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Diversos autores têm indicado o potencial da articulação entre literatura e ciências. Concordando com essa perspectiva, neste artigo, temos como objetivo analisar as contribuições de um texto literário para a discussão de implicações sociais das ciências e tecnologias. Escolhemos como foco de análises um texto literário que não tem como intenção explícita a abordagem de temas de ciências. Esse tipo de abordagem, também proposta por outros autores, vem sendo tema de nossas pesquisas recentes. Compreendemos que, ao propor para o ensino de ciências a leitura de textos literários, abrimos espaço para contemplar a complexidade das relações sociais, localizando a ciência nesse contexto. No artigo, escolhemos como foco de nossa análise o livro A Caverna, de José Saramago. A escolha do texto se deu tendo em vista seu potencial para o desenvolvimento de discussões sobre as relações entre ciências e tecnologias e por possibilitar uma discussão crítica dos modos de produção e consumo fundados pela lógica capitalista. Além disso, o estudo permite aprofundar a compreensão da leitura como uma forma de autoria e aponta possíveis contribuições dessa perspectiva para pensar a leitura na educação em ciências.

This article aims to map the scientific production concerning the inclusion of people with disabilities in Science Education to promote a reflection on the production of this area. Bibliometric analysis is used to help understand what stage of research a particular subject is at. Publications on the topic indexed at the Web of Science Core Collection (WoS) were evaluated. A total of 119 articles published between 2009 and July 2019 were selected as dealing specifically with the subject. An increase in the number of articles associating Science teaching (ST) and Inclusive Education (IE) was noted. The journals that published the most, the most productive authors in the area and their collaboration networks were identified. A content analysis of the research was also carried out and the main investigated topics were pointed out. Educational levels, types of disabilities, central themes and specific science areas prevailing in the mapped research were also indicated. We conclude that, despite the growing number of articles, scientific production associating SE and IE is still small, concentrated, and not shared with the scientific community through scientific education journals, and that most research is focused on the use of methodologies and resources, and not on their development.

This study aimed to develop models that reproduce histological slide images and evaluate them with blind and sighted students from an inclusion perspective. A questionnaire with questions about the ideal characteristics of a model was answered by visually impaired (VI) students. Based on the responses and optical microscopy images from histological atlases, nine models were constructed with standardized materials. The models were tested at different times with VI students and with students who see. Our results indicate that morphology teaching, according to the students themselves, should make use of extra resources, such as models. The ideal characteristics for model efficiency as a teaching tool were representative textures and reliefs. The models built were evaluated by blind students in Spain and sighted students in Brazil because, from an inclusive perspective, it is ideal that the same material can meet the demands of all types of students. The use of the developed models enhanced learning in both groups, even when combined with microscopes for sighted students. According to student opinions, the use of relief models can represent an important pedagogical strategy used to teach morphological. The importance of developing that materials was also highlighted from an inclusion perspective, as these materials can be used in mixed classes, all students together, in cooperative learning. This study aids morphological subject teachers who teach visually impaired students to know where to start on the path to an inclusive and pedagogically coherent learning process.

Despite the advance of assisted reproduction, high rates of failure in treatment are still observed. Herein, we investigated how the psychophysiological stress profiles of patients can modulate the...

The Inquiry-Based approach to Science Education (IBSE) is presented in scienti#c literature (Hake, 1998; Sharma et al., 2010) and in research projects reports (e.g. ESTABLISH, 2010; SAILS, 2014) as a credible solution to the reported lack of ef#cacy of more ‘traditional’ educative approaches, especially when focused on Research and Innovation (RRI) (Sutcliffe, 2006; IRRESISTIBLE, 2013; Ark of Inquiry, 2013). IBSE is an inductive approach to science teaching that considers direct experience at the center of learning. IBSE activities and strategies actively involve students in the identi#cation of relevant evidence, in critical and logical reasoning on the evidence collected and in re+ection on their interpretation. Students learn to conduct investigations, but are also led by the teachers to understand the typical processes scientists use to build knowledge. IBSE strategies are credited to improve student understanding in many conceptual #elds, due to their strongly contextualized nature, that focuses on the interdependence of situation and cognition, and on the ways they facilitate learning processes (Fazio, 2020) info:eu-repo/semantics/publishedVersion

