Posts Tagged ‘Education on Science’

Muito Importante para Brasil e USA a decisão do G-8 sôbre a Educação Cientifica.

segunda-feira, julho 11th, 2011

(Sorry, este texto precisa serconsertado rápido devido meu teclado estarcomproblemasemvárias teclas.)

Esta é uma grande o portunidade para uma das prioridades do Brasil nosentidodemelhorar o niveldevidadesua população. O gov6erno brasileirodeve criar umaequipe para acompanhar oprogressodessainiciativa internacional, apoia-la noque opaós puderemanter-se comoconstante motivadordacausa,para que o projeto sedesenvolvacommais fôrça.

Ciência e principalmente tecnologia é o que dápoder eriquezas aos sereshumanos. Os índios do Brasilpossuíamumaterramuitomaisricaque a pequena e pobre terra de Portugal, no entanto foram submetidos e dizimados pelosportugueses emmenornumerosimplesmenteporque a tecnologia d6estes eramais avançada. Sei que istolevantamuias questões esenões mascontra a realidade ea História nãohá opiniões econtra-argumentos: sempre omais avançado tecnológicamentefoi omais ricoepoderoso.

Mas a educaçãocientifica temque ser muitoraciocinada porque semuma coordenaçãointeligente ela podelevar aHumanidade a situações insuportáveisdeexist6encia. Sem pensar a ci6encia ea exist6encia humana nocontexto doplaneta edoUniverso, a Ci6encia pode estarpondo armasperigosas nasmãos deumahumanidade que se comporta como umacriança despreparada e desavisada dosperigos. Por outrolado,as teorias cientificas que influenciam na escolha dosmétodos depesquisas e dis lugares e tempos ondeprocurar oconhecimento precisamserem constantementeconfrontadas coma realidade, comos resultados obtidos e com a razão humana, pois algumas teorias podemdesperdiçar investimentos sendodesviadas dos caminhos corretos. E a Ci6encia deve ser debatida a nivelpublico para que osupremo objetivoa que 6ele foi fundada – a busca do conhecimento das exist6encias doHomem edoMundo – não seja totalmente sufocada pelo sistema capitalista selvagemque aemprega apenas visandoolucro privado.

Para essa grande tarefa depensar e vigiar aCi6encia todo ser humano deve exigir que a Academia oficial da Ci6encia seja aberta a todas as propostas e pensamentos. Por exemplo, ao lado do atual curriculum escolar que exprimeo pensamentocientificodominadopela Fisisca e a matemática, dececoexistir a oportunudade de outras áreas se expressarem. Talvez a matematica não seja a linguagemsdominantedanatureza ou talvez não seja a unica. Estas diferentes visões eperspectivas, como é a Teoria da Matriz/DNA, a Teoria do IntelligentDesigner,etc,devem serem ensinadas talvez numaobrigatória disciplina intitulada filosofia cientifica.
O Brasil e os Estados Unidos, principalmente, têmumgrandeopirtunudade dedescobrir edesenvolver
uma nova Ci6encia mais voltada para areal vantagem dos humanos se aplicarumesforçona pesquisa da fórmula da Matriz/DNA, que é uma hipótese levantada n6estes dois países, mas que pode conter o conhecimento para correção demuitos,senão todos, defeitos e imperfeições dos fenômenos naturais que nos envolvem e que nos são desvantajosos.

Abaixo transcrevo odocumento do G-8 para ficar aqui registradoevoltar a estudá-loparabusccar-mos oque podemos fazer a respeito.
Joint G8+ science academies’ statement on
Education for a Science-Based Global

Education in science must be targeted
not only to future scientists, engineers
and other specialists but also to the
general population.

