O Consenso Científico sobre Aquecimento Global Antropogênico: Considerações Históricas e Epistemológicas e Reflexões para o Ensino dessa Temática
DOI:
https://doi.org/10.28976/1984-2686rbpec2018182455Palavras-chave:
aquecimento global, controvérsia científica, consenso científico, controvérsias científicas fabricadas, educação ambiental.Resumo
Um dos desafios da educação ambiental para o século XXI é a inserção da temática do aquecimento global ou mudanças climáticas na sala de aula escolar. A natureza complexa do tema torna difícil a tarefa do(a) professor(a) em separar os elementos controversos e não controversos dessa temática. Neste sentido, este trabalho visa ir ao encontro dessa dificuldade discutindo sob uma perspectiva da história e epistemologia da ciência a temática do consenso científico sobre aquecimento global antropogênico. Embora em contextos midiáticos e inclusive educacionais este tema muitas vezes ainda seja apresentado como um exemplo de controvérsia científica, argumentamos, tomando por bases trabalhos de história, filosofia e sociologia da ciência, que aquecimento global antropogênico é uma matéria sobre a qual existe atualmente um amplo e legítimo consenso científico. Neste sentido, defendemos que é necessário que educadores(as) e pesquisadores(as) em ensino de ciências tomem cautela ao tratar dessa temática da perspectiva do ensino da controvérsia e, de modo especial, prestem atenção ao que vem sendo chamado na literatura internacional de ‘controvérsias científicas fabricadas’ na esfera pública, com vistas a confundir o público em geral sobre a seriedade de diferentes problemas ambientais, inclusive as mudanças climáticas. Assim, consideramos importante que educadores(as) das ciências que pretendem optar pelo ensino da controvérsia em sala de aula aprofundem seus estudos de história da ciência para avaliar, de modo apropriado, o debate sobre aquecimento global.
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Herrick, C. N., Jamieson, D. (2001). Junk Science and Environmental Policy: Obscuring Public Debate With Misleading Discourse. Philosophy & Public Police Quaterly, 21(2–3), 11–16.
Kelly, T. (2010). Peer disagreement and higher order evidence. In R. Feldman, & T. Warfield (Orgs.). Disagreement. (pp.111–174). New York: Oxford University Press.
Kitcher, P. (2010). The Climate Change Debates. Science, 328(5983), 1230–1234. http://dx.doi.org/10.1126/science.1189312
Kolsto, S. (2001). Scientific Literacy of Citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85(3), 291–310. https://doi.org/10.1002/sce.1011
Kuhn, Thomas. (1962). A estrutura das revoluções científicas. São Paulo: Perspectiva.
Kuhn. Thomas. (1974). Objectivity, value judgment and theory choice. In T. Kuhn. The essential tension: selected estudies in the scientific tradition and change. (pp. 356–367). University of Chicago Press.
Lambert, J., Lindgren, J., & Bleicher, R. (2012). Assessing elementary science methods students’ understanding about global climate change. International Journal of Science Education, 34(8), 1167–1187. https://doi.org/10.1080/09500693.2011.633938
Latour, B. (2004). Why has critique run out of steam? From matters of fact to matters of concern. Critical Inquiry, 30(2), 225–248. http://www.jstor.org/stable/10.1086/421123
Leiserowitz, A., & Smith, N. (2010). Knowledge of Climate Change Across Global Warming’s Six Americas. Yale University. New Haven, CT: Yale Project on Climate Change Communication. Recuperado de http://environment.yale.edu/climate-communication-OFF/files/Knowledge_Across_Six_Americas.pdf.
Lissauer, J., & Pater, I. (2013). Fundamental planetary science: physics, chemistry and habitability. New York: Cambridge University Press.
Lockwood, M. (2010). Solar change and climate: an update in the light of the current exceptional solar minimum. Proceedings Of The Royal Society A: Mathematical, Physical And Engineering Sciences, 466(2114), 303–329. http://dx.doi.org/10.1098/rspa.2009.0519
Lombardi, D., & Sinatra, G. (2012). College Students’ perceptions about the plausibility of human induced climate change. Research in Science Education, 42(2), 201–217.
Longino, H. (1990). Science as social knowledge. New Jersey: Princeton University Press.
Longino, H. (2002). The fate of knowledge. New Jersey: Princeton University Press, 2002.
Lugg, A. (1978). Disagreement in science. Journal for General Philosophy of Science, 9(2), 276–292. http://www.jstor.org/stable/25170474
Luntz. F. (2002). The environment: a cleaner, safer, healthier America. Recuperado de http://www.sindark.com/NonBlog/Articles/LuntzResearch_environment.pdf.
Machamer, P., Pera, M., & Baltas, A. (2000). Scientific controversies: philosophical and historical perspectives. Oxford: Oxford University Press.
Mcmullin, E. (1987). Scientific controversies and its termination. In Jr. H. T. Eengelhard, A. L. Caplan (Orgs.). Scientific controversies: case studies in the resolution and closure of disputes in science and technology. (pp. 49–91). Cambridge: Cambridge University Press,
McMullin, E. (1982). Values in Science. PSA: Proceedings Of The Biennial Meeting Of The Philosophy Of Science Association, 1982(2), 3–28. http://www.jstor.org/stable/192409
McCright, A., & Dunlap, R. (2010). Anti-reflexivity: The American conservative movement’s success in undermining climate science and policy. Theory Culture Society, 27(2–3), 100–133. http://doi.org/10.1177/0263276409356001
Muir Russel, A. (2010). The Independent Climate Change E-mails Review. Recuperado de http://www.cce-review.org/pdf/FINAL%20REPORT.pdf.
Mulvey, K., & Shulman, S. (2015). The Climate Deception Dossiers: internal fossil fuel industry memos reveal decades of corporate disinformation. Union of Concerned Scientist. Recuperado de https://www.ucsusa.org/sites/default/files/attach/2015/07/The-Climate-Deception-Dossiers.pdf .
Niebert, K., & Gropengiesser, H. (2014). Understanding the greenhouse effect by embodiment – Analysing and using students’ and scientists’ conceptual resources. International Journal of Science Education, 36 (2), 277–303. https://doi.org/10.1080/09500693.2013.763298
Oreskes, N. (2004). Beyond the ivory tower: The Scientific Consensus on Climate Change. Science, 306(5702), 1686–1686. http://dx.doi.org/10.1126/science.1103618
Oreskes, N., & Conway, E. (2010). Merchants of doubt: how a handful of scientists obscured the truth on to issues from tobacco smoke global warming. New York: Bloomsbury Press.
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2018-08-31
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O Consenso Científico sobre Aquecimento Global Antropogênico: Considerações Históricas e Epistemológicas e Reflexões para o Ensino dessa Temática. (2018). Revista Brasileira De Pesquisa Em Educação Em Ciências, 18(2), 455-491. https://doi.org/10.28976/1984-2686rbpec2018182455