It is widely acknowledged today that an Inquiry-Based approach to Research and Innovation processes can improve the interest of students in studying scientific topics. Such approaches can enable students to have the opportunity to interact with cutting edge topics, research results and work with researchers and other societal actors to better align research processes and their outcomes with the values, needs and expectations of today's society. However, there is still no clear consensus between researchers about the impact that inquiry-based approaches have on the student scientific knowledge and conceptual understanding at different ages and cultural levels. This paper discusses these aspects from a vertical and interdisciplinary curriculum perspective. Firstly, the impact of a series of inquiry-based learning activities on the acquisition of scientific knowledge and in the development of pupils' positive attitudes toward science in pupils aged 10–13 is discussed. Secondly, a discussion on important preconditions needed for an introduction of cutting-edge topics to the classroom, and the role of the inquiry that has to be offered to students to effectively construct knowledge is considered at the pre-university level. Following this, an approach adopted by three large scale European projects (ESTABLISH, SAILS and OSOS) that focus on enhancing science education curricula, pedagogy and assessment practices and supporting science educators in embedding Inquiry-Based Education or Responsible Research and Innovation principles in science education is presented. Finally, an innovative Doctoral Degree in Sustainability Science, which seeks transformative education that challenges the attitudes of both professors and students is presented and some of its most relevant aspects are discussed.

Citizen science is a growing field of research and practice, generating new knowledge and understanding through the collaboration of citizens in scientific research. As the field expands, it is becoming increasingly important to consider its potential to foster education and learning opportunities. Although progress has been made to support learning in citizen science projects, as well as to facilitate citizen science in formal and informal learning environments, challenges still arise. This paper identifies a number of dilemmas facing the field—from competing scientific goals and learning outcomes, differing underlying ontologies and epistemologies, diverging communication strategies, to clashing values around advocacy and activism. Although such challenges can become barriers to the successful integration of citizen science into mainstream education systems, they also serve as signposts for possible synergies and opportunities. One of the key emerging recommendations is to align educational learning outcomes with citizen science project goals at the planning stage of the project using co-creation approaches to ensure issues of accessibility and inclusivity are paramount throughout the design and implementation of every project. Only then can citizen science realise its true potential to empower citizens to take ownership of their own science education and learning. © Copyright © 2020 Roche, Bell, Galvão, Golumbic, Kloetzer, Knoben, Laakso, Lorke, Mannion, Massetti, Mauchline, Pata, Ruck, Taraba and Winter., COST (European Cooperation in Science and Technology) ActionEuropean Cooperation in Science and Technology (COST) [CA15212]; European UnionEuropean Commission [824580]

Despite the advance of assisted reproduction, high rates of failure in treatment are still observed. Herein, we investigated how the psychophysiological stress profiles of patients can modulate the

A experiencia de pesquisa pode iniciar-se como uma curiosidade e transformar-se em algo valioso, numa perspectiva investigativa. Iniciando-se com participacao inopinada no 6o Congresso de Investigacao Qualitativa, o primeiro autor desenvolveu formacao, que, no seu senso, levou-o a encontrar um caminho seguro para, com a segunda autora, sua orientadora, conduzirem sua Tese. O objetivo deste artigo e apresentar o relato da experiencia de uso inicial do software webQDA, na elaboracao de um processo de investigacao, de modo que este trabalho possa ajudar outras pessoas a realizar atividades da mesma natureza. Usou-se, para sistematizar o relato da experiencia, a narrativa autobiografica como base metodologica, realizando-se uma reflexao critica e sistematizadora a respeito do desenvolvimento cronologico e sobre o como e o por que desta experiencia, buscando-se, como resultados, caracterizar a formacao cursada pelo primeiro autor como descortinadora dos conhecimentos sobre o software e organizadora, no sentido de estruturar com coerencia interna suas questoes de investigacao. Enfim, procurou-se, com este artigo curto, demonstrar ser o webQDA uma matriz potente, proporcionando ao pesquisador e sua orientadora arrumarem a investigacao, no sentido de aplicar de forma adequada o recurso da analise de conteudo ao desenvolvimento da pesquisa.

