THE PERSPECTIVE OF COMPLEXITY TO ADDRESS SOCIO-ENVIRONMENTAL ISSUES AND RISKS

• Grant number: 24/03921-4
• Support Opportunities: Regular Research Grants
• Start date: August 01, 2024
• End date: July 31, 2026
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Giselle Watanabe
• Grantee: Giselle Watanabe
• Host Institution: Centro de Ciências Naturais e Humanas (CCNH). Universidade Federal do ABC (UFABC). Ministério da Educação (Brasil). Santo André , SP, Brazil
• Associated researchers: Aurea Maria Zöllner Ianni ; Carolina Buso Dornfeld ; Danielle Aparecida Reis Leite ; Elizabeth Rushton ; Fátima Rodríguez Marín ; Fredy Ramon Garay Garay ; Genina Calafell ; Haira Emanuela Gandolfi ; JANAINA ROBERTA DOS SANTOS ; Janilse Fernandes Nunes ; Leandro Londero da Silva ; Luciano Fernandes Silva ; Luiz Marcelo de Carvalho ; Maria Regina Dubeux Kawamura ; Mauricio Pietrocola Pinto de Oliveira ; Pedro Alves da Silva Autreto ; Prislaine Pupolin Magalhães ; Rocío Jiménez-Fontana ; Samuel Molina Schnorr ; Tatiana Iveth Salazar López
• Associated scholarship(s): 25/02212-2 - Elements of complexity that characterize teaching and educating in science., BP.TT

Abstract

Uncertainties in risk situations and environmental threats have been gaining ground in recent decades. They are based on the unpredictability derived from the structural role of science and technologies in social development and from the complexification of relationships between society, technology, the environment, and living beings. The daily interactions have reflected this stage of complexity in our realities. However, we know little about the most appropriate way to deal with them. A necessary approach to addressing such issues requires restructuring the ways of dealing with the world, implying reviewing the public perception of the nature of science, which for us is that of complexity. Exposed that, this project aims to investigate aspects of complexity to build knowledge that contributes to the formation of people for contemporary times capable of making decisions in the face of situations of risk. The research strategies go through theoretical deepening about the creation of produced risks and the complexity that allows them to be revealed and through implementation studies in schools to involve producing empirical material. A research team will be supported by four groups involved in different ways with the theme. Using these approaches, the aim is to identify potential risk situations and elements of complexity capable of contributing to a more critical education. Discursive Textual Analysis will be considered for data analysis, taking as a parameter the lines of research and action of each group, focusing on complexity. The usual strategies in research of a theoretical-empirical will also be considered. Among the expected results is identifying elements of complexity to deal with risk and uncertainty. In addition, educational actions will be taken to seek validation of the theoretical aspects found in the research. (AU)