Interdisciplinarity and knowledge integration
Since its genesis, the thematic project has been committed to discussing the impact of knowledge fragmentation on understanding and individual dealing with problems. This conceptual structure, which gave rise to the so-called ‘disciplines of knowledge’ and enabled considerable advances in all areas, bases its legitimacy on hyper-specialisation and the separation between the object of study and its context. Because of this, it has limitations when applied to real, everyday situations. Non-disciplinary in nature, inserted in contexts that modify the understanding of what the problem is, as well as the evaluation and decision-making about it, such situations have been brought together under the umbrella of complexity. Until recently, they could be relegated to the status of exception, but contemporary times have seen an explosion in the number and diversity of dilemmas that fit this description. On the one hand, they require scientific knowledge to be understood, but on the other, they cannot be solved by scientific knowledge alone. In this section, the thematic project provides a series of elements that contribute to this debate.
Essential concepts
What impact does this new context have on the role and potential of educational processes? How and to what extent should basic education and teacher training take these elements into account? What is the relationship between the education of individuals and the preservation of living conditions on the planet? In order to investigate and develop answers to these fundamental questions, some essential concepts need to be presented.
Interdisciplinarity
Knowledge integration
Interculturality
Pedagogical coexistence
Intergenerational coexistence
Active methodologies
Currículo
Civilisational risks
Deepening understanding
In the videos below, researchers and research groups involved in the thematic project present some key elements of each line of research.
We are living in an era of deep transformation, where the climate crisis reveals the limits of the modern project of domination over nature and exposes the inadequacy of our cultural models for dealing with complexities. This colloquium is the result of many partnerships and proposes to reflect on ways to rethink science education through inter-transdisciplinary and intercultural dialogues, articulating knowledge in the construction of a more just and sustainable future.
São dois aspectos da vida humana – viver e conviver – que perpassam as práticas culturais e o trabalho pedagógico nas escolas e que começam a se mostrar mais fortemente nas discussões da área educacional. Trata-se de diferentes abordagens, assim como há diferentes concepções sobre o ‘viver’ e o ‘conviver’. Esses processos são inerentes a todas as formas de organização social, e na educação escolar imbricam-se com os processos de ensino e de aprendizagem. Vivências e convivência estão presentes em toda relação educativa. Discutir concepções sobre a implicação desses processos na educação é o objetivo deste minicurso.
This colloquium seeks to promote debate among teachers, students, administrators, and other actors who are directly and indirectly involved in the development of curricula and education policies. The event aims to present a concept of curriculum that addresses the challenges of contemporary society and seeks to encourage cross-disciplinary thinking rather than disciplinary thinking in different areas of knowledge. The methodology will be expository and participatory, with reports of experiences that foster the possibility of alternative curriculum design.
Olivia Levrini, professor at the Augusto Righi Department of Physics and Astronomy at the University of Bologna, spoke about her latest project, which proposes a discussion on the new roles of science in future-oriented education, in the face of a society of uncertainties and in which the notion of time is accelerating. In this conference, she presented aspects of her research agenda, opening up the opportunity for interaction on cutting-edge perspectives in the global scenario for the field of science education.
Resources for basic education
The course aims to introduce secondary school students to the main stages of the research project development process, from conception to presentation. The main focus is on science fairs and exhibitions.
The course addresses the importance and potential of using data to inform decision-making. It discusses the collection, analysis, interpretation and representation of data.
The course addresses two parallel fronts. The first involves the concept of projects within STEAM culture (Science, Technology, Engineering, Arts, and Mathematics) and covers all stages of the process, from the design of an adapted space to the development of creative projects at school. The second front focuses on climate change, presented as one of the greatest challenges ever faced by humanity. Ultimately, the course seeks to build dynamic and interdisciplinary learning about climate change, presented as an opportunity for problem solving, critical thinking and collaboration. Given the complexity of the topic, a multi-layered approach is used, considering social, environmental, political, and scientific aspects. Like other active methodologies, the use of STEAM projects contributes to the development of social-emotional skills, preparing students to deal with eco-anxiety and inspiring them to seek sustainable solutions.
The course offers secondary school students the opportunity to address real-world problems through the creation of smart objects. Topics covered include: 1. The main techniques and technologies that enable the development of applications for the Internet of Things. 2. Programming games and animations. 3. Assembling electronic circuits. 4. Creating applications for mobile devices. 5. Developing smart objects.