A experiência de pesquisa pode iniciar-se como uma curiosidade e transformar-se em algo valioso, numa perspectiva investigativa. Iniciando-se com participação inopinada no 6º Congresso de Investigação Qualitativa, o primeiro autor desenvolveu formação, que, no seu senso, levou-o a encontrar um caminho seguro para, com a segunda autora, sua orientadora, conduzirem sua Tese. O objetivo deste artigo é apresentar o relato da experiência de uso inicial do software webQDA, na elaboração de um processo de investigação, de modo que este trabalho possa ajudar outras pessoas a realizar atividades da mesma natureza. Usou-se, para sistematizar o relato da experiência, a narrativa autobiográfica como base metodológica, realizando-se uma reflexão crítica e sistematizadora a respeito do desenvolvimento cronológico e sobre o como e o por que desta experiência, buscando-se, como resultados, caracterizar a formação cursada pelo primeiro autor como descortinadora dos conhecimentos sobre o software e organizadora, no sentido de estruturar com coerência interna suas questões de investigação. Enfim, procurou-se, com este artigo curto, demonstrar ser o webQDA uma matriz potente, proporcionando ao pesquisador e sua orientadora arrumarem a investigação, no sentido de aplicar de forma adequada o recurso da análise de conteúdo ao desenvolvimento da pesquisa.

Purpose This paper aims to understand if a project work methodology proposed to students, based on an inquiry perspective and dealing with different dimensions of sustainable development, contributed to creating an interdisciplinary solution for a problem on sustainability challenged by food production and consumption, and also to understand if this methodological approach is perceived as important to their learning as professionals and citizens. Data were collected by direct observation, a questionnaire applied to the students and students’ individual reflections. Design/methodology/approach This paper aims to present the research results of the impact of a pedagogical approach on students, implemented as a part of the Doctoral Programme in Sustainability Science, which was designed following an innovative model at the University of Lisbon, Portugal. The main drivers include building a new body of interdisciplinary knowledge leading to the application of science to address real problems towards transdisciplinary education. Findings The results suggest great potential for an inquiry perspective in trying to solve a real problem. Students’ proposals were realistic, viable and complementary enough to collectively contribute in response to the global problem. The use of approaches acquired from different areas of knowledge was clear, and the project methodology was well understood. Students considered the experience very rewarding in terms of learning and contributing positively to their personal and professional development. Originality/value This Doctoral programme is anchored in a progressive continuum encompassing holistic debates with a multidisciplinary team of professors in environments that promote interdisciplinary attitudes and new knowledge, and also project work aimed at guiding students to transdisciplinary learning, which constitutes an innovative form of dealing with the complex challenges created by the science of sustainability.

In this paper we present an evaluation of an App for mobile devices, ‘Roteiro dos Descobrimentos’, as an educational digital resource for primary school students. The study involved the participation of 131 students and eight teachers. Data were collected from participant observation, students’ questionnaires and interviews to students and teachers. According to students, they learned new things, related with the topics explored, in an easy and funny way. Students also emphasized as positive aspects the fact that they had to face different challenges and the need to mobilize their knowledge to solve them. Teachers referred that students showed great interest and enthusiasm during the activities. As main gains, teachers stressed that the application fosters the relationship of students with the city, facilitates collaboration, and promotes students’ autonomy. In resume, it seems that the playful and interactive dimension of the App promoted the development of important skills such as the ability to interact with the environment, collaborative work, autonomy, and reading and interpretation skills. As a conclusion, there is a great receptivity to integrate mobile technologies in the teaching and learning process, but the role of the teacher can’t be dismissed, as a mediator and educator.

