A proposal of complexified classes: Brazilian and Spanish perspectives

• Grant number: 14/07504-7
• Support Opportunities: Scholarships abroad - Research
• Start date: October 08, 2014
• End date: January 07, 2015
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Giselle Watanabe
• Grantee: Giselle Watanabe
• Host Investigator: Ana Rivero Garcia
• Host Institution: Centro de Ciências Naturais e Humanas (CCNH). Universidade Federal do ABC (UFABC). Ministério da Educação (Brasil). Santo André , SP, Brazil
• Institution abroad: Universidad de Sevilla (US), Spain

Abstract

This study proposal intends to investigate factors that promote linkages between aspects of complexity and environmental issue in order to bring to schools current discussions that reflect the work with open and complex problems. The central reference for this is a critical environmental education proposal, reflective and complex, in which aspects of complexity can be clearly prioritized. Specifically, from classes proposals produced since 2012 in Brazilian research group, it is expected that Spanish researchers contribute with their experiences both in the field of complexity as well as the training of students and teachers. Methodologically the research to be conducted in the Spanish context comprises three steps: (1) analysis of studies related to the environmental theme with the complexity bias, with emphasis on the articulation of the Spanish theoretical frameworks; (2) analysis of the results of proposed classes produced in Brazil, considering aspects of Freire's perspective (thematic approach) and the complexity of knowledge (Spanish reference); and (3) incorporation of considerations of the Spanish research group, in particular, considering aspects of teacher education and levels of formulation. For the data analysis it will be used Textual Discourse Analysis, taking as parameters the perspective of complexity, and the usual strategies in ethnographic studies. The expected results are the characterization of the complexity approach in research on the topic and the possible environmental contributions to science teaching, especially considering the teaching and student training. (AU)