Emancipatory Open Practices for Sustainability with Science and Emerging Technologies [Práticas Emancipatórias Abertas para Sustentabilidade com Ciência e Tecnologias Emergentes]

Okada, Alexandra; Struchiner, Miriam; Almeida, Maria Elizabeth; Castro, Thais and Pianovski Vieira, Alboni Marisa Dudeque (2023). Emancipatory Open Practices for Sustainability with Science and Emerging Technologies [Práticas Emancipatórias Abertas para Sustentabilidade com Ciência e Tecnologias Emergentes]. Revista Diálogo Educacional, 23(77) pp. 627–635.

DOI: https://doi.org/10.7213/1981-416X.23.077.AP01

Abstract

Emancipatory Education for a Sustainable Future: A Special Edition in Brazil.

Emancipatory education plays a central role in empowering both the current and future generations for the praxis towards the collaborative construction of a desirable future for all. Achieving life sustainability in the present world is one of the greatest challenges that education faces.

The collection of articles presented in this special edition serves as a starting point for questioning (CARE), critical scientific reasoning (KNOW), and dialogue with action (DO) to support future research movements and networks focused on sustainability (OKADA; GRAY, 2023). We hope that the questions and problematizations raised through the invitation to contribute to this thematic edition will lead to new inquiries:

How can we prepare learners for science and technology to promote life and planet sustainability?
How can this process be redefined through theoretical and practical lenses?
What real-life scenarios can facilitate the construction of situated curriculum knowledge and participatory, authentic, critical, and engaging approaches that support science 'with' and 'for' society?

The scientific studies presented in this dossier comprise quantitative, qualitative, mixed methods, case and multi-case studies, as well as conceptual works that involve research methods and the epistemology of scientific knowledge. They cover various areas of knowledge, including the natural sciences (chemistry, biology, physics), human and social sciences (languages, geography, pedagogy, education, administration, design), and exact sciences (mathematics, computing).

Several emerging technologies are discussed for students to explore through online, offline, hypermobile, hybrid, and online learning. The examples presented include the production of applications, games, metaverse, coding, citizen science platforms, podcasts, websites, cloud polling systems, smartphones, wearable technologies, tablets, citizen-science platforms, self-assessment, and co-assessment instruments, including CONNECT-Science.

The works described in this dossier are presented from the perspective of emancipatory practices that promote sustainability with science and emerging technologies, through three educational levels or axes:

Axis 1: Basic education (kindergarten and elementary school)
Axis 2: High school (secondary education)
Axis 3: Higher education (undergraduate and graduate) with a focus on teacher training.

The production of this dossier resulted from extensive promotion supported by two projects:

OLAF - Open Online Learning and Fun
CONNECT - Inclusive Open Schooling with Future-Oriented Science

The wide dissemination was led by the organizers, authors, and collaborators in various national and international events, including Educere, Humanitas, Web-Curriculum, IOSTE, SBIE, CIET-ESUD, LSME-London, CONNECT, BETT, and Green Forum UK-BR. Additionally, the dossier was a product of numerous discussions between the organizers and reflections supported by the authors and their networks, which are presented in this special edition.

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