Vários estudos em educação têm salientado a natureza da ciência como sendo uma componente importante da educação em ciência. Neste trabalho, é apresentada uma atividade de escrita e discussão de histórias imaginadas sobre cientistas, e são discutidas as suas potencialidades para a exploração das ideias dos alunos sobre a atividade científica. Os dados foram recolhidos através de entrevistas com professores e alunos. Foi também efetuada a análise de documentos escritos e a observação das sessões de discussão. Os resultados revelaram a presença, nos alunos, de ideias inadequadas acerca do que é a atividade científica. Revelaram, também, dificuldades por parte dos professores na gestão da discussão e no confronto dessas ideias, que dificultam a compreensão acerca da natureza do conhecimento científico. É sugerido que esta atividade possa ser enriquecida pela sua integração num contexto real, que facilite o estabelecimento de conexões com o trabalho de cientistas reais. Many educational studies stress that knowledge about the nature of science should be an important component of science education. In this paper we present and discuss the potentiality of an activity of writing and discussing fictional stories about scientists to explore with students their main ideas about scientific activity. Data were collected by way of interviews with teachers and with students. Written documents were analyzed and naturalistic observation of discussion sessions was carried on. The results reveal that students have some distorted ideas of science and scientific activity. They also reveal teachers' difficulties with the organization of the discussion and the confrontation of students' ideas, which may prevent students from developing an understanding about the nature of scientific knowledge. Considering these difficulties, we suggest that this type of activity could be enriched by being integrated in a more real context, where students are encouraged to make connections to the work of real scientists.

Aligned with the new trends in curriculum studies, the Portuguese physical and natural sciences curriculum of basic education was reorganised by introducing several new ideas and principles, such as the notion of competence, the development of adequate learning experiences, an emphasis on formative assessment of students and the idea of flexible management of the curriculum. In order to promote changes in teachers’ practices and conceptions, the reorganisation of the curriculum involved a complex process of implementation. However, this process of curriculum change was stopped abruptly due to a change in government. This chapter’s goals are to describe the process of curriculum change, how teachers interpret and implement the science curriculum and the factors that affect the way the curriculum is implemented. We analysed data from three types of studies: (a) a nationwide study focused on teachers’ perspectives regarding the science curriculum, (b) a meta-analysis of several comprehensive Portuguese studies and (c) a multiple case study involving five schools. Results show that teachers modified certain practices not according to the original intentions of the curriculum, but according to how they perceived and experienced some of the constraints and their educational and school contexts. These results support the idea that it is essential to create structures capable of responding to the emerging training needs of teachers. The creation of communities of practice involving educational researchers and teachers may facilitate discussion and reflection about the curriculum, providing teachers with resources to accomplish innovations and for providing them with feedback about the work they are developing.

Phenotypic sex differences in primates are associated with body differentiation during the early stages of life, expressed in both physiological and behavioral features. Hormones seem to play a pivotal role in creating a range of responses to meet environmental and social demands, resulting in better reactions to cope with challenges to survival and reproduction. Our studies on brain plasticity combine hormonal and behavioral approaches to investigate stress-coping mechanisms in nonhuman primates. Steroid hormones actively participate in neuroplasticity and steroids from both gonads and neurons seem to be involved in behavioral modulation in primates. Indirect evidence suggests the participation of sexual steroids in dimorphism of the stress response in common marmosets. This is an important experimental model in Psychiatry, since we found a dual profile for cortisol in the transition from infancy to puberty, with females showing higher levels that extend to adulthood. Immature males and females at 6, 9 and 12 months of age moved alone from the family group to a new cage, over a 21-day period, expressed distinct patterns of cortisol variation, depending on age, but similar in terms of range of variation between sexes. Additional evidence showed that during juvenile to sub-adult transition males buffered the HPA axis during chronic stress. However, animals under both acute and chronic stress performed poorly on spatial cognitive tests and evidence from the literature that they respond better to social tasks indicates that new approaches are necessary to take advantage of this experimental model. These findings increase the potential of also using this experimental model during development, such as in adolescence, and strengthen the importance of sex as a part of experimental protocols that study neuropsychiatric illnesses such as anxiety and mood disorders as well as associated therapeutics.

