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The concept of ecosystem as a space-time delimitation in environmental education research: implications for science / biology teaching

This paper originates from a doctoral thesis aimed at investigating the concept of ecosystem adopted in thesis and dissertations in Environmental Education from 1980 to 2009 in Brazil. Based on the characterization of these investigations, we sought to explore the meanings and understandings develop...

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Principais autores: Kato, Danilo Seithi, Kawasaki, Clarice Sumi, de Carvalho, Luiz Marcelo
Formato: Artigo
Idioma: Português
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2020
Acesso em linha: http://periodicos.utfpr.edu.br/actio/article/view/12291
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spelling peri-article-122912022-10-18T23:53:37Z The concept of ecosystem as a space-time delimitation in environmental education research: implications for science / biology teaching O conceito de ecossistema como delimitação espaçotemporal nas pesquisas em educação ambiental: implicações para o ensino de ciências/biologia Kato, Danilo Seithi Kawasaki, Clarice Sumi de Carvalho, Luiz Marcelo Educação; ensino-aprendizagem; Ciências Educação Ambiental; Construção de Sentido; Ensino; Ecologia Environmental Education; Meaning construction; Education; Ecology This paper originates from a doctoral thesis aimed at investigating the concept of ecosystem adopted in thesis and dissertations in Environmental Education from 1980 to 2009 in Brazil. Based on the characterization of these investigations, we sought to explore the meanings and understandings developed for the ecological concept of ecosystem in these works, taking the relationship between the indicators resulting from these analyses as characterization of the research discourse in environmental education. The focus of this paper is to discuss the meanings and understandings that we have developed regarding aspects of the time and space delimitation of an ecosystem, as well as its implications for the science/biology teaching.  The methodological procedures are based on the dialogical discourse analysis perspective and are situated in the context of the qualitative research in education, in consonance with state of the art investigations concerning knowledge production. The results showed diverging understandings that can be grasped from different perspectives involving the concept of ecosystem, even if such understandings are not directly stated.  Therefore, the analyses result shows efforts to approach the meanings originally used in Ecology, as a way of validating the scientific knowledge produced and addressing, timidly, political and social elements that involve environmental issues. From the data analyzed in this paper, it is possible to draw conclusions about possible repercussions - of perceived meanings and understandings - on the discourse of Ecology´s curricular contents teaching related with environmental issues in the Natural Sciences Education. These meanings relate to the propensity of research towards overcoming contradictory and dichotomous understandings found in Environmental Education (such as those related to sustainable development or sustainability; balance or harmony; human-being, culture or nature) as possible ideological positions, which are grasped from the concept of ecosystem, even when such understandings are not directly articulated. O presente artigo origina-se de uma tese de doutoramento que teve como objetivo investigar o conceito de ecossistema presente em teses e dissertações em Educação Ambiental (EA), explorando os seus vários sentidos e significados, presentes em seu campo de origem - a Ecologia, e em suas ressignificações a partir e para além dele. Essa pesquisa, que se insere na perspectiva das investigações na linha do estado da arte da produção de conhecimento em uma dada área, analisou teses e dissertações em EA produzidas no Brasil, no período de 1980 a 2009.   A partir da caracterização dessas pesquisas, procurou-se, inicialmente, identificar os principais indicadores resultantes das análises, na tentativa de explorar significados e sentidos sobre o conceito de ecossistema. Para este artigo, em particular, temos como objetivo a discussão dos possíveis significados e sentidos que temos construído sobre aspectos da delimitação espaçotemporal de um ecossistema, e suas implicações para o ensino de ciências/biologia. Os procedimentos metodológicos estão fundamentados na perspectiva da análise dialógica do discurso e inseridos no contexto da pesquisa qualitativa em educação. Os resultados mostraram sentidos divergentes e que são compreendidos a partir de perspectivas diversas sobre conceito de ecossistema, mesmo que estes não sejam enunciados diretamente. Assim, o resultado das análises evidencia esforços de aproximação com os significados originalmente empregados na Ecologia, em um sentido de validação do conhecimento científico produzido e trazendo, de forma mais tímida, elementos políticos e sociais que envolvem as questões ambientais. A partir dos dados analisados neste artigo, destacamos os possíveis desdobramentos, dos significados e sentidos apreendidos, para o discurso de ensino de conteúdos escolares da Ecologia em interface com as questões ambientais, no ensino das Ciências da Natureza.  