1 (2022): .Ensaio Pesquisa em Educação em Ciências; v. 24 n. 1 (2022): .1983-21171415-2150reponame:Ensaio (Belo Horizonte. Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/ensaio/article/view/35665/30040Copyright (c) 2022 Ensaio Pesquisa em Educação em Ciênciasinfo:eu-repo/semantics/openAccessFischer, Marta LucianeDiniz Furlan, Ana Laura2023-03-31T16:07:09Zoai:periodicos.ufmg.br:article/35665Revistahttps://periodicos.ufmg.br/index.php/ensaioPUBhttps://periodicos.ufmg.br/index.php/ensaio/oairevistaepec@gmail.com || ensaio@fae.ufmg.br || itilan@hotmail.com1983-21171415-2150opendoar:2023-03-31T16:07:09Ensaio (Belo Horizonte. Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Animal representation as a teaching resource:: stage 2 of the educational reconstruction model (ERM)
La representación animal como recurso didáctico: : etapa 2 del modelo DE reconstrucción educativa (MRE)
ANIMAL REPRESENTATION AS A TEACHING RESOURCE: STAGE 2 OF THE EDUCATIONAL RECONSTRUCTION MODEL (ERM): A REPRESENTAÇÃO DO ANIMAL COMO RECURSO DIDÁTICO: A ETAPA 2 DO MODELO DE RECONSTRUÇÃO EDUCACIONAL (MRE)
title Animal representation as a teaching resource:: stage 2 of the educational reconstruction model (ERM)
spellingShingle Animal representation as a teaching resource:: stage 2 of the educational reconstruction model (ERM)
Fischer, Marta Luciane
Bioética
Ética animal
Métodos Alternativos
Cláusula de Objeção de Consciência
Princípio 3R
Bioethics
Animal ethics
3R Principle
Alternative Methods
Conscience Objection Clause
Bioética
Ética animal
Metodos Alternativos
Cláusula de objeción de conciencia
Princípio 3R
title_short Animal representation as a teaching resource:: stage 2 of the educational reconstruction model (ERM)
title_full Animal representation as a teaching resource:: stage 2 of the educational reconstruction model (ERM)
title_fullStr Animal representation as a teaching resource:: stage 2 of the educational reconstruction model (ERM)
title_full_unstemmed Animal representation as a teaching resource:: stage 2 of the educational reconstruction model (ERM)
title_sort Animal representation as a teaching resource:: stage 2 of the educational reconstruction model (ERM)
author Fischer, Marta Luciane
author_facet Fischer, Marta Luciane
Diniz Furlan, Ana Laura
author_role author
author2 Diniz Furlan, Ana Laura
author2_role author
dc.contributor.author.fl_str_mv Fischer, Marta Luciane
Diniz Furlan, Ana Laura
dc.subject.por.fl_str_mv Bioética
Ética animal
Métodos Alternativos
Cláusula de Objeção de Consciência
Princípio 3R
Bioethics
Animal ethics
3R Principle
Alternative Methods
Conscience Objection Clause
Bioética
Ética animal
Metodos Alternativos
Cláusula de objeción de conciencia
Princípio 3R
topic Bioética
Ética animal
Métodos Alternativos
Cláusula de Objeção de Consciência
Princípio 3R
Bioethics
Animal ethics
3R Principle
Alternative Methods
Conscience Objection Clause
Bioética
Ética animal
Metodos Alternativos
Cláusula de objeción de conciencia
Princípio 3R
description Intending to meet the 2nd stage of the educational reconstruction model, we aimed to characterize the representation of the animal as didactic resource and alternative/substitute methods for graduates, bachelors, and undergraduates of the biological sciences course. The 331 responses obtained through an online questionnaire showed that although the choice of the course is passionate, adherence to alternatives and knowledge of ethical principles, many participants legitimized the classes with animals. The instrument allowed us to identify the peculiarities of each group, mainly associated with the level of education and graduation before or after Law 11.794/08. The results point to the importance of associating training with a methodological theoretical framework enabling training for technical and educational functions with humanitarian, ethical, critical, responsible, and sustainable conduct.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/ensaio/article/view/35665
10.1590/1983-21172022240108
url https://periodicos.ufmg.br/index.php/ensaio/article/view/35665
identifier_str_mv 10.1590/1983-21172022240108
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/ensaio/article/view/35665/30040
dc.rights.driver.fl_str_mv Copyright (c) 2022 Ensaio Pesquisa em Educação em Ciências
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Ensaio Pesquisa em Educação em Ciências
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv CECIMIG-FaE-UFMG
publisher.none.fl_str_mv CECIMIG-FaE-UFMG
dc.source.none.fl_str_mv Ensaio Research in Science Education; Vol. 24 No. 1 (2022): .
Ensaio Investigación en educación científica; Vol. 24 Núm. 1 (2022): .
Ensaio Pesquisa em Educação em Ciências; v. 24 n. 1 (2022): .
1983-2117
1415-2150
reponame:Ensaio (Belo Horizonte. Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Ensaio (Belo Horizonte. Online)
collection Ensaio (Belo Horizonte. Online)
repository.name.fl_str_mv Ensaio (Belo Horizonte. Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv revistaepec@gmail.com || ensaio@fae.ufmg.br || itilan@hotmail.com
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