This article is based on a supervision process that aimed to listen to two childhood educators that told their experiences, in order to share their educational practices. This collaborative supervision process was evidencedin the stories of the educators as promoters of professional development and improvement of the educational practices. The reflection is the central element for this development, allowing the attribution of meaning to the pedagogical action. The study has a qualitative and interpretative nature. The narrative was the method of listening and reflection, using Labov’s model (1972/1982) for the analysis of the narratives. This study suggests that the integrated reflection process in the supervision allowed for the improvement of the educational practices and, consequently, professional development. While telling their stories, the educators remembered, analyzed and incorporated the reflection of their educational experiences in their practices.Keywords: Supervision; Childhood education; Professional development; Narratives, Cet article a comme base un processus de supervision qui visait l’écoute de deux assistantes maternelles qui nous ont racontés leurs expériences, de façon à nous faire connaître leurs pratiques éducatives. Ce processus de supervision collaborative et de réflexion a été mis en évidence dans les récits des assistantes maternelles, quand elles indiquent que celui-ci promeut le développement professionnel et l’amélioration des pratiques éducatives, faisant de la réflexion l’élément central pour ce développement, permettant l’attribution d’un sens à l’action pédagogique. Cette étude est de nature qualitative et interprétative et a comme fil conducteur l’écoute et la réflexion, utilisant pour l’analyse des narratives le modèle évaluateur de Labov (1972,1982).Cette étude suggère que le processus de réflexion, intégré à la supervision, a permis une amélioration des pratiques éducatives et, par conséquent, le développement professionnel. En racontant leurs histoires, les assistantes maternelles se rappellent, analysent et incorporent la réflexion sur leurs expériences éducatives dans leur pratique.Mots-clé: Supervision; Éducation de l’enfance; Développement professionnel; Narratives, Este artigo baseia-se num processo de supervisão que visou escutar duas educadoras de infância que contaram as suas experiências, de forma a darem a conhecer as suas práticas educativas. Este processo de supervisão colaborativo reflexivo foi evidenciado nas histórias das educadoras como promotor de desenvolvimento profissional e de melhoria de práticas educativas, sendo a reflexão o elemento central para esse desenvolvimento,permitindo a atribuição de sentido da ação pedagógica. O estudo é de natureza qualitativa e interpretativa e foi a narrativa o método de escuta e reflexão, sendo utilizado, para a análise das narrativas, o modelo avaliativo de Labov (1972, 1982). O estudo sugere que o processo de reflexão integrado na supervisão permitiu uma melhoria de práticas educativas e,consequentemente, do desenvolvimento profissional. Com o contar histórias,as educadoras relembram, analisam e incorporam a reflexão das suas experiências educativas nas suas práticas.Palavras-chave: Supervisão; Educação de infância; Desenvolvimento profissional; Narrativas

This article discusses the results of a mainly qualitative study into possible impacts of recent controversial socio‐scientific issues on a group of Portuguese secondary school students regarding their conceptions about scientists. The 86 participants: (1) answered a questionnaire with open‐ended questions; and (2) wrote a science fiction story involving a group of scientists working on a particular situation of her/his choice. Next, semi‐structured interviews were carried out to clarify and discuss the ideas embodied in the stories and mentioned in the questionnaire. All data underwent a process of content analysis. The socio‐scientific controversies recently discussed, and the way science and scientists are depicted in the media, seem to have produced some impact on students' conceptions about scientists. Based on the results obtained, some remarks and educational implications are discussed.

