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A escola, o aquífero e a ciência cidadã : processo e impacto da ciência cidadã no projeto Egroundwater
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Autores
Orientador(es)
Resumo(s)
A ciência cidadã consiste numa forma de investigação que inclui cidadãos/ãs não
investigadores/as no processo científico, procurando facilitar de forma inovadora o diálogo da
ciência com a sociedade. A presente dissertação interroga-se acerca deste paradigma que reflete
a transformação da relação entre ciência-sociedade, e que coloca desafios tanto no processo
como nos resultados obtidos (a capacidade dos vários atores participantes, o nível de
colaboração e de intervenção no processo e a qualidade e a natureza dos resultados alcançados).
Para compreender como funciona a ciência cidadã, a tese usa o método de estudo de
caso. O caso analisado corresponde a um projeto internacional em curso- o projeto
eGroundwater- que aplica a ciência cidadã em contexto escolar no âmbito do problema da
degradação dos aquíferos, em particular do aquífero de Campina-Faro (Algarve). Apoiandose, em parte, em Capdevilla et al., (2020) e Kieslinger et al. (2018), o trabalho levanta as
seguintes questões: (1) quais as entidades e os atores participantes que integram este projeto de
ciência cidadã no contexto escolar, e que atributos os/as caraterizam? (2) quais os processos
postos em prática na implementação de projetos de Ciência Cidadã nas escolas? e (3) que
impactos se podem esperar de projetos de ciência cidadã com escolas?
O trabalho é amplamente exploratório e qualitativo pois usa a observação etnográfica e
entrevistas realizadas a professores participantes no projeto. Cruzando os vários registos sobre
este estudo de caso, observou-se que a operacionalização de um projeto de Ciência Cidadã
depende da conjugação de processos, como o treino e a comunicação entre partes, como
também da natureza dos atributos dos atores e entidades integrantes e do seu desenvolvimento.
Finalmente, depreende-se que é possível criar conhecimento científico a partir da cooperação
entre universidades e escolas, empoderando professores na sua atividade letiva, estimulando a
reflexão dos estudantes para a cidadania, e expandindo o acesso dos investigadores a novos
dados.
Citizen science is a form of research that includes citizens in the scientific process, seeking to facilitate the dialogue between science and society in an innovative way. This dissertation questions this paradigm that reflect the transformation of the relationship between science and society, and that poses challenges both in the process and in the results obtained (the capacity of the various participating actors, the level of collaboration and intervention in the process and the quality and nature of the results achieved). To understand how citizen science works, the thesis uses the case study method. The analysed case corresponds to an ongoing international project - the eGroundwater project - which applies citizen science in a school context within the scope of the problem of aquifer degradation, in particular the Campina-Faro aquifer (Algarve). Relying, in part, on Capdevilla et al., (2020) and Kieslinger et al. (2018), the work raises the following questions: (1) which entities and participating actors are part of this citizen science project in a school context, and what attributes characterize them? (2) what are the processes put into practice in the implementation of Citizen Science projects in schools? and (3) what impacts can be expected from citizen science projects with schools? The work is largely exploratory and qualitative as it uses ethnographic observation and interviews with teachers participating in the project. Crossing the various records on this case study, it was observed that the implementation of a Citizen Science project depends on the combination of processes, such as training and communication between parties, as well as on the nature of the attributes of the actors and constituent entities and their development. Finally, it appears that it is possible to create scientific knowledge from cooperation between universities and schools, empowering teachers in their teaching activity, stimulating students' reflection on citizenship, and expanding researchers' access to new data.
Citizen science is a form of research that includes citizens in the scientific process, seeking to facilitate the dialogue between science and society in an innovative way. This dissertation questions this paradigm that reflect the transformation of the relationship between science and society, and that poses challenges both in the process and in the results obtained (the capacity of the various participating actors, the level of collaboration and intervention in the process and the quality and nature of the results achieved). To understand how citizen science works, the thesis uses the case study method. The analysed case corresponds to an ongoing international project - the eGroundwater project - which applies citizen science in a school context within the scope of the problem of aquifer degradation, in particular the Campina-Faro aquifer (Algarve). Relying, in part, on Capdevilla et al., (2020) and Kieslinger et al. (2018), the work raises the following questions: (1) which entities and participating actors are part of this citizen science project in a school context, and what attributes characterize them? (2) what are the processes put into practice in the implementation of Citizen Science projects in schools? and (3) what impacts can be expected from citizen science projects with schools? The work is largely exploratory and qualitative as it uses ethnographic observation and interviews with teachers participating in the project. Crossing the various records on this case study, it was observed that the implementation of a Citizen Science project depends on the combination of processes, such as training and communication between parties, as well as on the nature of the attributes of the actors and constituent entities and their development. Finally, it appears that it is possible to create scientific knowledge from cooperation between universities and schools, empowering teachers in their teaching activity, stimulating students' reflection on citizenship, and expanding researchers' access to new data.
Descrição
Mestrado Bolonha em Economia e Gestão de Ciência, Tecnologia e Inovação
Palavras-chave
Ciência Cidadã Governança Educação Sustentabilidade Aquífero Citizen Science Governance Education Sustainability Aquifer
Contexto Educativo
Citação
Barão, Josué Ruben Nunes (2022). “A escola, o aquífero e a ciência cidadã : processo e impacto da ciência cidadã no projeto Egroundwater”. Dissertação de Mestrado. Universidade de Lisboa. Instituto Superior de Economia e Gestão
Editora
Instituto Superior de Economia e Gestão