Esses significados possibilitam pensar a tendência das pesquisas em buscar a superação de sentidos contraditórios e dicotômicos encontrados nas pesquisas em EA, tais como, aqueles relacionados à: desenvolvimento sustentável ou sustentabilidade; equilíbrio ou harmonia; ser humano, cultura ou natureza, como possíveis posicionamentos ideológicos, e que são compreendidos a partir do conceito de ecossistema, mesmo que não sejam enunciados diretamente. Universidade Tecnológica Federal do Paraná (UTFPR) CAPES 2020-08-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Dossiê Temático pesquisa documental do tipo estado da arte application/pdf http://periodicos.utfpr.edu.br/actio/article/view/12291 10.3895/actio.v5n2.12291 ACTIO: Teaching in Sciences; v. 5, n. 2 (2020); 1-23 ACTIO: Docência em Ciências; v. 5, n. 2 (2020); 1-23 2525-8923 10.3895/actio.v5n2 por http://periodicos.utfpr.edu.br/actio/article/view/12291/7709 http://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/12291/1741 Direitos autorais 2020 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
format Artigo
author Kato, Danilo Seithi
Kawasaki, Clarice Sumi
de Carvalho, Luiz Marcelo
spellingShingle Kato, Danilo Seithi
Kawasaki, Clarice Sumi
de Carvalho, Luiz Marcelo
The concept of ecosystem as a space-time delimitation in environmental education research: implications for science / biology teaching
author_sort Kato, Danilo Seithi
title The concept of ecosystem as a space-time delimitation in environmental education research: implications for science / biology teaching
title_short The concept of ecosystem as a space-time delimitation in environmental education research: implications for science / biology teaching
title_full The concept of ecosystem as a space-time delimitation in environmental education research: implications for science / biology teaching
title_fullStr The concept of ecosystem as a space-time delimitation in environmental education research: implications for science / biology teaching
title_full_unstemmed The concept of ecosystem as a space-time delimitation in environmental education research: implications for science / biology teaching
title_sort concept of ecosystem as a space-time delimitation in environmental education research: implications for science / biology teaching
description This paper originates from a doctoral thesis aimed at investigating the concept of ecosystem adopted in thesis and dissertations in Environmental Education from 1980 to 2009 in Brazil. Based on the characterization of these investigations, we sought to explore the meanings and understandings developed for the ecological concept of ecosystem in these works, taking the relationship between the indicators resulting from these analyses as characterization of the research discourse in environmental education. The focus of this paper is to discuss the meanings and understandings that we have developed regarding aspects of the time and space delimitation of an ecosystem, as well as its implications for the science/biology teaching.  The methodological procedures are based on the dialogical discourse analysis perspective and are situated in the context of the qualitative research in education, in consonance with state of the art investigations concerning knowledge production. The results showed diverging understandings that can be grasped from different perspectives involving the concept of ecosystem, even if such understandings are not directly stated.  Therefore, the analyses result shows efforts to approach the meanings originally used in Ecology, as a way of validating the scientific knowledge produced and addressing, timidly, political and social elements that involve environmental issues. From the data analyzed in this paper, it is possible to draw conclusions about possible repercussions - of perceived meanings and understandings - on the discourse of Ecology´s curricular contents teaching related with environmental issues in the Natural Sciences Education. These meanings relate to the propensity of research towards overcoming contradictory and dichotomous understandings found in Environmental Education (such as those related to sustainable development or sustainability; balance or harmony; human-being, culture or nature) as possible ideological positions, which are grasped from the concept of ecosystem, even when such understandings are not directly articulated.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2020
url http://periodicos.utfpr.edu.br/actio/article/view/12291
_version_ 1805450644625031168
score 10,814766

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