PARSEL Project emerged from the urgent need to overcome the problem of lack of scientific literacy in the population, which should be a priority in a society where science occupies a central place. Indeed, nowadays for any citizen to participate in a responsible and informed way in society he has to be scientifically acknowledgeable. Nevertheless, not only are scientific levels low in the general population, but also there is an increasing number of students who avoid science and technology courses and related professions. Within this context, PARSEL aims at raising science and scientific courses’ popularity and relevancy as well as at enacting teachers’ professional development. In order to achieve these goals, the PARSEL group developed 54 pan-European modules, which were tested and evaluated by several teachers in several European countries and Israel. Teachers maintained a close relationship with the university, were highly encouraged to appropriate the modules and to adapt them to their local conditions and, also to discuss and share their experiences. In Portugal, modules were tested by a group of eight teachers, and their students. This paper presents data concerning teachers’ evaluation. Data was collected by means of interviews, observation and written documents and reveals that teachers positively evaluated PARSEL’s impact on their own professional development. Furthermore, they considered modules as well as the teaching-learning approach essential for making science learning relevant and popular for their students.

Ciência e literatura, apesar de terem linguagens específicas e métodos próprios, podem ficar valorizadas quando postas em interacção, proporcionando diferentes leituras e novas perspectivas de análise. Neste artigo pretendo evidenciar algum do diálogo possível entre saberes diversos, olhando para alguns exemplos quer da nossa literatura quer de textos científicos, fazendo emergir sentidos que proporcionam uma compreensão global. Recorro à teoria da complexidade para, de uma forma breve, justificar essa necessidade de apreensão holística do mundo. Apresento ainda algumas implicações deste diálogo de saberes para a escola, particularmente para a educação em ciência., Interacções, vol. 2 n.º 3 (2006): Compreender a ciência e a rede complexa de interacções deste empreendimento com a sociedade, a cultura e o ambiente.

Este artigo baseia-se num processo de supervisão que visou escutar duas educadoras de infância que contaram as suas experiências, de forma a darem a conhecer as suas práticas educativas. Este processo de supervisão colaborativo reflexivo foi evidenciado nas histórias das educadoras como promotor de desenvolvimento profissional e de melhoria de práticas educativas, sendo a reflexão o elemento central para esse desenvolvimento, permitindo a atribuição de sentido da ação pedagógica. O estudo é de natureza qualitativa e interpretativa e foi a narrativa o método de escuta e reflexão, sendo utilizado, para a análise das narrativas, o modelo avaliativo de Labov (1972, 1982). O estudo sugere que o processo de reflexão integrado na supervisão permitiu uma melhoria de práticas educativas e, consequentemente, do desenvolvimento profissional. Com o contar histórias, as educadoras relembram, analisam e incorporam a reflexão das suas experiências educativas nas suas práticas. This article is based on a supervision process that aimed to listen to two childhood educators that told their experiences, in order to share their educational practices. This collaborative supervision process was evidenced in the stories of the educators as promoters of professional development and improvement of the educational practices. The reflection is the central element for this development, allowing the attribution of meaning to the pedagogical action. The study has a qualitative and interpretative nature. The narrative was the method of listening and reflection, using Labov’s model (1972/1982) for the analysis of the narratives. This study suggests that the integrated reflection process in the supervision allowed for the improvement of the educational practices and, consequently, professional development. While telling their stories, the educators remembered, analyzed and incorporated the reflection of their educational experiences in their practices. Cet article a comme base un processus de supervision qui visait l’écoute de deux assistantes maternelles qui nous ont racontés leurs expériences, de façon à nous faire connaître leurs pratiques éducatives. Ce processus de supervision collaborative et de réflexion a été mis en évidence dans les récits des assistantes maternelles, quand elles indiquent que celui-ci promeut le développement professionnel et l’amélioration des pratiques éducatives, faisant de la réflexion l’élément central pour ce développement, permettant l’attribution d’un sens à l’action pédagogique. Cette étude est de nature qualitative et interprétative et a comme fil conducteur l’écoute et la réflexion, utilisant pour l’analyse des narratives le modèle évaluateur de Labov (1972, 1982).Cette étude suggère que le processus de réflexion, intégré à la supervision, a permis une amélioration des pratiques éducatives et, par conséquent, le développement professionnel. En racontant leurs histoires, les assistantes maternelles se rappellent, analysent et incorporent la réflexion sur leurs expériences éducatives dans leur pratique.

