No??es e conceitos sobre sistemas complexos no ensino de ecologia

• Autor(a) principal: Favretto, Eder
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/3415
• topic: Ci?ncias; Emerg?ncia; Natureza; Complexidade; Science; Nature; Complexity; Emergency; Educa??o

The term ecology appears in the mid-nineteenth century, based on studies of natural history. However, this area of knowledge begins to develop significantly in the beginning of the next century. The challenge of ecology as a science is closely linked to an understanding of the relationship between the living and nonliving components. It proposes an integrative and synthetic vision, which differs from the history of other sciences of nature. Attempts to fragmented approaches and divisions between plants and animals limited the search for answers about the workings of nature applied to this science. New conceptual approaches are emerging in science and enabling Ecology a ransom of its claims of knowledge construction through synthesis. In considering this context, this paper presents a discussion on the teaching of ecology facing the emergence of notions and concepts about complex systems sciences. The main objective is an analysis of the existence of notions and concepts about complex systems in teaching ecology. The analyzed concepts were: emergent properties, thermodynamics of nonequilibrium, dissipative structures, self-organization, nonlinearity, deterministic chaos and attractors. For this study, we considered three aspects: content related to ecology in eight Biology textbooks approved by MEC in 2011; the teacher's manuals present in textbooks of biology from MEC / SEB (2011); and thirteen teachers of the Instituto Federal de Educa??o, Ci?ncia e Tecnologia Catarinense - Campus Rio do Sul, who had disciplines directly related to Ecology during their academic time. The data were collected, tabulated and analyzed through a qualitative approach, which included a questionnaire, analysis of frames and tables. It was found that: there are issues (topics) within the content of Ecology in Biology textbooks, which allow the inclusion of notions and concepts on complex systems in education; the authors of textbooks don?t discuss enough the concepts involving the complexity of content relevant to students; in the teacher's manuals these concepts appear briefly, allowing the teacher a basis for discussion in the classroom; teachers consider that the study of complexity is important in teaching of ecology. Although the use of notions and concepts are restricted to the analyzed objects, it is clear that new discussions within science are contributing significantly to a structural rescue within Ecology.