Economic growth, provision of food and progress in
health – as measured by the spectacular increase in
life expectancy during the 20th century and into this
first decade of the 21st century – is attributable
mostly to advances in science and technology and
the expansion of systems of research and education.
These advances have impacted our daily lives in
many ways including travel, communication and access
to new technologies. In the future, science and
technology will continue to be key for global development,
for example, to meet the need for new and
sustainable sources of energy.
Education in science must be targeted not only to future
scientists, engineers and other specialists in government
and industry but also to the general public,
from children in school to adults. This is the only way
to make them partners of the scientists and hence to
avoid misunderstandings and unfounded fears, and
to better understand risks and uncertainties.
Science understanding and practice embody fundamental
values such as rigorous reasoning, honesty
and tolerance for the opinions of others. The practice
of science must be accompanied by a sense of justice
and a respect for all human beings.
Education for science-based global development involves
three simultaneous challenges: science education
for the general public, science education in
school, and science education at university and at
other national research bodies. This will require innovative
approaches and institutions for teaching
and research, many of them using modern information
and communication tools. It requires also scientific
assessment of the outcomes of the education
system in order to ensure that the best state-of-theart
tools and educational methods are effectively
used. Progress in cognitive sciences and brain research
has shed new light on learning processes, especially
in very early years of life.
Science education for the general
Science literacy is essential for making adaptive
judgments in a modern economy. These judgments
involve many choices including, for example, choices
about resource scarcity, climate change mitigation,
food safety, health decisions, energy futures and
many other individual and collective decisions. A democratic
society in which only a few scientists and
highly educated people understand the bases for
major societal decisions is not viable. Accordingly, it
is essential that greater efforts be made to disseminate
scientific concepts, methods and discoveries to
the public. Scientific information must be distributed
widely and detailed briefing documents on topical issues
must be available for decision-makers and
media. Many successful interactions with society
have been organised and carried by local and national
governments, universities, public and private research
institutes and academies. These include
public lectures, ‘open houses’, festivals, pairing with
parliamentarians and TV programmes.
We must use all appropriate education tools, including
those presented by rapid developments in the
electronic media and help people to identify the reliability
of the information presented. Finally, the
outcomes of all these education practices must
constantly be assessed.
Science education in school
Science is taught at school with two goals:
The first goal is to provide the basic knowledge necessary
for future citizens in a globalized world. This
includes the acquisition of basic knowledge in science
as well as the understanding of the very nature of
science, the way to pose and then challenge hypotheses.
Students must develop a taste for doing experiments,
analyze results, make inferences. In
short, they must be “curiosity-driven”. During the last
decades, inquiry-based Science Education (IBSE) has
been successfully implemented in developed and less
developed countries as well, supported by the Global
Network of Science Academies (IAP).
A basic science education for all youngsters in the
world is a matter of justice, sharing the beauty of
scientific discoveries and the power of scientific methods.
Last but not least, learning to reason properly
may help protect young minds against intolerance.
The second goal is to recognise talented youngsters
and inspire them to become science teachers, researchers,
engineers and medical experts. A shor-

tage of good quality mathematics and science teachers
in many countries creates a vicious circle that
needs to be broken. In many countries even the
most developed, there are still huge social inequalities
in the opportunities for students to become
scientists particularly for young women and low-income
groups of society.
The decline of interest in science among youngsters
is a serious issue which should be addressed.
Encouragement of young talents could be organized
on the basis of different level competitions in different
science domains, accompanied by contacts with
leading scientists.
To achieve these goals, it is essential to share experiments
and pedagogical materials in innovative
science education programs and to provide teachers
with a significant continued education in Science. In
addition, it is advisable to cooperate with the global
programs of Education for Sustainable Development
(ESD) promoted by UNESCO.
Science education at university
Universities throughout the world need quality faculty,
infrastructure and innovative learning programmes
to train and maintain human resources.
Databases, electronic libraries, scientific journals and
sophisticated software should be widely accessible
throughout the world. Access to distant databases
creates new opportunities for researchers of all
countries particularly in the experimental disciplines.
Databases on gene sequences and astronomical objects,
for example, can potentially be accessed freely
by all researchers, including those from the less-developed
countries. Similarly, essential data – such as
those on biodiversity – that are acquired everywhere,
can now be exploited by the global community of researchers.
The effectiveness of e-learning and its
highly positive prospects, however, may be limited
by the high cost of implementing and using modern
Although virtual universities may have considerable
potential, research centres remain necessary both to
conduct experimental works and to facilitate direct
interaction between researchers and between faculty
and students.
Data on the comparative effectiveness of educational
strategies must be patiently acquired, analyzed and
the results disseminated. Rigorous experimental approaches
should help to identify which educational
strategies are the best, at all levels of educational
curricula. This “evidence-based education” could revolutionize
the science and practice of education, as
“evidence-based medicine” did, to the point that it
has become, after just a few decades, the paradigm
of modern medical practive.
The Academies of the G8+ countries strongly recommend
the following action plan to their Governments:
Establish the conditions for a true globalization of
knowledge in science and technology. Encourage
and help governments of developing countries, to
give high priority to acquiring and maintaining the
necessary infrastructure and human resources for
science education, and to facilitate the return of
those trained abroad.
Support international collaboration to set up quality
e-learning facilities, accessible to all, including
students worldwide, and promote open access to
scientific literature and databases.
Share the growing knowledge derived from brain
research, cognitive sciences and human behavioural
research to improve learning programs for children,
students and the general public.
Create a network of virtual collaborative research
centres at the front line of innovations in education,
such as e-learning, inquiry-based and evidence-
based education.
 Support and expand existing successful programs
which facilitate the two-way interactions between
scientists, on the one hand and the general public,
media, and decision makers, on the other.
May 19, 2011
Academia Brasileira de Ciencias, Brazil Royal Society, Canada Académie des Sciences, France
Deutsche Akademie der Naturforscher Leopoldina, Indian National Science Academy, India Accademia Nazionale dei Lincei, Italy
Science Council, Japan Academia Mexicana de Ciencias, Mexico Russian Academy of Sciences, Russia
Académie nationale des Sciences et des Techniques, Academy of Sciences, South Africa Royal Society, United Kingdom
National Academy of Sciences,
United States of America