This article discusses the results of a qualitative study, based on case studies, aimed at: (a) assessing a group of Portuguese secondary school natural science teachers regarding their conceptions of the nature, teaching and learning of science; (b) studying possible impacts of recent controversies surrounding scientific and technological issues on these conceptions and on teachers' classroom practices. Five teachers, with different backgrounds and teaching experience, were observed during classes and interviewed with the purpose of studying: (a) the relationship between their conceptions and classroom practices; and (b) the factors that impede or enhance this relationship. Subsequently, observation notes and interview transcriptions were systematically analysed. The socio-scientific controversies recently discussed in Portugal seem to have had an impact on teachers' (1) conceptions about the nature, teaching and learning of science; and (2) classroom practice. However, not all teachers were able to teach according to their conceptions. Some factors seem to mediate the relationship between teachers' conceptions and classroom practice: National Curriculum, national exams, teachers' previous experience as scientists, and personal educational priorities or aims. Based on the results obtained, some remarks and educational implications are discussed.

A Educação Ambiental teve a sua expansão em Portugal a partir deuma proposta da UNESCO, em 1984/85, tendo envolvido váriosMinistérios, Associações de protecção da natureza e escolas básicas esecundárias. Surgiu assim o projecto de Educação Ambiental para oDesenvolvimento, firmado em protocolos entre várias entidades comoa Direcção Geral do Ensino Básico e Secundário e o Instituto Nacionaldo Ambiente, definindo-se a Educação Ambiental enquanto processode formação orientada para a resolução de problemas, de uma formainterdisciplinar, de modo a integrar-se na comunidade e ter um carácterde educação permanente. Várias experiências foram desenvolvidas nasescolas, por vezes em ligação a universidades, e surgiram linhas deinvestigação com o objectivo de tornar visíveis essas experiências comoexemplo de boas práticas educativas. Nesta comunicação,apresentaremos algumas dessas linhas metodológicas como os estudosde caso, os estudos etnográficos e a narrativa como as que apresentamgrandes potencialidades na área de Educação Ambiental. Serão dadosalguns exemplos de estudos realizados com professores em Portugal, demodo a tornar mais explícita a importância desses métodos deinvestigação. Tornar visíveis as experiências inovadoras é um dosmelhores caminhos para contagiar para o envolvimento em projectosque se pretende constituam não apenas momentos na vida de alguém,mas, sobretudo, constituam mudanças de atitude para toda uma vida.Há hoje a noção de que para criar qualidade de vida, no sentido pessoale colectivo, é indispensável a participação de todos, mas numa perspectiva ecocêntrica e não antropocêntrica. Alertar as crianças e osjovens para a importância do seu comportamento e intervenção nagestão dos recursos, torná-los sensíveis ao que se passa à sua volta,aprendendo a discutir e a dar argumentos que fundamentem a suaopinião, é educar para o ambiente e a sustentabilidade. Daí aimportância de os currículos escolares incluírem estas problemáticas.Como professores e investigadores, temos uma granderesponsabilidade, educar, tornando visível o que se faz para mostrar queé possível fazer mais e melhor, mas, sobretudo, despertar consciênciaspara que os próprios alterem comportamentos indesejados.

Este artigo incide na análise das atividades de aprendizagem e avaliação formativa da unidade curricular "Gestão Sustentável dos Recursos" (GSR) em manuais escolares de Ciências Naturais do 8º ano. Tem o objetivo de verificar qual a sintonia entre o modelo de desenvolvimento de competências proposto nos manuais e o promovido pela avaliação em literacia científica do PISA 2006.Assente numa investigação de caráter qualitativo, o fundamento teórico acorda com a estrutura conceptual do PISA 2006. Os manuais foram selecionados segundo o critério "manual mais adotado num distrito". Os resultados revelaram uma ênfase no desenvolvimento de competências assente na aquisição de conhecimento factual como verificação da capacidade de ler ecompreender o contexto, desligado das ideias e conceitos que complementam as competências. Revelam ainda ausência de situações de aprendizagem que promovam o conhecimento e a compreensão da ciência. Palavras-chave: Currículo; Manuais escolares; Competências; PISA 2006

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